Instructor’s Manual

for the

Laboratory Manual

to Accompany

Hole’s Essentials ofHuman Anatomy and

Physiology

Eighth Edition

Terry R. MartinKishwaukee College

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Instructor’s Manual for the Laboratory Manual to AccompanyHOLE’S ESSENTIALS OF HUMAN ANATOMY AND PHYSIOLOGY, EIGHTH EDITIONDAVID SHIER, JACKIE BUTLER, AND RICKI LEWIS

Published by McGraw-Hill Higher Education, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas,New York, NY 10020. Copyright © The McGraw-Hill Companies, Inc, 2003, 2000, 1998. All rights reserved.

The contents, or parts thereof, may be reproduced in print form solely for classroom use with HOLE’S ESSENTIALS OF HUMAN ANATOMY AND PHYSIOLOGY, EIGHTH EDITION, provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

www.mhhe.com

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CONTENTS

Preface vAn Overview viInstructional Approaches viiiCorrelation of Textbook Chapters and Laboratory Exercises ixSuggested Time Schedule xi Fundamentals of Human Anatomy and Physiology Exercise 1 Scientific Method and Measurements 1

Exercise 2 Body Organization and Terminology 2Exercise 3 Care and Use of the Compound Microscope 5

CellsExercise 4 Cell Structure and Function 6Exercise 5 Movements Through Cell Membranes 8Exercise 6 The Cell Cycle 10

TissuesExercise 7 Epithelial Tissues 11Exercise 8 Connective Tissues 12Exercise 9 Muscle and Nervous Tissues 13

Integumentary SystemExercise 10 Integumentary System 14

Skeletal SystemExercise 11 Structure of Bone 16Exercise 12 Organization of the Skeleton 17Exercise 13 The Skull 18Exercise 14 Vertebral Column and Thoracic Cage 20Exercise 15 Pectoral Girdle and Upper Limb 22Exercise 16 Pelvic Girdle and Lower Limb 24Exercise 17 The Joints 26

Muscular SystemExercise 18 Skeletal Muscle Structure 27Exercise 19 Muscles of the Face, Head, and Neck 28Exercise 20 Muscles of the Chest, Shoulder, and Upper Limb 29Exercise 21 Muscles of the Abdominal Wall and Pelvic Outlet 31Exercise 22 Muscles of the Hip and Lower Limb 32

Nervous SystemExercise 23 Nervous Tissue and Nerves 34Exercise 24 The Reflex Arc and Reflexes 35Exercise 25 The Meninges and Spinal Cord 36Exercise 26 The Brain and Cranial Nerves 37Exercise 27 Dissection of the Sheep Brain 38

Special SensesExercise 28 The Ear and Hearing 39Exercise 29 The Eye 40Exercise 30 Visual Tests and Demonstrations 41

Endocrine SystemExercise 31 Endocrine System 42

Cardiovascular SystemExercise 32 Blood Cells 44Exercise 33 Blood TestingA Demonstration 45

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Exercise 34 Blood Typing 46Exercise 35 Structure of the Heart 47Exercise 36 The Cardiac Cycle 49Exercise 37 Blood Vessels 50Exercise 38 Pulse Rate and Blood Pressure 51Exercise 39 Major Arteries and Veins 52

Lymphatic SystemExercise 40 Lymphatic System 54

Digestive SystemExercise 41 Organs of the Digestive System 55Exercise 42 Action of a Digestive Enzyme 58

Respiratory SystemExercise 43 Organs of the Respiratory System 59Exercise 44 Breathing and Respiratory Volumes and Capacities 60

Urinary SystemExercise 45 Structure of the Kidney 61Exercise 46 Urinalysis 62

Reproductive SystemsExercise 47 Male Reproductive System 63Exercise 48 Female Reproductive System 64

Appendix 1 Materials Needed 65Appendix 2 Laboratory Suppliers 68

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PREFACE

This instructor's manual is designed to assist those who are using the Laboratory Manual to Accompany Hole's Essentials of Human Anatomy and Physiology, eighth edition by Terry R. Martin. It describes the purpose of the laboratory manual and its special features, and provides suggestions for presenting the laboratory exercises to students. The instructor's manual also parallels the laboratory manual, exercise by exercise, providing labels for unlabeled diagrams and answers to questions that appear in the laboratory reports. For some exercises, special instructional suggestions that propose alternative procedures, laboratory equipment, or laboratory techniques are provided.

Most of the illustrations and labels parallel the textbook very closely, as requested by many of the users of the laboratory manual. Many of the leader lines are arranged differently than the textbook, and several illustrations are different than the textbook. This has been requested also by many of the users of the laboratory manual. I have attempted to reach a balance that will be beneficial for all students and instructors.

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AN OVERVIEW

The Laboratory Manual to Accompany Hole's Human Anatomy and Physiology, eighth edition, was written to accompany the textbook Hole's Essentials of Human Anatomy and Physiology, eighth edition, by Shier, Butler, and Lewis. As in the case of the textbook, the laboratory manual is planned for students pursuing careers in allied health fields who have minimal backgrounds in the physical and biological sciences.

The manual contains forty-eight laboratory exercises that are integrated closely with the content of the textbook. The exercises are designed to review and illustrate various anatomical and physiological facts and principles presented in the textbook and to help students investigate some of these ideas in more detail. Four computerized supplemental labs are available, which are physiological labs on humans.

The laboratory exercises include a variety of special features that are designed to stimulate student interest in the subject matter, to involve students in the learning process, and to guide them through the planned experiences. These features include the following:

Materials needed. The laboratory materials listed are those that students require to complete the exercise and to perform the demonstrations and optional activities.

Safety. If the laboratory exercise requires special safety guidelines, this section is included. General safety guidelines also appear inside the front cover.

Introduction. The introduction briefly describes the subject of the exercise or the ideas that will be investigated.

Purpose of the exercise. The purpose provides a statement concerning the intent of the exercise–that is, what will be accomplished.

Learning objectives. The learning objectives list in general terms what a student should be able to do after completing the exercise.

Procedure. The procedure provides a set of detailed instructions for accomplishing the planned laboratory activities. Usually these instructions are presented in outline form so that a student can proceed through the exercise in stepwise fashion. Frequently, the student is referred to particular sections of the textbook for necessary background information or for review of subject matter presented in some previous part of the course.

The procedures include a wide variety of laboratory activities and, from time to time, direct the student to complete various tasks in the laboratory reports.

Demonstrations. Demonstrations appear in separate boxes. They describe specimens, specialized laboratory equipment, or other materials of interest that the instructor may want to display to enrich the student's laboratory experience.

Optional activities. Optional activities also appear in separate boxes. They are planned to encourage students to extend their laboratory experiences. Some of these activities are open-ended in that they suggest how a student can plan an investigation or experiment and carry it out after receiving approval from the laboratory instructor.

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Illustrations. Diagrams from the textbook are often used as aids for reviewing subject matter. Other illustrations provide visual instructions for performing steps in procedures or are used to identify parts of instruments or specimens. Micrographs are often included to help students identify microscopic structures or to evaluate student understanding of tissues

Some figures, such those involving the skull, are presented so that they are suitable for coloring. You may want to have your students use colored pencils to highlight various parts of these illustrations. This activity should enhance their ability to observe the figures more carefully and help them locate and identify important anatomical features.

Laboratory reports. Immediately following each exercise, there is a laboratory report to be completed by the student. These reports include various types of review activities, spaces for sketches of microscopic objects, tables for recording observations and experimental results, and questions dealing with the analysis of such data.

As a result of these laboratory exercises, students should develop a better understanding of the structural and functional characteristics of their bodies. In addition, their skills in gathering information by observation and experimentation should increase.

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INSTRUCTIONAL APPROACHES

Exercise SelectionAlthough the laboratory manual contains forty-eight separate exercises, it may not be possible to include all of them in any one program. However, since many of the exercises are relatively short and because the procedures of others are divided into sections, an instructor can easily select those exercises or parts of exercises that best meet the needs of a particular class.

These exercises also vary in the quantities of equipment needed to complete them; if necessary, an instructor can make some selection based upon the amount of laboratory equipment available for use by a class.

Animal DissectionIn the laboratory manual, detailed instructions for dissecting certain organs, such as the sheep brain, sheep heart, mammalian eye, and pig kidney are included.

If an instructor prefers to have students dissect some animal, appropriate sections of a specialized dissection manual may be added.

A laboratory option is to obtain a cadaver as a demonstration specimen. If this is not possible, consider a field trip to a location that has a prosected cadaver. A minimum of two viewings is recommendedone during muscle study and the other near the end of the course.

The Use of Animals in Biology Education*The National Association of Biology Teachers (NABT) believes that the study of organisms, including nonhuman animals, is essential to the understanding of life on Earth. NABT recommends the prudent and responsible use of animals in the life science classroom. NABT believes that biology teachers should foster a respect for life. Biology teachers also should teach about the interrelationship and interdependency of all things.

Classroom experiences that involve nonhuman animals range from observation to dissection. NABT supports these experiences so long as they are conducted within the long-established guidelines of proper care and use of animals, as developed by the scientific and educational community.

As with any instructional activity, the use of nonhuman animals in the biology classroom must have sound educational objectives. Any use of animals, whether for observation or dissection, must convey substantive knowledge of biology. NABT believes that biology teachers are in the best position to make this determination for their students.

NABT acknowledges that no alternative can substitute for the actual experience of dissection or other use of animals and urges teachers to be aware of the limitations of alternatives. When the teacher determines that the most effective means to meet the objectives of the class do not require dissection, NABT accepts the use of alternatives to dissection including models and the various forms of multimedia. The Association encourages teachers to be sensitive to substantive student objections to dissection and to consider providing appropriate lessons for those students when necessary.

To implement this policy, NABT endorses and adopts the “Principle and Guidelines for the Use of Animals in Precollege Education” of the Institute of Laboratory Animals Resources (National Research Council). Copies of the “Principle and Guidelines” may be obtained from the ILAR (2101 Constitution Avenue, NW, Washington, DC 20418; 202-334-2590).

*Adopted by the Board of Directors in October 1995. This policy supersedes and replaces all previous NABT statements regarding animals in biology education.

Background InformationThe procedures of many exercises begin by suggesting that students review specific sections of the textbook. If the subject matter involved in a particular exercise has been covered recently in lecture, the students may be able to accomplish such a review rather quickly. On the other hand, if the material has not been presented previously, this part of a procedure may be used as a means of introducing information needed to understand the ideas presented in the exercise.

When the procedure is used to introduce new material, an instructor may ask students to complete the first section before coming to the laboratory. Following this, some portion of the laboratory time may be needed for class discussion of the new material.

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CORRELATION OF TEXTBOOK CHAPTERS AND LABORATORY EXERCISES

Textbook Chapters Related Laboratory Exercises

Chapter 1 Introduction to Human Anatomy Exercise 1 Scientific Method and and Physiology Measurements

Exercise 2 Body Organization and Terminology

Chapter 2 Chemical Basis of LifeChapter 3 Cells Exercise 3 Care and Use of the Compound

Microscope Exercise 4 Cell Structure and FunctionExercise 5 Movements Through Cell

Membranes Exercise 6 The Cell Cycle

Chapter 4 Cellular MetabolismChapter 5 Tissues Exercise 7 Epithelial Tissues

Exercise 8 Connective TissuesExercise 9 Muscle and Nervous Tissues

Chapter 6 Skin and the Integumentary System Exercise 10 Integumentary SystemChapter 7 Skeletal System Exercise 11 Structure of Bone

Exercise 12 Organization of the SkeletonExercise 13 The SkullExercise 14 Vertebral Column and Thoracic

Cage Exercise 15 Pectoral Girdle and Upper LimbExercise 16 Pelvic Girdle and Lower LimbExercise 17 The Joints

Chapter 8 Muscular System Exercise 18 Skeletal Muscle StructureExercise 19 Muscles of the Face, Head, and

NeckExercise 20 Muscles of the Chest, Shoulder,

and Upper LimbExercise 21 Muscles of the Abdominal Wall

and Pelvic OutletExercise 22 Muscles of the Hip and Lower

LimbChapter 9 Nervous System Exercise 23 Nervous Tissue and Nerves

Exercise 24 The Reflex Arc and ReflexesExercise 25 The Meninges and Spinal CordExercise 26 The Brain and Cranial NervesExercise 27 Dissection of the Sheep Brain

Chapter 10 Somatic and Special Senses Exercise 28 The Ear and HearingExercise 29 The EyeExercise 30 Visual Tests and

DemonstrationsChapter 11 Endocrine System Exercise 31 Endocrine SystemChapter 12 Blood Exercise 32 Blood Cells

Exercise 33 Blood TestingA DemonstrationExercise 34 Blood Typing

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Chapter 13 Cardiovascular System Exercise 35 Structure of the HeartExercise 36 The Cardiac CycleExercise 37 Blood VesselsExercise 38 Pulse Rate and Blood PressureExercise 39 Major Arteries and Veins

Chapter 14 Lymphatic System and Immunity Exercise 40 Lymphatic SystemChapter 15 Digestion and Nutrition Exercise 41 Organs of the Digestive System

Exercise 42 Action of a Digestive EnzymeChapter 16 Respiratory System Exercise 43 Organs of the Respiratory System

Exercise 44 Breathing and Respiratory Volumes and Capacities

Chapter 17 Urinary System Exercise 45 Structure of the KidneyExercise 46 Urinalysis

Chapter 18 Water, Electrolyte, and Acid-Base BalanceChapter 19 Reproductive Systems Exercise 47 Male Reproductive System

Exercise 48 Female Reproductive SystemChapter 20 Pregnancy, Growth, and Development

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SUGGESTED TIME SCHEDULE

Different instructional programs provide different lengths of time for laboratory preparations, work activities, and follow-up discussions. Other factors that influence the time required for each exercise are the availability and variety of laboratory equipment and materials. Consequently, it is difficult to make precise suggestions for the amounts of time that should be set aside for particular laboratory exercises.

The suggested time schedule was prepared with these limitations in mind. The hours listed for each exercise indicate the minimal time that probably will be needed for students who are acquainted with the subject matter of the exercise to complete the laboratory work. Students who lack background information and who have to read various sections of the textbook before beginning an exercise probably will require additional time. Similarly, students who are expected to complete the laboratory reports in class may need more time.

Laboratory Exercise Minimal Time

Exercise 1 Scientific Method and Measurements 2 hoursExercise 2 Body Organization and Terminology 3 hoursExercise 3 Care and Use of the Compound Microscope 2 hoursExercise 4 Cell Structure and Function 2 hoursExercise 5 Movements Through Cell Membranes 3 hoursExercise 6 The Cell Cycle 1 hourExercise 7 Epithelial Tissues 2 hoursExercise 8 Connective Tissues 2 hoursExercise 9 Muscle and Nervous Tissues 1 hourExercise 10 Integumentary System 1 hourExercise 11 Structure of Bone 1 hourExercise 12 Organization of the Skeleton 1 hourExercise 13 The Skull 3 hoursExercise 14 Vertebral Column and Thoracic Cage 2 hoursExercise 15 Pectoral Girdle and Upper Limb 2 hoursExercise 16 Pelvic Girdle and Lower Limb 2 hoursExercise 17 The Joints 2 hoursExercise 18 Skeletal Muscle Structure 1 hourExercise 19 Muscles of the Face, Head, and Neck 1 hourExercise 20 Muscles of the Chest, Shoulder, and Upper Limb 2 hoursExercise 21 Muscles of the Abdominal Wall and Pelvic Outlet 1 hourExercise 22 Muscles of the Hip and Lower Limb 2 hoursExercise 23 Nervous Tissue and Nerves 2 hoursExercise 24 The Reflex Arc and Reflexes 1 hourExercise 25 The Meninges and Spinal Cord 1 hourExercise 26 The Brain and Cranial Nerves 2 hoursExercise 27 Dissection of the Sheep Brain 2 hoursExercise 28 The Ear and Hearing 2 hoursExercise 29 The Eye 3 hoursExercise 30 Visual Tests and Demonstrations 2 hoursExercise 31 Endocrine System 2 hoursExercise 32 Blood Cells 2 hoursExercise 33 Blood TestingA Demonstration 2 hoursExercise 34 Blood Typing 1 hourExercise 35 Structure of the Heart 2 hoursExercise 36 The Cardiac Cycle 3 hoursExercise 37 Blood Vessels 1 hourExercise 38 Pulse Rate and Blood Pressure 2 hoursExercise 39 Major Arteries and Veins 2 hoursExercise 40 Lymphatic System 1 hour

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Exercise 41 Organs of the Digestive System 3 hoursExercise 42 Action of a Digestive Enzyme 2 hoursExercise 43 Organs of the Respiratory System 2 hoursExercise 44 Breathing and Respiratory Volumes and Capacities 1 hourExercise 45 Structure of the Kidney 2 hoursExercise 46 Urinalysis 3 hoursExercise 47 Male Reproductive System 2 hoursExercise 48 Female Reproductive System 2 hours

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LABORATORY EXERCISE 1SCIENTIFIC METHOD AND MEASUREMENTS

CRITICAL THINKING APPLICATION ANSWER Answers and data will vary

Laboratory Report Answers

Part A

1. (experimental results)

2. (experimental results)

3. Answers will vary, however many students will conclude that the data will support the original hypothesis

Part B

1—6. Answers will vary.

LABORATORY EXERCISE 2BODY ORGANIZATION AND TERMINOLOGY

INSTRUCTIONAL SUGGESTIONIf a dissectible torso is not available, you might want to have the students consult the figures in various sections of the textbook, particularly the reference plates following chapter 1, to gain some understanding of the organizational pattern of the human body.

FIGURE LABELSFigure 2.1 1. Thoracic 4. Pelvic 2. Abdominal 5. Cranial 3. Abdominopelvic 6. VertebralFigure 2.2 1. Frontal sinuses 4. Oral cavity 2. Orbital cavities 5. Sphenoidal sinus 3. Nasal cavity 6. Middle ear cavityFigure 2.3a Figure 2.3b 1. Visceral pleura 7. Visceral peritoneum 2. Pleural cavity 8. Peritoneal cavity 3. Parietal pleura 9. Parietal peritoneum 4. Visceral pericardium (epicardium) 5. Pericardial cavity 6. Parietal pericardiumFigure 2.4 1. Coronal plane 2. Sagittal plane 3. Transverse planeFigure 2.5a 1. Epigastric region 6. Left hypochondriac 2. Right hypochondriac region 7. Left lumbar region 3. Right lumbar region 8. Left iliac region 4. Umbilical region 9. Hypogastric region 5. Right iliac regionFigure 2.6a1. Nasal2. Oral3. Cervical4. Acromial5. Axillary6. Mammary7. Brachial8. Antecubital9. Abdominal10. Antebrachial

11. Carpal12. Palmar13. Digital14. Genital15. Crural 16. Tarsal17. Cephalic18. Frontal19. Orbital20. Buccal

21. Mental22. Sternal23. Pectoral24. Umbilical25. Inguinal26. Coxal27. Patellar28. Pedal

Figure 2.6b29. Otic30. Occipital31. Acromial32. Vertebral33. Brachial

34. Dorsal35. Cubital36. Lumbar37. Sacral38. Gluteal

39. Perineal40. Femoral41. Popliteal42. Crural43. Plantar

LABORATORY REPORT ANSWERSPart A1. a2. d3. a4. a5. b

6. d7. a8. c9. a10. e

11. d12. c13. d14. d

Part B1. visceral pleura 4. visceral peritoneum2. visceral pericardium 5. mediastinum3. parietal peritoneum 6. diaphragmPart C1. c 7. e2. d 8. f3. h 9. k4. g 10. b5. j 11. a6. iPart D 1. inferior 7. distal 2. (correct) 8. (correct) 3. (correct) 9. superficial 4. anterior 10. (correct) 5. (correct) 11. deep 6. (correct)Part E (figure 2.7) 1. Cross section 2. Oblique section 3. Longitudinal sectionPart F1. f2. i3. n4. c5. k

6. m7. o8. a9. l10. h

11. d12. e13. j14. g15. b

Part G 1. j 9. d 2. c 10. m 3. f 11. i 4. k 12. e 5. l 13. a 6. n 14. b 7. h 15. g 8. o

Critical Thinking Application Answers

Part H

1. LUQ 4. RUQ

2. RLQ 5. LUQ or LLQ

3. any or all quadrants 6. LUQ

LABORATORY EXERCISE 3CARE AND USE OF THE COMPOUND MICROSCOPE

INSTRUCTIONAL SUGGESTIONS 1. To stimulate student interest in the use of the microscope, you may want to have the students prepare wet

mounts of pond water and observe the various forms of life present. A plankton net is a helpful device to concentrate pond organisms. Students can be encouraged to bring samples of pond water to class in preparation for this experiment.

2. You may want to provide students with prepared slides of the major human organs to examine as a way of increasing their experience with using the microscope.

3. If oil-immersion objectives are available, you may want to provide students with prepared slides of various forms of bacteria to observe using these objectives.

Critical Thinking Application AnswerAnswers will vary depending upon the order of the three colored threads. However, the colored thread on the top will be in focus first, the middle one second, and the bottom one last as the student continues to turn the fine adjustment the same direction.

LABORATORY REPORT ANSWERSPart A 1. 100 2. 1,000Part B 1. (sketch) 2. About 4.5 mm for scanning power (using 4 objective) 3. About 4,500 micrometers 4. About 2.2 mm 5. About 2,200 micrometersPart C 1. (sketch) 2. About 1.7 mm (using a 10 objective) 3. The diameter of the scanning-power field of view is about 2.6 times greater than that of the low-power field

of view. 4. Student is unable to see two adjacent mm lines on the scale in the high-power field of view. 5. Light intensity is decreased when high-power objective is used. 6. (sketch) 7. Upside down and reversed from right to left 8. Left 9. Toward the observerPart D 1. f 6. j 2. i 7. d 3. c 8. b 4. a 9. g 5. h 10. ePart E(sketches)

LABORATORY EXERCISE 4 CELL STRUCTURE AND FUNCTION

INSTRUCTIONAL SUGGESTIONS 1. Instead of preparing cheek cell slides, you may want to have students prepare slides of plant cells using

Elodea leaves or onion skin. 2. If live frogs are available, you may want to pith the frogs and have students prepare wet mounts using small

samples of the ciliated epithelium that lines the oral cavity. They also can prepare smears of frog blood and stain the cells with methylene blue, and prepare wet mounts of sperm cells from the testes of the male frogs. You then might provide students with prepared slides of human ciliated epithelium, blood, and sperm cells and have the students compare the frog cells with the human cells.

FIGURE LABELSFigure 4.1 1. Flagellum 2. Centrioles 3. Golgi apparatus 4. Smooth endoplasmic reticulum

5. Nucleus6. Nuclear envelope7. Mitochondrion8. Ribosomes

9. Cell membrane10. Cilia

Figure 4.2 1. Globular protein 2. Carbohydrate 3. Fibrous protein4. Cholesterol molecules

Critical Thinking Application AnswerThe outer body surface is the same tissue as inside the cheek, however, outer surface cells are dead from dryng out. Light scraping of the inside of the cheek does not hurt or bleed as stratified squamous epithelial tissue is many cells thick. Epithelial cells lack nerve endings and blood vessels between the cells that make the tissue ideal for coverings and protection.

LABORATORY REPORT ANSWERSPart A1. b2. k3. a4. o5. p6. m

7. j8. e9. d10. g11. c

12. i13. h14. l15. n16. f

Part B 1. lipids, proteins, and some carbohydrates 2. a double layer of phospholipids 3. water soluble 4. protein 5. proteinPart C 1. (sketch) 2. The stained cells made the nucleus more clearly visible.

3. Yes. Cells with similar structure would have a similar function.Part D 1. (sketches) 2. They should always notice cytoplasm, nucleus, nuclear envelope, and cell membrane 3. Answers will vary.

LABORATORY EXERCISE 5MOVEMENTS THROUGH CELL MEMBRANES

INSTRUCTIONAL SUGGESTIONInstead of using human blood for Procedure C, you may want to substitute some other type of animal blood obtained from a meatpacking house, a veterinarian, or a biological supply house.

LABORATORY REPORT ANSWERSPart A 1. (experimental results) 2. (experimental results) 3. Answers will vary. 4. Diffusion is the movement of a substance from an area of higher concentration to an area of lower concentration as a result of molecular motion.

Critical Thinking Application Answers1. yes2. yes3. no4. no5. yes

Part B 1. Answers will vary. 2. Answers will vary. 3. Water entered the thistle tube through the membrane, thus increasing the volume of liquid in the tube.4. Osmosis is the movement of water molecules from an area of higher concentration to an area of lower concentration through a selectively permeable membrane

Critical Thinking Application Answers1. yes2. yes3. no4. yes5. yes

Part C 1. (sketches) 2. Tube 3. There was a net movement of water out of the cells. 3. Tube 1. There was a net movement of water into the cells. 4. Tube 2. There was no net movement of water into or out of the cells.Part D 1. Water, glucose, and starch 2. The tests for glucose and starch were positive. 3. Gravity 4. Charcoal

5. Pores in the filter paper were too small. 6. Filtration is the movement of substances through a membrane as a result of hydrostatic pressure that is

greater on one side of the membrane than on the other side.

Critical Thinking Application Answers

1. no2. yes3. no4. no5. yes

LABORATORY EXERCISE 6THE CELL CYCLE

FIGURE LABELS Figure 6.2 1. Chromosome (chromatid) 2. Centromere 3. Centriole4. Spindle fiber (microtubules)

Critical Thinking Application AnswerInterphase. Even in rapidly dividing cells interphase is the most prevalent because it requires the longest period of time for growth and duplication of cell structures.

LABORATORY REPORT ANSWERSPart ATable:Stage Major Events OccurringInterphase Growth, duplication of cell structures, and normal metabolism take place.Prophase Nuclear envelope disappears; chromatin fibers condense forming chromosomes (paired chromatids); centrioles move to opposite sides of the cell.Metaphase Chromosomes align midway between centrioles.Anaphase Microtubules pull chromosomes toward centrioles.Telophase Chromosomes elongate and become chromatin fibers; nuclear envelopes reappear.Cytoplasmic Cell membrane constricts, dividing cell into new cells (daughter cells).divisionPart B(sketches)Part C1. Each new cell (daughter cell) contains identical chromosomes.2. They may be slightly different in size and number of organelles.3. Mitosis involves the division of the nuclear contents and the distribution of identical sets of chromosomes

to the new cells; cytokinesis involves the division of the cytoplasm and cytoplasmic organelles.Part D (figure 6.5a-d)a. Metaphaseb. Telophasec. Prophased. AnaphasePart E (figure 6.5a-d) 1. Chromosome (chromatid) 2. Cytokinesis (cleavage furrow)3. Cell membrane4. Nuclear envelope5. Centrioles/centrosome6. Spindle fibers/microtubules

LABORATORY EXERCISE 7EPITHELIAL TISSUES

LABORATORY REPORT ANSWERSPart A 1. f 7. e 2. d 8. f 3. c 9. b 4. d 10. a 5. c 11. a 6. d 12. ePart B(sketches)

Critical Thinking Application Answer

Stratified squamous epithelium would have excellent protection as it is several cells thick. Pseudostratifiedcolumnar epithelium with cilia would provide good movement of mucus and trapped particles away from the lungs.

LABORATORY EXERCISE 8CONNECTIVE TISSUES

LABORATORY REPORT ANSWERSPart A 1. e 8. g 2. a 9. f 3. b 10. g 4. c 11. a 5. h 12. h 6. d 13. c 7. aPart B(sketches)

LABORATORY EXERCISE 9MUSCLE AND NERVOUS TISSUES

LABORATORY REPORT ANSWERSPart A1. b2. a3. d4. a5. c6. b7. c8. a9. d10. bPart B(sketches)

LABORATORY EXERCISE 10INTEGUMENTARY SYSTEM

FIGURE LABELSFigure 10.11. Epidermis2. Dermis3. Subcutaneous layer4. Hair shaft5. Stratum corneum6. Stratum basale

7. Sebaceous gland8. Arrector pili muscle9. Hair follicle10. Sweat gland (eccrine gland)11. Blood vessels

Figure 10.2 1. Arrector pili muscle 2. Region of cell division 3. Hair shaft 4. Sebaceous glands 5. Hair follicle6. Sweat gland (eccrine gland)

Critical Thinking Application AnswerMelanin granules are concentrated within some of the most superficial living cells of the body. Because melanin absorbs the ultraviolet radiation of sunlight, minimal damaging wavelengths reach the living cells of the dermis. (Most of the melanin granules are oriented on the superficial side of the nucleus that serve as a protective shield of the nucleus of the epidermal cells.)

LABORATORY REPORT ANSWERSPart A1. k2. m3. a4. h5. c

6. d7. i8. e9. j10. g

11. n12. l13. f14. b

Part B 1. Answers will vary. 2. Answers will vary. 3. Epidermal cells at the base of the hair follicle divide and grow, pushing older cells outward; as these cells

die they become the keratinized parts of the hair. 4. Pigment is produced by melanocytes.Part C 1. Epidermis is the outer layer of the skin while the dermis is the inner layer; the subcutaneous layer binds the

dermis to the underlying organs. 2. Cells of the stratum basale are living and reproduce actively; cells of the stratum corneum are dead and

keratinized and form the surface layer of the skin. 3. It contains both elastic and collagenous fibers that give the dermis the qualities of elasticity and strength.Part D 1. Dermis 2. Sebaceous glands are usually connected to hair follicles and secrete sebum into the follicles. 3. Dermis

Part E (sketch)

LABORATORY EXERCISE 11STRUCTURE OF BONE

FIGURE LABELSFigure 11.1 1. Articular cartilage 6. Periosteum 2. Spongy bone (red marrow) 7. Proximal epiphysis 3. Compact bone 8. Diaphysis 4. Medullary cavity 9. Distal epiphysis 5. Yellow marrowFigure 11.2 1. Spongy bone 6. Perforating canal 2. Compact bone 7. Blood vessel 3. Osteon 8. Nerve 4. Periosteum 9. Canaliculus 5. Central canal 10. Osteocyte

Critical Thinking Application AnswerThe closest blood supply to an osteocyte is located in the central canal of an osteon unit. Nutrients and wastes can move from one cell to another via small cellular processes located in minute tubes in the matrix called canaliculi. In this way, all of the osteocytes of one osteon are tied to a blood source.

LABORATORY REPORT ANSWERSPart A 1. Long bones occur in the upper and lower limbs. 2. An epiphysis is the expanded end of a long bone, and a diaphysis is the shaft of a long bone. 3. Cartilage forms a coating on the outer face of an epiphysis of a long bone. 4. Except for its articular portions, a bone is enclosed by a covering of fibrous connective tissue called the

periosteum. 5. Bony processes provide attachments for ligaments and tendons. 6. The periosteum forms an outer covering, and the endosteum lines the spaces and cavities within a bone. 7. Compact bone has osteons closely packed together, but spongy bone has large spaces between thin bony

plates. 8. Compact bone provides strength in the shaft and along the borders of the bone. Spongy bone reduces the

weight of the bone and provides spaces occupied by marrow. 9. The marrow in the medullary cavity of an adult is yellow, but marrow in the spaces of spongy bone is red.Part B (figure 11.3 a and b) 1. Epiphysis (distal) 2. Diaphysis 3. Epiphysis (proximal) 4. Medullary cavity5. Compact bone6. Spongy bone

LABORATORY EXERCISE 12ORGANIZATION OF THE SKELETON

FIGURE LABELSFigure 12.1a Figure 12.1b1. Cranial bones (cranium) 16. Scapula2. Facial bones (face) 17. Humerus3. Skull 18. Ulna4. Clavicle 19. Radius5. Sternum 20. Femur6. Ribs 21. Tibia7. Vertebral column (vertebra) 22. Fibula8. Coxa (hipbone; innominate) 23. Vertebral column (vertebra)9. Carpals 24. Sacrum 10. Metacarpals 25. Coccyx11. Phalanx (distal)12. Patella13. Tarsal14. Metatarsal15. Phalanx

Critical Thinking Application AnswerThe largest foramen in the skull is the foramen magnum in the occipital bone. The largest foramen in the human body is the obturator foramen in the coxa.

LABORATORY REPORT ANSWERSPart A1. axial 8. carpals2. hyoid 9. sacrum3. coccyx 10. pelvis4. thoracic vertebrae 11. patella5. twelve 12. tarsals6. pectoral girdle 13. phalanges7. ulnaPart B1. c 5. g2. f 6. b3. a 7. d4. ePart C1. c 5. d2. a 6. f3. g 7. e4. b

LABORATORY EXERCISE 13THE SKULL

INSTRUCTIONAL SUGGESTIONYou might want to have the students use colored pencils to color the bones in figures 13.1 through 13.5. They should use a different color for each of the individual bones in the series. This activity should cause the students to observe the figures more carefully and help them to locate the various bones that are shown from different views in the figures. The students can check their work by referring to the corresponding full-color figures in the textbook.

FIGURE LABELSFigure 13.11. Parietal bone2. Frontal bone3. Coronal suture4. Temporal bone5. Perpendicular plate (of

ethmoid bone)6. Infraorbital foramen

7. Vomer bone 8. Mandible9. Supraorbital foramen10. Nasal bone11. Sphenoid bone12. Zygomatic bone

13. Middle nasal concha (of ethmoid bone)

14. Inferior nasal concha15. Maxilla16. Mental foramen

Figure 13.21. Parietal bone2. Squamosal suture3. Lambdoidal suture4. Temporal bone5. Occipital bone6. Temporal process (of

zygomatic bone)7. External auditory

meatus

8. Mastoid process9. Styloid process10. Mandibular condyle11. Zygomatic process (of

temporal bone)12. Coronal suture13. Frontal bone14. Sphenoid bone

15. Lacrimal bone 16. Nasal bone17. Zygomatic bone18. Maxilla19. Mandible20. Coronoid process

Figure 13.31. Zygomatic bone2. Sphenoid bone3. Vomer4. Zygomatic arch5. Temporal bone6. Styloid process

7. External auditory meatus

8. Mastoid process9. Occipital condyle10. Maxilla11. Palatine process of

maxilla

12. Palatine bone13. Foramen magnum14. Lambdoidal suture15. Occipital bone

Figure 13.41. Ethmoid bone2. Foramen magnum3. Crista galli4. Cribriform plate

5. Frontal bone6. Sphenoid bone7. Temporal bone

8. Sella turcica9. Parietal bone10. Occipital bone

Figure 13.51. Coronal suture2. Frontal bone3. Frontal sinus4. Ethmoid bone5. Nasal bone6. Perpendicular plate

7. Maxilla8. Mandible9. Temporal bone10. Parietal bone11. Squamosal suture12. Lambdoidal suture

13. Occipital bone14. Sella turcica15. Styloid process16. Sphenoidal sinus17. Vomer bone

LABORATORY REPORT ANSWERSPart A1. d2. a3. a4. f

5. c6. f7. f8. a

9. c10. e11. f12. b

Part B1. coronal2. sagittal3. lambdoidal4. squamosal5. The three cranial bones containing sinuses are the frontal, ethmoid, and sphenoid bones.6. the maxillaPart C1. e 7. h2. c 8. a3. c 9. d4. h 10. f5. d 11. b6. gPart DFigure 13.7 Figure 13.81. Frontal bone 1. Frontal bone2. Nasal 2. Temporal bone3. Zygomatic 3. Parietal bone4. Infraorbital foramen 4. Occipital bone5. Maxilla 5. Ethmoid bone6. Mandible 6. Sphenoid bone7. Middle nasal concha 7. Sella turcica8. Inferior nasal concha 8. Foramen magnum 9. Mental foramen Figure 13.91. Maxilla 6. Palatine process of maxilla2. Zygomatic bone 7. Palatine bone3. Sphenoid bone 8. Vomer bone4. Temporal bone 9. Occipital condyle5. Occipital bone 10. Foramen magnum Figure 13.101. Parietal bone2. Sphenoid bone3. Temporal bone

4. Zygomatic bone5. Maxilla

6. Frontal bone7. Mandible

LABORATORY EXERCISE 14VERTEBRAL COLUMN AND THORACIC CAGE

FIGURE LABELSFigure 14.1 1. Cervical 5. Intervertebral foramina 2. Thoracic 6. Sacrum 3. Lumbar 7. Coccyx 4. Intervertebral discs Figure 14.2a Figure 14.2b 1. Facet for dens (odontoid process) 5. Dens (odontoid process) 2. Facet for occipital condyle 6. Superior articular facet 3. Transverse foramen 7. Transverse foramen 4. Transverse process 8. Body

9. Vertebral foramen10. Spinous process

Figure 14.3 1. Lamina 10. Superior articular facet 2. Body 11. Transverse foramen 3. Lamina 12. Spinous process 4. Pedicle 13. Transverse process 5. Body 14. Facet for rib articulation 6. Lamina 15. Transverse process 7. Superior articular process 16. Pedicle 8. Vertebral foramen 17. Body 9. Spinous process (bifid)Figure 14.4 1. Superior articular process 5. Superior articular process 2. Pelvic sacral foramen 6. Tubercle 3. Coccyx 7. Dorsal sacral foramen 4. Sacral canal 8. Sacral hiatus

Critical Thinking Application AnswerThe four curvatures allow more resiliency and flexibility, which will enable the vertebral column to function more like a spring instead of a rigid rod.Figure 14.5 1. True ribs 5. Body 2. False ribs 6. Xiphoid process 3. Thoracic vertebra 7. Sternum 4. Manubrium 8. Costal cartilage 9. Floating ribs

LABORATORY REPORT ANSWERSPart A 1. spinal cord 7. atlas 2. bodies 8. dens (odontoid process) 3. intervertebral discs 9. lumbar 4. vertebral arch 10. five 5. spinal nerves 11. sacral hiatus 6. arteries

Part B

Vertebra Number Size Body Spinous

Process

Transverse

Foramina

Cervical 7 smallest smallest C2 through C5are forked

present

Thoracic 12 intermediate intermediate pointed andangled downward

absent

Lumbar 5 largest largest short, blunt, andnearly horizontal

absent

Part C 1. 206 2. floating 3. transverse 4. clavicles 5. a. It supports the shoulder girdle and arms.

b. It protects the visceral organs in the thoracic and upper abdominal cavities.c. It aids breathing.

Part D (figure 14.6) 1. Spinous process 2. Atlas 3. Axis 4. Transverse process 5. Intervertebral disc 6. Body (of sixth cervical vertebra)

LABORATORY EXERCISE 15PECTORAL GIRDLE AND UPPER LIMB

FIGURE LABELSFigure 15.1 1. Clavicle 2. Rib 3. Sternum 4. Costal cartilage

5. Scapula 6. Humerus 7. Ulna 8. Radius

9. Acromion process 10. Head of humerus 11. Coracoid process

Figure 15.2a Figure 15.2b 1. Acromion process 5. Acromion process 2. Coracoid process 6. Coracoid process 3. Spine 7. Glenoid cavity 4. Glenoid cavity (fossa)

Critical Thinking Application AnswerThe clavicles brace the freely movable scapulae, helping to hold the shoulders in place. If an excessive lengthwise force occurs on this structurally weak bone, as when a person breaks a fall with an outstretched rigid upper limb, itis likely to fracture.

Figure 15.3 1. Head 2. Greater tubercle 3. Anatomical neck 4. Surgical neck 5. Olecranon fossa 6. Lateral epicondyle

7. Capitulum 8. Greater tubercle 9. Lesser tubercle10. Intertubercular groove11. Deltoid tuberosity

12. Coronoid fossa13. Capitulum14. Trochlea15. Medial epicondyle16. Trochlea

Figure 15.4 1. Trochlear notch 2. Coronoid process 3. Head radius

4. Radial tuberosity 5. Styloid process 6. Olecranon process

7. Head of ulna 8. Styloid process

Figure 15.5 1. Distal phalanx 2. Middle phalanx 3. Proximal phalanx 4. Metacarpals 5. Carpals

6. Pisiform 7. Triquetrum 8. Hamate 9. Phalanges10. Trapezium

11. Trapezoid12. Scaphoid13. Capitate14. Lunate

LABORATORY REPORT ANSWERSPart A 1. scapulae 2. manubrium 3. acromion process

4. spine 5. acromion process

6. coracoid process 7. head

Part B 1. a 2. b 3. b 4. b 5. b

6. a 7. b 8. c 9. e

10. a11. a12. f13. d

Part C (figures 15.6, 15.7, and 15.8) 1. Ulna 2. Humerus 3. Olecranon process 4. Head of radius 5. Radius 6. Acromion process

7. Head of humerus 8. Humerus 9. Clavicle10. Scapula11. Rib12. Phalanges

13. Metacarpals14. Carpals15. Distal phalanx16. Proximal phalanx

LABORATORY EXERCISE 16PELVIC GIRDLE AND LOWER LIMB

FIGURE LABELSFigure 16.1 1. Coxa (hipbone; innominate) 2. Sacrum 3. CoccyxFigure 16.2 1. Iliac crest 2. Anterior superior iliac

spine 3. Acetabulum

4. Obturator foramen5. Pubis 6. Ilium

7. Ischial spine 8. Ischium 9. Ischial tuberosity

Critical Thinking Application AnswerAll of the features examined are wider in the female pelvis which will result in a larger pelvic cavity and must also serve as a birth canal for a vaginal delivery.

Figure 16.3 1. Head 2. Fovea capitis 3. Greater trochanter 4. Neck

5. Lateral epicondyle 6. Lesser trochanter 7. Lateral condyle

8. Medial condyle 9. Medial epicondyle

Figure 16.41. Lateral condyle 2. Head of fibula 3. Fibula

4. Lateral malleolus 5. Medial condyle 6. Tibial tuberosity

7. Tibia 8. Medial malleolus

Figure 16.5 1. Tarsals 2. Metatarsals 3. Phalanges 4. Calcaneus 5. Talus

6. Navicular 7. Cuboid 8. Lateral cuneiform 9. Intermediate cuneiform

10. Medial cuneiform11. Proximal phalanx12. Middle phalanx13. Distal phalanx

LABORATORY REPORT ANSWERSPart A 1. coxae (hipbones) 2. acetabulum 3. ilium

4. symphysis pubis 5. iliac crest 6. tuberosity

7. pubic arch 8. Obturator foramen 9. sacroiliac

Part B 1. e 2. a 3. g 4. a

5. f 6. f 7. g 8. f

9. f10. b11. d12. c

Part C (figures 16.6, 16.7, and 16.8) 1. Obturator foramen 2. Symphysis pubis 3. Ilium 4. Sacrum 5. Head of femur 6. Pubis

7. Femur 8. Tibia 9. Lateral epicondyle10. Lateral condyle11. Head of fibula12. Fibula

13. Tibia14. Talus15. Calcaneus16. Metatarsal17. Proximal phalanx18. Distal phalanx

LABORATORY EXERCISE 17THE JOINTS

Critical Thinking Application AnswerMaximum flexion of body parts can occur when in fetal position or performing a cannon ball into a swimming pool.

LABORATORY REPORT ANSWERSPart A 1. suture 6. Synovial fluid 2. cartilaginous 7. menisci 3. fibrous 8. bursae 4. fibrocartilage 9. cartilaginous 5. Synovial joints 10. hyaline cartilagePart B 1. a 6. a 2. b 7. c 3. e 8. f 4. d 9. c 5. dPart C (figure 17.2) 1. Rotation2. Elevation3. Depression 4. Supination 5. Pronation 6. Abduction 7. Adduction 8. Flexion 9. Extension10. Abduction

11. Adduction12. Circumduction13. Protraction14. Retraction15. Extension16. Flexion17. Extension18. Flexion19. Flexion20. Extension

21. Flexion22. Extension23. Flexion24. Extension25. Flexion26. Extension27. Dorsiflexion28. Plantar flexion

LABORATORY EXERCISE 18SKELETAL MUSCLE STRUCTURE

FIGURE LABELSFigure 18.2 1. Fascicle 7. Perimysium 2. Muscle fibers (cells) 8. Endomysium 3. Sarcolemma (cell membrane) 9. Nucleus 4. Tendon 10. Sarcoplasmic reticulum 5. Fascia 11. Myofibrils 6. Epimysium 12. FilamentsFigure 18.3 1. Myofibrils 6. Mitochondria 2. Cisternae of sarcoplasmic reticulum7. Myofilaments (filaments) 3. Sarcoplasmic reticulum 8. Sarcoplasm 4. Transverse tubules 9. Sarcolemma 5. Openings into transverse tubules 10. Nucleus

LABORATORY REPORT ANSWERSPart A 1. n 8. d 2. k 9. j 3. e 10. c 4. h 11. l 5. b 12. m 6. a 13. g 7. i 14. fPart B (figure 18.4) 1. Z line 2. I band 3. A band 4. SarcomerePart C 1. origin 5. prime mover 2. insertion 6. synergists 3. two heads 7. prime movers 4. biceps brachii

LABORATORY EXERCISE 19MUSCLES OF THE FACE, HEAD, AND NECK

FIGURE LABELSFigure 19.1 1. Frontalis 6. Orbicularis oculi 2. Occipitalis 7. Zygomaticus 3. Masseter 8. Buccinator 4. Sternocleidomastoid 9. Orbicularis oris 5. Temporalis 10. PlatysmaFigure 19.2 1. Semispinalis capitis 2. Splenius capitis

LABORATORY REPORT ANSWERSPart A 1. zygomaticus 5. orbicularis oculi 2. buccinator 6. sternocleidomastoid 3. orbicularis oris 7. platysma 4. close the lower jaw (as in biting)Part B 1. epicranius 6. platysma 2. zygomaticus 7. temporalis 3. masseter 8. splenius capitis 4. sternocleidomastoid 9. semispinalis capitis 5. buccinator

Critical Thinking Application Answers

Part C (figure 19.3)1. Epicranius (frontalis) 4. Orbicularis oris2. Zygomaticus 5. Platysma3. Orbicularis oculi

LABORATORY EXERCISE 20MUSCLES OF THE CHEST, SHOULDER, AND UPPER LIMB

FIGURE LABELSFigure 20.1 1. Trapezius 2. Deltoid 3. Latissimus dorsi

4. Levator scapulae 5. Supraspinatus 6. Infraspinatus

7. Teres minor 8. Teres major 9. Rhomboideus major

Figure 20.2 1. Pectoralis minor 2. Internal intercostal

3. Serratus anterior 4. Trapezius

5. Deltoid 6. Pectoralis major

Figure 20.3a 1. Levator scapulae 2. Supraspinatus 3. Deltoid

4. Infraspinatus 5. Teres minor

6. Teres major 7. Triceps brachii

Figure 20.3b 1. Deltoid 2. Biceps brachii

3. Subscapularis 4. Coracobrachialis 5. Brachialis

Figure 20.4a 1. Biceps brachii 2. Brachialis 3. Supinator 4. Pronator teres

5. Brachioradialis 6. Extensor carpi radialis

longus 7. Flexor carpi radialis

8. Palmaris longus 9. Flexor carpi ulnaris10. Pronator quadratus

Figure 20.4b 1. Triceps brachii 2. Flexor carpi ulnaris 3. Extensor carpi ulnaris

4. Brachioradialis 5. Extensor carpi radialis

longus

6. Extensor carpi radialis brevis

7. Extensor digitorum

LABORATORY REPORT ANSWERSPart A 1. c 2. h 3. e 4. k 5. j

6. i 7. m 8. l 9. a10. b

11. o12. n13. d14. g15. f

Part B 1. rhomboideus major 2. serratus anterior 3. pectoralis minor 4. coracobrachialis 5. teres major 6. subscapularis

7. teres minor8. brachialis 9. pronator teres10. pronator quadratus11. brachioradialis

12. flexor carpi radialis13. palmaris longus14. extensor carpi radialis

longus15. extensor carpi ulnaris

Critical Thinking Application Answers

Part C (figure 20.5)1. Trapezius2. Deltoid3. Pectoralis major4. Rectus abdominis5. Sternocleidomastoid6. Biceps brachii7. Serratus anterior8. External oblique9. Deltoid10. Trapezius11. Infraspinatus12. Biceps brachii13. Triceps brachii14. Latissimus dorsi15. Pectoralis major16. Serratus anterior 17. Biceps brachii18. Trapezius19. Deltoid20. Triceps brachii21. Brachioradialis

LABORATORY EXERCISE 21MUSCLES OF THE ABDOMINAL WALL AND PELVIC OUTLET

FIGURE LABELSFigure 21.1 1. Rectus abdominis 2. Internal oblique 3. Transversus abdominis 4. External obliqueFigure 21.2 1. Ischiocavernosus 4. Levator ani 2. Bulbospongiosus 5. Gluteus maximus 3. Superficial transversus perinei 6. External anal sphincterFigure 21.3 1. Ischiocavernosus 4. Levator ani 2. Bulbospongiosus 5. Gluteus maximus 3. Superficial transversus perinei 6. External anal sphincter

Critical Thinking Application Answer An appendectomy incision would involve the external oblique, internal oblique, and transversus abdominis muscles from superficial to deep.

LABORATORY REPORT ANSWERSPart A 1. linea alba 2. rectus abdominis 3. transversus abdominis 4. tense the abdominal wall and compress the contents of the abdominal cavity 5. tense the abdominal wall and flex the vertebral columnPart B 1. pelvic 2. anal canal and vagina 3. support the pelvic viscera 4. bulbospongiosus 5. constrict the vagina 6. ischial tuberosity

LABORATORY EXERCISE 22MUSCLES OF THE HIP AND LOWER LIMB

FIGURE LABELSFigure 22.1 1. Psoas major 2. Iliacus 3. Tensor fasciae latae

4. Sartorius 5. Rectus femoris 6. Vastus lateralis

7. Adductor longus 8. Gracilis 9. Vastus medialis

Figure 22.2 1. Gluteus medius 5. Sartorius 2. Gluteus maximus 6. Rectus femoris 3. Biceps femoris 7. Vastus lateralis 4. Tensor fasciae lataeFigure 22.3 1. Adductor magnus 5. Gastrocnemius 2. Gracilis 6. Gluteus medius 3. Semitendinosus 7. Gluteus maximus 4. Semimembranosus 8. Biceps femorisFigure 22.4 1. Tibialis anterior 2. Peroneus (fibularis) longus 3. Extensor digitorum longusFigure 22.5 1. Gastrocnemius 4. Tibialis anterior 2. Soleus 5. Extensor digitorum longus 3. Peroneus (fibularis) longusFigure 22.6 1. Gastrocnemius 2. Soleus 3. Flexor digitorum longus 4. Peroneus (fibularis) longus

LABORATORY REPORT ANSWERSPart A 1. c 5. b 2. d 6. a 3. e 7. f 4. g 8. hPart B 1. gluteus medius and

gluteus minimus 2. adductor magnus 3. sartorius

4. gastrocnemius 5. tensor fasciae latae 6. vastus lateralis 7. semitendinosus

8. vastus medialis 9. flexor digitorum longus10. tibialis anterior

Critical Thinking Application AnswersPart C (figure 22.7)

1. Rectus femoris 5. Vastus medialis2. Vastus medialis 6. Tibialis anterior 3. Vastus lateralis 7. Gastrocnemius4. Sartorius 8. Soleus

LABORATORY EXERCISE 23NERVOUS TISSUE AND NERVES

FIGURE LABELSFigure 23.1 1. Chromatophilic substance (Nissl bodies) 6. Axon (nerve fiber) 2. Dendrites 7. Schwann cell 3. Nucleus 8. Cell body 4. Nucleolus 9. Neurofibrils 5. Nodes of RanvierFigure 23.2 1. Schwann cell nucleus 2. Myelin (myelin sheath) 3. Axon (nerve fiber) 4. Neurilemmal sheath (neurilemma)

LABORATORY REPORT ANSWERSPart A 1. h 7. d 2. i 8. f 3. g 9. k 4. c 10. j 5. a 11. e 6. bPart B 1. (sketch) 2. (sketch) 3. (sketch) 4. (sketch) 5. (sketch)

LABORATORY EXERCISE 24THE REFLEX ARC AND REFLEXES

FIGURE LABELSFigure 24.1

53412

LABORATORY REPORT ANSWERSPart A 1. Nerve pathways 6. quadriceps femoris 2. central nervous system (spinal cord) 7. quadriceps femoris 3. Reflexes 8. upright posture 4. muscles 9. skin 5. sensory 10. Flexor Part B 1. Table:

Response Observed Effector Involved Extension of leg Quadriceps femoris Plantar flexion Gastrocnemius and soleus Flexion of forearm or slight biceps twitch Biceps brachii Extension of forearm or slight triceps twitch Triceps brachii Plantar flexion of foot and flexion of toes Gastrocnemius, soleus, and flexor digitorum longus

2. The quadriceps femoris is stretched, stimulating stretch receptors within the muscle. As a result, impulses pass along sensory neurons into the spinal cord and synapse with a motor neuron. Motor impulses travel out of the cord on nerve fibers that lead to the quadriceps femoris. Muscle fibers contract, and the leg is extended.

Critical Thinking Application AnswerAll of these reflexes are rapid, subconscious responses to physical stimuli.

LABORATORY EXERCISE 25THE MENINGES AND SPINAL CORD

FIGURE LABELSFigure 25.1 1. Spinal nerve 6. Ventral root of spinal nerve 2. Dorsal root ganglion 7. Dorsal root of spinal nerve 3. Gray matter 8. White matter 4. Body of vertebra 9. Subarachnoid space 5. Epidural spaceFigure 25.2 1. Posterior horn 6. Lateral horn 2. Lateral funiculus 7. Central canal 3. Anterior horn 8. Gray commissure 4. Posterior funiculus 9. Anterior median fissure 5. Posterior median sulcus 10. Anterior funiculus

LABORATORY REPORT ANSWERSPart A 1. b 4. a 2. d 5. c 3. ePart B 1. spinal nerves 7. gray commissure 2. cervical enlargement 8. central canal 3. lumbar enlargement 9. funiculi 4. posterior median sulcus 10. nerve tracts (ascending and descending) 5. horns 11. meninges 6. anteriorPart C (figure 25.3) 1. Dorsal root of spinal nerve 4. Gray matter 2. White matter 5. Dorsal root ganglion 3. Ventral root of spinal nerve 6. Central canal

LABORATORY EXERCISE 26THE BRAIN AND CRANIAL NERVES

FIGURE LABELSFigure 26.1

12 61 118 510 74 93 2

Figure 26.2 1. Frontal lobe 2. Temporal lobe 3. Parietal lobe 4. Occipital lobeFigure 26.3 1. Motor area for voluntary 4. Cutaneous sensory area

muscle control 5. General interpretative area 2. Motor speech area (Broca's area) 6. Visual area 3. Auditory areaFigure 26.4 1. (I) Olfactory nerve 2. (II) Optic nerve 3. (III) Oculomotor nerve 4. (IV) Trochlear nerve 5. (V) Trigeminal nerve

6. (VI) Abducens nerve 7. (VII) Facial nerve 8. (VIII) Vestibulocochlear

nerve 9. (IX) Glossopharyngeal

nerve

10. (X) Vagus nerve11. (XI) Accessory nerve12. (XII) Hypoglossal

nerve

LABORATORY REPORT ANSWERSPart A 1. h 6. i 2. d 7. f 3. c 8. j 4. a 9. e 5. g 10. bPart B (figure 26.5) 1. Corpus callosum 2. Thalamus 3. Hypothalamus 4. Diencephalon

5. Midbrain 6. Pons 7. Medulla oblongata

8. Brain stem 9. Cerebrum10. Cerebellum

Part C 1. vestibulocochlear 2. facial,

glossopharyngeal 3. optic 4. olfactory 5. vestibulocochlear 6. trigeminal

7. trigeminal 8. oculomotor 9. oculomotor10. oculomotor11. oculomotor, trochlear,

abducens

12. facial, glossopharyngeal

13. accessory14. vagus, accessory,

hypoglossal15. glossopharyngeal,

vagus, accessory, hypoglossal

LABORATORY EXERCISE 27DISSECTION OF THE SHEEP BRAIN

INSTRUCTIONAL SUGGESTIONRather than have the students dissect sheep brains, you might want to provide the class with samples of whole sheep brains and sectioned brains for examination. This should extend the use of the available specimens.

LABORATORY REPORT ANSWERSPart A 1. The human cerebral hemispheres are relatively larger than those of the sheep. 2. There are more convolutions and sulci in the human cerebrum. 3. The human cerebrum with its large size and greater number of convolutions is more complex and thus able

to carry on more complex functions. 4. The human cerebellum is divided in the midline into two hemispheres, but the sheep cerebellum is not

divided. 5. The olfactory bulbs of the sheep brain are larger than those of the human brain. 6. The olfactory, optic, and trigeminal nerves seem to be the most highly developed in the sheep brain. 7. The senses of smell and sight and the sensory functions associated with the trigeminal nerve are highly

developed.

Critical Thinking Application Answers

Part B 1—5. Answers will vary. The sheep brain and the human brain features are more similar than different.

Therefore a complete list of similar features would be very long. Among similar features include two cerebral hemispheres, medulla oblongata, pineal gland, midbrain, thalamus, hypothalamus, pons, olfactory bulb, four ventricles, and others. (Note only 5 answers are needed.)

LABORATORY EXERCISE 28THE EAR AND HEARING

FIGURE LABELSFigure 28.1 1. Auricle 8. Oval window 2. Malleus 9. Tympanic membrane (eardrum) 3. Incus 10. Auditory tube 4. Semicircular canals 11. External auditory meatus 5. Stapes 6. Cochlea 7. Vestibulocochlear nerveFigure 28.2 4 5 1

6 3 2Figure 28.3 1. Tectorial membrane 2. Hair cells (outer) 3. Cochlear nerve (branch) 4. Hair cell (inner) 5. Basilar membrane

Critical Thinking Application AnswerThe largest ear structure is the auricle which is able to trap and funnel a minute sound wave into the middle and inner ear structures. This will allow a concentration of the vibrations making the sound detection more likely to occur.

LABORATORY REPORT ANSWERSPart A 1. c 7. h 2. j 8. d 3. i 9. e 4. g 10. a 5. b 11. f 6. kPart B (figure 28.7) 1. Scala media (cochlear duct) 2. Tectorial membrane 3. Hair cells 4. Basilar membrane 5. Scala tympaniPart C 1. (experimental results) 2. (experimental results) 3. (experimental results) 4. Answers will vary.

LABORATORY EXERCISE 29THE EYE

FIGURE LABELSFigure 29.1 1. Lacrimal gland 3. Lacrimal sac 2. Canaliculi (superior and inferior) 4. Nasolacrimal ductFigure 29.2 1. Superior oblique 5. Lateral rectus 2. Superior rectus 6. Inferior rectus 3. Medial rectus 7. Inferior oblique 4. Levator palpebrae superioris Figure 29.3 1. Ciliary body 9. Retina 2. Suspensory ligaments 10. Choroid coat 3. Iris 11. Sclera 4. Lens 12. Vitreous humor 5. Pupil 13. Fovea centralis 6. Cornea 14. Optic nerve 7. Aqueous humor 15. Optic disc 8. Anterior 16. Posterior

Critical Thinking Application AnswerThe delicate retina is only located next to the choroid coat by the pressure maintained by the vitreous humor. Any alteration of this pressure could allow the retina to detach as was easily observed during the dissection. No connective tissue was observed between the inner and middle tunics of the eye.

LABORATORY REPORT ANSWERSPart A1. b 10. a2. l 11. k

3. e 12. m 4. d 13. c 5. g 14. h 6. i 15. cornea, aqueous humor, pupil of iris, lens, 7. n vitreous humor, retina 8. j 16. Answers will vary. 9. fPart B 1. The outer tunic (sclera) is toughest. 2. Dense (fibrous) connective tissue is responsible. 3. The pupil of the dissected eye was probably elliptical in shape, and the human pupil is round. 4. Aqueous humor occurs between the cornea and the lens. 5. The dark pigment absorbs excess light and keeps the eye dark inside. 6. The lens is biconvex and transparent (a preserved lens becomes cloudy). 7. The vitreous humor is a transparent, jellylike fluid.

LABORATORY EXERCISE 30VISUAL TESTS AND DEMONSTRATIONS

Critical Thinking Application AnswerWhen using both eyes for observations, if the image of a small object falls on the optic disc of one eye, the object is still seen by the other eye. This can be confirmed because the blind-spot demonstration will not work with both eyes open.

LABORATORY REPORT ANSWERSPart A 1. (experimental results) 2. (experimental results) 3. (experimental results) 4. (experimental results) 5. a. A person with 20/70 vision can see from 20 feet what the normal eye sees from 70 feet. This person

has less than normal vision.b. A person with 20/10 vision can see from 20 feet what the normal eye sees from 10 feet. This person

has better than normal vision.c. Astigmatism results in blurred vision because some parts of the image on the retina are in focus, while

other parts are not.d. The elastic quality of the lens tends to decrease with age.e. The retina is lacking cones that are sensitive to red or green wavelengths (an X-linked/sex-linked trait).

Part B 1. (experimental results) 2. The optic disc lacks receptors (rods and cones) and thus creates a blind spot in the retina. 3. The photopupillary reflex involves the constriction of the pupil in response to exposure to bright light. 4. The photopupillary reflex occurs in both eyes even when one eye is shielded from the light; however, the

shielded eye may not show as much change as the exposed one. 5. When an eye is focused on a close object, the pupil constricts. 6. When the eyes are focused on a close object, they converge toward the midline.

LABORATORY EXERCISE 31ENDOCRINE SYSTEM

FIGURE LABELSFigure 31.1 1. Hypothalamus 6. Thyroid gland 2. Pituitary gland 7. Thymus 3. Parathyroid gland 8. Adrenal gland 4. Testis (male) 9. Pancreas 5. Pineal gland 10. Ovary (female)Figure 31.21. Anterior lobe of pituitary gland 4. Pituitary stalk2. Sphenoid bone 5. Posterior lobe of pituitary gland3. Hypothalamus 6. Sella turcicaFigure 31.3 1. Thyroid gland 4. Colloid 2. Larynx 5. Follicular cell 3. Isthmus 6. Extrafollicular cellFigure 31.4 1. Pharynx 2. Thyroid gland 3. Parathyroid glands 4. Esophagus 5. TracheaFigure 31.5 1. Adrenal cortex 4. Zona fasciculata 2. Adrenal medulla 5. Zona reticularis 3. Zona glomerulosaFigure 31.61. Gallbladder 5. Pancreatic duct2. Small intestine 6. Pancreas3. Common bile duct 7. Duct (of exocrine cells)4. Digestive enzyme-secreting cells 8. Islet of Langerhans (endocrine)

(exocrine)

LABORATORY REPORT ANSWERSPart A1. Growth hormone, thyroid-stimulating hormone, adrenocorticotropic hormone, follicle-stimulating

hormone, luteinizing hormone, prolactin2. Antidiuretic hormone, oxytocin3. a. antidiuretic hormone

b. growth hormonec. thyroid-stimulating hormoned. oxytocine. adrenocorticotropic hormonef. prolactin

4. Thyroxine, triiodothyronine5. Calcitonin6. Parathyroid hormone7. Bones, intestine, kidneys

8. Epinephrine, norepinephrine9. Increased heart rate, increased blood pressure, rise in blood sugar concentration, increased metabolic rate,

increased breathing rate, dilation of airways, decreased activity in the digestive tract (These are seven possible responses for five requested.)

10. Aldosterone11. Kidneys conserve sodium ions, kidneys increase excretion of potassium ions, kidneys conserve water

(reduce urine volume) (These are three possible responses for two requested.)12. Cortisol13. Decreases protein synthesis, increased release and use of fatty acids, stimulates liver to produce glucose

from noncarbohydrates14. Insulin, glucagon

Critical Thinking Application AnswerGlucagon stimulates change of glycogen to glucose, causing an increase in the blood glucose concentration. Insulin causes a decrease in the blood glucose concentration by promoting the transport of glucose into cells.

Part B(sketches)

LABORATORY EXERCISE 32BLOOD CELLS

WARNINGBecause of the possibility of blood-borne infections being transmitted from one student to another if blood slides are prepared in the classroom, it is suggested that commercially prepared blood slides be used in this exercise. The instructor, however, may wish to demonstrate the procedure for preparing such a slide.

LABORATORY REPORT ANSWERSPart A 1. erythrocytes 9. agranulocytes 2. biconcave 10. neutrophils 3. transporting and exchanging gases 11. eosinophils 4. Hemoglobin 12. Basophils 5. oxyhemoglobin 13. Monocytes 6. nuclei 14. Lymphocytes 7. leukocytes 15. megakaryocytes 8. granulocytes 16. nucleusPart B(sketches)Part C1. (experimental results)2. Answers will vary.

Critical Thinking Application AnswerA total white blood cell count provides the number of white blood cells in a given volume of blood; a differentialwhite blood cell count gives the relative percentages of types of white blood cells in a blood sample.

LABORATORY EXERCISE 33BLOOD TESTING−A DEMONSTRATION

WARNINGBecause of the possibility of blood-borne infections being transmitted from one student to another during blood-testing procedures, it is suggested that the following demonstrations be performed by the instructor.

LABORATORY REPORT ANSWERSPart A(demonstration results)Part B 1. Answers will vary. 2. Various forms of anemia will produce a decreased red blood cell percentage. 3. Polycythemia, due to dehydration or an excessive production of red blood cells, will produce an increased

percentage of red blood cells.Part C 1. Answers will vary. 2. Iron-deficiency anemia, lack of certain amino acids or vitamin B12, pregnancy, severe hemorrhage,

excessive menstrual flow, or excessive fluid intake may cause a decreased hemoglobin content. 3. Polycythemia, obstructive pulmonary diseases, congestive heart failure, and living at high altitudes may

cause an increased hemoglobin content.Part D 1. Answers will vary. 2. Anemia, leukemia, and severe hemorrhage may cause a decreased red blood cell count. 3. Severe dehydration, diarrhea, exercise, living at high altitudes, rise in temperature, or polycythemia may

cause an increased red blood cell count.Part E 1. Answers will vary. 2. Aplastic anemia and adverse drug reactions may cause a decreased white blood cell count.3. Acute infections, leukemia, infectious mononucleosis, and menstruation may cause an increased white

blood cell count.

Critical Thinking Application AnswerRBC percentage (hematocrit), hemoglobin, and RBC count are all blood tests that could indicate anemia.

LABORATORY EXERCISE 34BLOOD TYPING

WARNINGBecause of the possibility of blood-borne infections being transmitted from one student to another if blood testing is performed in the classroom, it is suggested that commercially prepared blood-typing kits, containing virus-free human blood, be used for ABO blood typing. The instructor may wish to demonstrate Rh blood typing.

Critical Thinking Application AnswerThe anti-A serum would contain anti-A antibodies if clumping was observed for a person with type A blood. The anti-B serum would contain anti-B antibodies if clumping was observed for a person with type B blood.

LABORATORY REPORT ANSWERSPart A 1. red blood cell membranes 2. four 3. A 4. B 5. anti-B 6. anti-A 7. AB 8. O 9. two to eight monthsPart B 1. (experimental results) 2. Answers will vary. 3. Answers will vary. 4. Answers will vary. 5. Answers will vary.Part C 1. rhesus monkey 2. antigen D 3. Rh-negative 4. Rh-negative 5. agglutinate 6. Rh-positivePart D 1. (demonstration results) 2. Answers will vary. 3. Answers will vary. 4. Answers will vary. 5. Answers will vary.

LABORATORY EXERCISE 35STRUCTURE OF THE HEART

INSTRUCTIONAL SUGGESTIONS 1. You may want to have the students use colored pencils to color the features of the heart and blood vessels

in figure 35.3. This activity should help them observe the illustrations more carefully and locate the various features shown from different views in the figures. They can check their work by referring to the corresponding figures in the textbook, which are presented in full color.

2. Instead of using preserved sheep hearts, you might want to provide fresh pig hearts for dissection. 3. To reduce the cost of the specimens used, you might provide predissected, preserved sheep hearts for

observation and save the specimens for use with other classes. 4. Fresh beef hearts are sometimes available from meat-packing houses. You might want to demonstrate the

dissection of this large heart. Try to make sure that the atria and large blood vessels are left attached for this purpose.

FIGURE LABELSFigure 35.1 1. Aorta 8. Left atrium 2. Superior vena cava 9. Left coronary artery 3. Right atrium 10. Cardiac vein 4. Right coronary artery 11. Left ventricle 5. Right ventricle 6. Inferior vena cava 7. Pulmonary trunk (artery)Figure 35.2 1. Aorta 6. Apex of the heart 2. Left pulmonary artery 7. Superior vena cava 3. Left pulmonary veins 8. Right atrium 4. Left atrium 9. Inferior vena cava 5. Left ventricle 10. Right ventricleFigure 35.3 1. Aorta 10. Left pulmonary veins 2. Superior vena cava 11. Left atrium 3. Aortic valve 12. Pulmonary valve 4. Right atrium 13. Bicuspid valve 5. Tricuspid valve 14. Papillary muscle 6. Chordae tendineae 15. Interventricular septum 7. Inferior vena cava 16. Left ventricle 8. Left pulmonary artery 17. Right ventricle 9. Pulmonary trunk

LABORATORY REPORT ANSWERSPart A 1. b 8. g 2. i 9. h 3. m 10. j 4. k 11. d 5. c 12. e 6. l 13. a 7. f

Part B 1. The tricuspid valve is composed of three relatively large flaps, or cusps; the pulmonary valve is made up of

three smaller pocketlike cusps. 2. The cusps of the tricuspid valve moved upward into a horizontal position and closed the opening between

the right atrium and the right ventricle. 3. The chordae tendineae prevent the cusps of the tricuspid and bicuspid valves from everting into the atria

when the ventricles contract. The papillary muscles pull on the chordae tendineae and help to open the cusps when the ventricles are relaxing and filling with blood.

4. The thicker wall of the aorta allows it to withstand the higher pressure of the blood pumped out from the left ventricle. The thinner wall of the pulmonary trunk (artery) is related to the lower pressure of the blood that leaves the right ventricle.

5. Vena cava, right atrium, tricuspid valve, right ventricle, pulmonary valve, pulmonary trunk, pulmonary artery, capillary of lungs, pulmonary vein, left atrium, bicuspid valve, left ventricle, aortic valve, aorta

Critical Thinking Application AnswerThe thicker wall of the left ventricle allows it to contract with greater force and create the high pressure needed to move blood to all parts of the body (systemic circuit) except the lungs. The thinner wall of the right ventricle creates the lower pressure needed to move blood a relatively short distance to the lungs (pulmonary circuit).

LABORATORY EXERCISE 36THE CARDIAC CYCLE

LABORATORY REPORT ANSWERSPart A 1. systole 2. diastole 3. closed 4. open 5. vibrations 6. A-V (tricuspid and bicuspid) 7. pulmonary and aortic Part B 1. (experimental results) 2. (experimental results)Part C 1. cardiac muscle 6. cardiac cycle 2. sinoatrial (S-A) 7. polarized 3. atrioventricular (A-V) 8. atria 4. A-V bundle 9. ventricles 5. Purkinje fibers 10. ventriclesPart D 1. (labeled ECG recordings) 2. Answers will vary. 3. Normal is 0.12–0.20 sec. 4. The P-Q (P-R) interval indicates the time it takes for the atria to depolarize and the cardiac impulse to reach

the atrioventricular node. 5. Since each QRS wave in the pattern indicates a ventricular contraction, the heart rate can be determined by

counting the QRS waves that occur in a minute.5 (experimental results)

Critical Thinking Application Answer36

LABORATORY EXERCISE 37BLOOD VESSELS

INSTRUCTIONAL SUGGESTIONIf live frogs are not available for the microscopic observation of blood vessels, you might want to provide small goldfish. The head of a fish can be wrapped loosely in wet cotton to keep its gills moist, and the fish can be placed on a glass plate on the stage of a microscope. If its tail is spread out beneath a microscope slide, the blood vessels can be observed with low- and high-power magnification. However, if the fish is not returned to water within a few minutes, it is likely to die.

FIGURE LABELSFigure 37.1 1. Tunica interna 2. Tunica media 3. Tunica externaFigure 37.2

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LABORATORY REPORT ANSWERSPart A 1. endothelium 8. Precapillary sphincters 2. middle layer (tunica media) 9. diffusion 3. outer layer (tunica externa) 10. hydrostatic 4. vasoconstriction 11. osmotic 5. vasodilation 12. lymphatic 6. capillaries 13. Valves 7. greater 14. VeinsPart B 1. (sketch) 2. (sketch) 3. The inner and outer layers are similar in the artery and vein. The middle layer of the artery contains

relatively greater amounts of smooth muscle and elastic tissue than that of the vein.

Critical Thinking Application AnswerBecause arteries are under higher pressure than veins, the thicker arterial walls help to maintain the strength and elasticity necessary against their walls.

Part C 1. The blood in an arteriole moves with a pulsating rapid flow, but blood in a venule moves with a steady,

slower flow. 2. A capillary could be identified by its small diameter and the presence of blood cells moving in single file. 3. Blood moves fastest in arterioles, somewhat slower in venules, and slowest in capillaries.

LABORATORY EXERCISE 38PULSE RATE AND BLOOD PRESSURE

INSTRUCTIONAL SUGGESTIONSThe following suggestions should be considered when trying to obtain an accurate blood pressure:

1. The room environment should have a moderate temperature and be quiet (no talking).

2. The client needs to be relaxed and comfortable. A temporary increase in blood pressure could exist from smoking, pain, anxiety, or a full urinary bladder.

3. Palpate the pulse first so that you are certain to pump the cuff high enough to not miss the first tapping sound. It also assures that you do not pump the cuff so high that we alter the blood pressure when releasing air.

LABORATORY REPORT ANSWERSPart A 1. inner walls of blood vessels 2. arterial 3. systolic 4. diastolic 5. cardiac cycle 6. alternate expanding and recoiling of an arterial wall 7. brachialPart B 1. (test results) 2. Answers will vary.Part C1. (test results)2. (test results)3. Answers will vary.4. Answers will vary.

Critical Thinking Application AnswerA palpated pulse would be characteristic of the systolic pressure as the arterial wall is expanding at that moment under the higher pressure.

LABORATORY EXERCISE 39MAJOR ARTERIES AND VEINS

FIGURE LABELSFigure 39.1 1. Superior vena cava 4. Pulmonary veins 2. Pulmonary trunk 5. Pulmonary artery 3. Inferior vena cava 6. Aorta

Critical Thinking Application Answer The left ventricle wall is thicker which provides a more powerful contraction to force the blood through the longer distance of the systemic circuit.

Figure 39.2 1. Right common carotid artery 7. Right common iliac artery 2. Right subclavian artery 8. Left common carotid artery 3. Brachiocephalic artery 9. Left subclavian artery 4. Aortic arch 10. Coronary artery (left) 5. Ascending aorta 11. Abdominal aorta 6. Right renal arteryFigure 39.3 1. Superficial temporal artery 6. Thyrocervical artery 2. Occipital artery 7. Subclavian artery 3. Internal carotid artery 8. Facial artery 4. External carotid artery 9. Common carotid artery 5. Vertebral artery 10. Brachiocephalic arteryFigure 39.4 1. Subclavian artery 4. Brachial artery 2. Axillary artery 5. Radial artery 3. Deep brachial artery 6. Ulnar arteryFigure 39.5 1. Common iliac artery 6. Internal iliac artery 2. External iliac artery 7. Femoral artery 3. Deep femoral artery 8. Anterior tibial artery 4. Popliteal artery 9. Dorsalis pedis artery (dorsal pedis artery) 5. Abdominal aorta Figure 39.6 1. External jugular vein 4. Vertebral vein 2. Subclavian vein 5. Brachiocephalic vein 3. Internal jugular veinFigure 39.7 1. Internal jugular vein 5. Brachiocephalic veins 2. Axillary vein 6. Subclavian vein 3. Cephalic vein 7. Superior vena cava 4. External jugular vein 8. Azygos vein

Figure 39.8 1. Subclavian vein 6. Basilic vein 2. Brachiocephalic vein 7. Medial cubital vein 3. Axillary vein 8. Radial vein 4. Brachial vein 9. Ulnar vein 5. Cephalic veinFigure 39.9 1. Hepatic portal vein 4. Splenic vein 2. Superior mesenteric vein 5. Inferior mesenteric vein 3. Gastric vein (right)Figure 39.10 1. Common iliac vein 5. Femoral vein 2. External iliac vein 6. Great saphenous vein 3. Inferior vena cava 7. Popliteal vein 4. Internal iliac vein 8. Anterior tibial vein

LABORATORY REPORT ANSWERSPart A 1. d 7. h 2. i 8. j 3. c 9. g 4. a 10. e 5. f 11. k 6. b Part B 1. right subclavian artery 5. left common carotid artery 2. aortic arch 6. brachial artery 3. phrenic artery 7. external iliac artery 4. gonadal arteryPart C 1. a 5. h 2. b 6. c 3. d 7. g 4. e 8. fPart D 1. brachiocephalic vein 5. renal vein 2. popliteal vein 6. external iliac vein 3. common iliac vein 7. hepatic vein 4. basilic veinPart E (figure 39.11)1. Common carotid artery 2. Brachiocephalic vein3. Superior vena cava4. Femoral vein5. Great saphenous vein6. Internal jugular vein7. External jugular vein8. Subclavian artery

9. Subclavian vein10. Pulmonary vein11. Inferior vena cava12. Aorta13. Common iliac vein14. Common iliac artery15. Femoral artery

LABORATORY EXERCISE 40LYMPHATIC SYSTEM

FIGURE LABELSFigure 40.1

63248157

Figure 40.2146523

LABORATORY REPORT ANSWERSPart A 1. lymphatic capillaries 5. valves 2. squamous epithelial 6. lymph nodes 3. lymph 7. thoracic 4. veinsPart B 1. lymphocytes 5. afferent 2. hilum 6. tonsils 3. Nodules 7. Peyer's patches 4. lymph sinusesPart C 1. thymus 6. blood 2. lobules 7. white pulp 3. immunity 8. red pulp 4. thymosins 9. macrophages 5. spleenPart D(sketches)

LABORATORY EXERCISE 41ORGANS OF THE DIGESTIVE SYSTEM

FIGURE LABELSFigure 41.1 1. Lip 5. Palatine tonsils 2. Hard palate 6. Tongue 3. Soft palate 7. Vestibule 4. UvulaFigure 41.2 1. Parotid gland 4. Tongue 2. Masseter muscle 5. Sublingual gland 3. Submandibular glandFigure 41.3 1. Enamel 4. Crown 2. Dentin 5. Gingiva 3. Root 6. Root canal Figure 41.51. Pharyngeal tonsils (adenoids) 6. Oropharynx 2. Opening of auditory tube 7. Lingual tonsils

(eustachian tube) 8. Epiglottis3. Nasopharynx 9. Laryngopharynx4. Oral cavity 10. Esophagus5. Palatine tonsils 11. TracheaFigure 41.6 1. Esophagus 6. Pyloric region 2. Cardiac region 7. Lower esophageal sphincter (cardiac sphincter) 3. Pyloric sphincter (valve) 8. Fundic region 4. Duodenum 9. Body region 5. Pyloric canal 10. RugaeFigure 41.7

4 12 35 76

Figure 41.91. Cystic duct 5. Common bile duct2. Gallbladder 6. Pancreatic duct3. Duodenum 7. Hepatopancreatic sphincter (sphincter of Oddi)4. Hepatic duct (common)

Figure 41.10 10 6 1 9 3 8 7 5 2 4

Critical Thinking Application AnswerThe small intestine, which is much longer than the large intestine and contains villi, provides more surface area for absorption than the large intestine.

LABORATORY REPORT ANSWERSPart A 1. d 9. f 2. m 10. i 3. g 11. o 4. h 12. e 5. j 13. a 6. n 14. c 7. l 15. b 8. kPart B 1. nasopharynx 2. oropharynx 3. laryngopharynx 4. The soft palate is raised; the hyoid bone and larynx are elevated; the tongue is pressed against the soft

palate; the longitudinal muscles of pharyngeal wall contract, pulling the pharynx upward; muscles in the inferior pharynx relax, opening the esophagus; a peristaltic wave forces food into the esophagus.

5. Mucus 6. 25 7. The esophagus provides a passageway for food from the pharynx to the stomach.Part C 1. cardiac, fundic, body, and pyloric regions 6. pepsin 2. pyloric sphincter (valve) 7. intrinsic factor 3. mucous, chief, and parietal cells 8. gastrin 4. chief cells 9. The stomach receives food from the esophagus, 5. parietal cells mixes it with gastric juice, initiates the

digestion of protein, does limited amount ofabsorption, and moves food (chyme) intothe small intestine.

Part D 1. d 6. f 2. b 7. i 3. e 8. c 4. g 9. h 5. a

Part E 1. duodenum, jejunum, and ileum 2. A mesentery supports and suspends organs. It contains blood vessels, lymphatic vessels, and nerves that

supply the organs. 3. lacteal 4. intestinal glands 5. peptidases, sucrase, maltase, lactase, and intestinal lipase 6. ileocecal sphincter (valve) 7. vermiform appendix 8. The small intestine receives secretions from the pancreas and liver, completes digestion of nutrients,

absorbs the products of digestion, and transports the residues to the large intestine. 9. The large intestine absorbs water and electrolytes, and forms and stores feces.

LABORATORY EXERCISE 42ACTION OF A DIGESTIVE ENZYME

INSTRUCTIONAL SUGGESTIONFor this experiment to work, it is very important to obtain amylase that is free of any sugar. Most of the amylase sold by laboratory suppliers in 2002 contained sugar, as can be determined by the control in tube 1 of this experiment. Ward's Natural Science Establishment, Inc., does handle amylase (alpha amylase from Bacillus subtilis; catalog #39 W 0058) that is free of sugar and several other companies plan to add this product to their catalogs. If in doubt, call the supply company and consult with the person in technical support. Keep any of the unused amylase frozen.

LABORATORY REPORT ANSWERSPart A 1. Expected experimental results:

Tube Starch Sugar 1 0 0 2 + 0 3 (varies) +

2. a. Testing the amylase solution for the presence of starch and sugar demonstrates the negative results of the tests.

b. Tube 2 demonstrates that starch will not change to sugar when warmed to 37C (98.6F).c. The change of starch to sugar is a result of the action of the amylase in tube 3.

Part B 1. Expected experimental results:

Tube Starch Sugar 4 + varies 5 (varies) + 6 + 0

2. a. Amylase is slow to act or inactive at either a low temperature or a high temperature. Its optimum temperature is near 37C (98.6F).

b. The tubes in which digestion failed to occur could be placed in the 37C (98.6F) water bath. If digestion occurred at this temperature, the enzyme was not destroyed by the previous treatment.

Critical Thinking Application AnswerThe test would show a positive result for sugar. The experiment would not be valid as it would not show a change from starch to sugar when sugar is already present. (Note: some amylase sold is contaminated with sugar.)

LABORATORY EXERCISE 43ORGANS OF THE RESPIRATORY SYSTEM

FIGURE LABELSFigure 43.1 1. Nostril 7. Frontal sinus 2. Oral cavity 8. Nasal cavity 3. Epiglottis 9. Pharynx 4. Larynx 10. Trachea 5. Bronchus (right) 11. Left lung 6. Right lungFigure 43.2 1. Epiglottic cartilage 4. Epiglottic cartilage 2. Thyroid cartilage 5. Thyroid cartilage 3. Cricoid cartilage 6. Cricoid cartilage

LABORATORY REPORT ANSWERSPart A 1. h 6. d 2. b 7. j 3. i 8. f 4. a 9. g 5. e 10. cPart B 1. (sketch) 2. (sketch)Part C 1. The sticky mucus is secreted into the upper and lower respiratory tract, which will trap particles of dust and

microorganisms. 2. The cilia create a current of mucus toward the pharynx. The mucus contains entrapped particles that are

usually swallowed. 3. If the smooth muscle of the bronchial tree relaxes, the air passages dilate, which allows a greater volume

of air movement.

Critical Thinking Application AnswerThe simple squamous epithelial cells allow for rapid diffusion of oxygen and carbon dioxide between the blood and the alveolar air.

LABORATORY EXERCISE 44BREATHING AND RESPIRATORY VOLUMES

AND CAPACITIES

Critical Thinking Application AnswerAging results in some natural loss of elasticity of the lungs as well as the muscles (diaphragm and intercostal muscles) used in breathing. This can be measured by a vital capacity test.

LABORATORY REPORT ANSWERSPart A 1. ventilation 7. external intercostal 2. atmospheric 8. visceral pleura 3. 760 9. surfactant 4. atmospheric pressure 10. elastic recoil 5. phrenic 11. internal intercostal muscles 6. increases 12. abdominal wallPart B 1. a 5. d 2. g 6. h 3. e 7. c 4. f 8. bPart C 1. (experimental results) 2. a. Answers will vary.

b. Answers will vary.c. A measurement of the residual volume is needed.

3. Answers will vary.

LABORATORY EXERCISE 45STRUCTURE OF THE KIDNEY

FIGURE LABELSFigure 45.1 1. Minor calyx 6. Renal pyramid 2. Major calyx 7. Renal column 3. Renal pelvis 8. Renal capsule 4. Renal papilla 9. Renal medulla 5. Ureter 10. Renal cortexFigure 45.3 1. Glomerular capsule 7. Interlobular vein 2. Proximal convoluted tubule 8. Afferent arteriole 3. Glomerulus 9. Distal convoluted tubule 4. Efferent arteriole 10. Peritubular capillary 5. Descending limb of the nephron loop 11. Collecting duct 6. Ascending limb of the nephron loop

LABORATORY REPORT ANSWERSPart A 1. e 6. i 2. a 7. c 3. h 8. d 4. f 9. g 5. bPart B 1. A renal corpuscle is the cluster of capillaries (glomerulus) and the saclike structure (glomerular capsule)

that surrounds it; a renal tubule is the coiled tube that leads away from the glomerular capsule and empties into a collecting duct.

2. 352416

3. Blood enters the glomerulus through the afferent arteriole and leaves through the efferent arteriole. Since the afferent vessel has a somewhat greater diameter than the efferent one, blood pressure is increased in the glomerulus.

4. The juxtaglomerular apparatus is a structure located where the distal convoluted tubule contacts the afferent and efferent arterioles. It is composed of epithelial and smooth muscle cells and plays a role in regulating blood flow through renal vessels.

Part C(sketch)Part D(sketch)

LABORATORY EXERCISE 46URINALYSIS

WARNINGWhile performing the urinalysis, students should wear disposable latex gloves so that skin contact with urine is avoided.

INSTRUCTIONAL SUGGESTIONSince most student urine will produce negative results for glucose, protein, ketones, bilirubin, and hemoglobin, you may want to provide samples of “artificial urine'' (distilled water that contains weak concentrations of some of these substances). By performing the urinalysis tests on such samples, the students will be able to obtain some positive results.

LABORATORY REPORT ANSWERSPart A 1. (test results) 2. Answers will vary.

Critical Thinking Application AnswerIf urine is not refrigerated, substances within it will begin to change as a result of bacterial action, and the composition of the urine will be altered.Part B 1. (sketch) 2. Answers will vary.

LABORATORY EXERCISE 47MALE REPRODUCTIVE SYSTEM

FIGURE LABELSFigure 47.1 1. Vas deferens 7. Ejaculatory duct 2. Urethra 8. Prostate gland 3. Penis 9. Bulbourethral gland 4. Glans penis 10. Epididymis 5. Prepuce 11. Testis 6. Seminal vesicle 12. ScrotumFigure 47.2

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LABORATORY REPORT ANSWERSPart A 1. seminiferous tubules 7. acrosome 2. epididymis 8. epididymis 3. spermatogenic 9. fructose 4. spermatogonia 10. alkaline 5. Spermatogenesis (meiosis) 11. bulbourethral 6. 23 12. glans penisPart B 1. (sketch) 2. (sketch) 3. (sketch) 4. a. The supporting cells support, nourish, and regulate the spermatogenic cells.

b. Spermatogenic cells give rise to sperm cells by meiosis (spermatogenesis).c. Interstitial cells produce and secrete male sex hormones.d. The epididymis stores sperm cells while they mature and propels them into the vas deferens.e. The corpora cavernosa and corpus spongiosum form three columns of erectile tissue that contain

vascular spaces that become engorged with blood during an erection.

LABORATORY EXERCISE 48FEMALE REPRODUCTIVE SYSTEM

FIGURE LABELSFigure 48.11. Uterine tube 6. Labium majus2. Ovary 7. Vaginal orifice3. Uterus 8. Fimbriae4. Clitoris 9. Cervix5. Labium minus 10. Vagina

Figure 48.2

5 810 1 9 2

4 7 3 6Figure 48.3

1. Areola2. Nipple3. Lactiferous duct4. Alveolar glands (mammary glands)5. Adipose tissue

LABORATORY REPORT ANSWERSPart A 1. pelvic 9. cervix 2. ovarian follicles 10. endometrium 3. follicular 11. smooth muscle 4. first polar body 12. hymen 5. FSH 13. vulva 6. Ovulation 14. mons pubis 7. fallopian tubes or oviducts 15. clitoris 8. infundibulum 16. vestibular glandsPart B 1. (sketch) 2. (sketch) 3. (sketch) 4. (sketch) 5. a. A mature follicle swells and ruptures under the influence of certain hormones. As this happens, the

oocyte and follicular fluid escape from the ovary.b. The cilia that line the uterine tube beat toward the uterus and help to draw the oocyte into the infundibulum of the tube.c. The glandular endometrium thickens throughout the menstrual cycle until it culminates in menstrual bleeding (menses).

APPENDIX 1 MATERIALS NEEDED

This is a composite list of materials needed for the entire lab manual. The amount or number of each item will depend upon the laboratory size and the number of students working as a group. The laboratory manual has the materials needed listed at the beginning of each lab, as some of these materials might not be needed if certain labs, demonstrations, or optional activities are not attempted. Items indicated with an (*) are either demonstration or optional materials.

PREPARED MICROSCOPE SLIDESThree colored threadsMitosis (whitefish blastula)Human chromosomes from leukocytes in mitosis*Simple squamous epithelium (lung)Simple cuboidal epithelium (kidney)Simple columnar epithelium (small intestine)Pseudostratified (ciliated) columnar epithelium

(trachea)Stratified squamous epithelium (esophagus)Transitional epithelium (urinary bladder)Loose (areolar) connective tissue Dense connective tissueAdipose tissueElastic connective tissueHyaline cartilageElastic cartilageFibrocartilageBone tissueBlood smear (Wright's stain)Skeletal muscle tissue (cross section and

longitudinal section)Smooth muscle tissueCardiac muscle tissueNervous tissue (spinal cord smear and cerebellum)Human scalp or axillaHeavily pigmented human skin*Dorsal root ganglion (section)Neuroglial cells (astrocytes)Peripheral nerve (cross section and longitudinal

section)Spinal cord cross section with spinal nerve rootsCochlea (section)*

Pituitary glandThyroid glandParathyroid glandAdrenal glandPancreasPathological blood, such as eosinophilia,

leukocytosis, leukopenia, and lymphocytosis*

Artery cross sectionVein cross sectionLymph node sectionHuman thymus sectionHuman spleen sectionParotid gland (salivary gland)EsophagusStomach (fundus)Small intestine (jejunum)Large intestineTrachea (cross section)Lung, human (normal)Lung tissue (smoker)*Lung tissue (emphysema)*Kidney sectionTestis sectionEpididymis, cross sectionPenis, cross sectionOvary section with maturing folliclesUterine tube, cross sectionUterine wall sectionUterine wall, early proliferative phase*Uterine wall, secretory phase*Uterine wall, early menstrual phase*

APPARATUS/SUPPLIES/EQUIPMENTSafety equipment (first aid kit, disposable latex

gloves, safety glasses, laboratory coats, and disinfectant solution)

Compound microscopesMicrometer scale on compound microscope*Stereomicroscopes (dissecting microscopes)Oil immersion objective on compound microscope*Lens paperMicroscope slidesCoverslipsTransparent plastic millimeter rulerMedicine dropperDissecting needle (needle probe)Toothpicks (flat)Single-edged razor blade*Petri dishForcepsThistle tubeMolasses (or Karo dark corn syrup)Dialysis tubing of 1 5/16 inch diameter or greaterRing stand and clampBeakers (assorted sizes)Rubber bandsTest tubesMarking penTest-tube rackGraduated cylinder (10 mL)Glass funnelFilter paperHand magnifierRadiographs (X-ray films) of skeletal structures and

joints*Rubber percussion hammerAnatomic charts of various systemsDissection instruments (scalpel, probe, scissors, and

forceps)Dissecting traysLong knifeWatch that ticksTuning fork (128 or 256 cps)Sterile cottonMeterstickAudiometer*Ophthalmoscope*Snellen eye chart3" x 5" cardsAstigmatism chartPen flashlightIchikawa's color plates or other color-blindness testWater bath with temperature controlLaboratory thermometer

Sterile disposable blood lancets*Slide staining rack and tray*Heparinized microhematocrit capillary tube*Sealing clay (or Critocaps)*Microhematocrit centrifuge*Microhematocrit reader*Hemoglobinometer*Hemolysis applicator*Hemocytometer*Unopette system (Becton Dickinson) for counting red

blood cells* (see Appendix 2 for a supplier of Unopette systems)

Unopette system (Becton Dickinson) for counting white blood cells* (see Appendix 2 for a supplier of Unopette systems)

Hand counter (tally)*ABO blood-typing kitAnti-D serum*Slide warming box (Rh blood-typing box or view

box)*StethoscopeElectrocardiograph (or other instrument for

recording an ECG)Cot or tableElectrode cream (paste)Plate electrodes and cablesLead selector switchPaper towelsFrog boardDissecting pinsThreadMasking tapeIceHot plateClock with second handSphygmomanometerPulse pickup transducer or plethysmogram*Physiological recording apparatus*Test-tube clampsWax markerPorcelain test platePipets (1 mL and 10 mL)Pipet rubber bulbsSpirometer, handheld (dry portable)Disposable mouthpieces for the spirometerDisposable urine-collecting containerUrinometer cylinderUrinometer hydrometerpH test paper

Reagent strips (individual or combination) to test for the presence of glucose, protein, ketones, bilirubin, and hemoglobin/occult blood in the urine

CentrifugeCentrifuge tubesNormal and abnormal simulated urine specimens*Paper cups

MODELS/SKELETONSDissectible torso (manikin) with musculatureAnimal cellAnimal mitosisHuman long bone, sectioned longitudinallyArticulated human skeletonDisarticulated human skull (Beauchene)Human skull, sagittal sectionFetal skull*Disarticulated human skeletonVertebrae (cervical, thoracic, and lumbar examples)Male and female pelves*Synovial joints (shoulder, elbow, hip, and knee)Skeletal muscle fiber modelMuscular model of the upper limbMuscular model of the lower limb

Muscular models of the male and female pelvesNeuronSpinal cordDissectible human brainDissectible earDissectible eyeDissectible human heartTeeth, sectionedTooth model, sectionedLarynx modelThoracic organs modelKidney modelModel of male reproductive systemModel of female reproductive systemMechanical model of the respiratory system*

PRESERVED MATERIALSSpinal cord with meninges intact*Human brainSheep brainsBeef or sheep eyes

Sheep or other mammalian heartsPig or sheep kidneysAnimal lung with trachea*

LIVING SPECIMENS/FRESH MATERIALAmoeba culture*Paramecium culture*Plant materials such as leaves, soft stems, fruits, and

vegetables*Uncoagulated animal bloodFresh chicken bones (radius and ulna from wings)*

Fresh animal bones, sectioned longitudinally and transversely

Fresh round beefsteak*Fresh animal joint (knee joint preferred)*Frog

CHEMICALS, REAGENTS, AND BIOLOGICALS(This includes any ingredients needed to mix solutions described in Appendix 1 of the laboratory manual).Distilled waterMethylene blue (dilute)Iodine-potassium-iodide (IKI) stainPotassium permanganate crystals0.9% NaCl (aqueous solution)3% NaCl (aqueous solution)Powdered charcoal1% glucose solution1% starch solutionBenedict's solutionVinegar*Wright's stain*70% alcoholFrog Ringer's solution0.5% amylase solution (must be free of any sugar)

0.5% starch solutionSedi-stainBacterial amylase powder (store in a freezer) (see

Appendix 2 for a supplier of amylase that is free of any sugar)

GlucoseSodium chlorideCornstarchPotassium iodideIodine95% ethyl alcoholPotassium hydroxideSodium bicarbonatePotassium chlorideCalcium chloride

APPENDIX 2 LABORATORY SUPPLIERS

This list is not complete, but it does contain well-established names recognized by most anatomy and physiology instructors. Additional suppliers often advertise in scientific journals or have booths at scientific association meetings. Some of these companies also have regional offices.Bio Corporation3911 Nevada StreetAlexandria, MN 56308http://www.biologyproducts.com

Carolina Biological Supply Company2700 York RoadBurlington, NC 27215 http://www.carolina.com

Central Scientific Company (CENCO)3300 CENCO ParkwayFranklin Park, IL 60131http://www.cenconet.com

Connecticut Valley Biological Supply Co.82 Valley Road, P.O. Box 326Southampton, MA 01073http://www.ctvalleybio.com

Cynmar Corporation21709 Route 4 NorthP.O. Box 530Carlinville, IL 62626http://www.cynmar.com

Fisher ScientificU.S. Headquarters2000 Park LanePittsburgh, PA 15275http://www.fisheredu.com

(Fisher Scientific is a supplier of Becton Dickinson Unopette blood counting systems. For cases of 200, the RBC Unopette system catalog number is 13-680-23, and the WCB Unopette system catalog number is 13-680-1.)

Flinn ScientificP.O. Box 219Batavia, IL 60510http://www.flinnsci.com

Frey ScientificP.O. Box 8101Mansfield, OH 44901http://www.freyscientific.com

Intelitool/Phipps & BirdP.O. Box 7475Richmond, VA 23221http://www.intelitool.com

Nasco, Inc.901 Janesville Ave.Fort Atkinson, WI 53538http://www.nascofa.com

Nebraska Scientific3823 Leavenworth St.Omaha, NE 68105http://www.nebraskascientific.com

Sargent-Welch Scientific CompanyP.O. Box 5229Buffalo Grove, IL 60089http://www.sargentwelch.com

Science Kit & Boreal Laboratories777 East Park DriveP.O. Box 5003Tonawanda, NY 14151http://www.sciencekit.com

Southern ScientificP.O. Box 368McKenzie, TN 38201http://www.southernscientific.com

The Scope Shoppe113 Read St., P.O. Box 1208Elburn, IL 60119http://www.scopeshoppe.com

Ward’s Natural Science Establishment, Inc.5100 West Henrietta RoadP.O. Box 92912Rochester, NY 14692http://www.wardsci.com

(Ward’s Natural Science Establishment is a supplier of the enzyme amylase that is free of sugar. The catalog number is 39W0058.)