Download Portland Community College, Sylvania Campus

Portland Community College, Sylvania Campus
BI 232 Lab
Supplemental Package
PCC-Sylvania BI 232 Laboratory Supplement
1. Upon entering the laboratory, please locate the exits, fire extinguisher, eyewash station, and
clean up materials for chemical spills. Your instructor will demonstrate the location of fire
blanket, safety kit, and showers.
2. Read the general laboratory directions and any objectives before coming to lab.
3. Food and drink, including water, are prohibited in laboratory. This is per Federal laboratory
guidelines and per College Safety Policy. Do not chew gum, use tobacco products of any kind,
store food or apply cosmetics in the laboratory. No drink containers of any kind may be on the
benches.
4. Please keep all personal materials off the working area. Store backpacks and purses at the rear
of the laboratory, not beside or under benches. Some laboratory spaces have shelving in rear for
this purpose.
5. For your safety, please restrain long hair, loose fitting clothing and dangling jewelry. Hair ties
are available, ask your instructor. Hats and bare midriffs are not acceptable in the laboratory.
Shoes, not sandals, must be worn at all times in laboratory. You may wear a laboratory apron or
lab coat if you desire, but it is not required.
6. We do not wish to invade your privacy, but for your safety if you are pregnant, taking
immunosuppressive drugs or who have any other medical conditions (e.g. diabetes,
immunological defect) that might necessitate special precautions in the laboratory must inform
the instructor immediately. If you know you have an allergy to latex or chemicals, please inform
instructor.
7. Decontaminate work surfaces at the beginning of every lab period using Amphyl solution.
Decontaminate bench following any practical quiz, when given, and after labs involving the
dissection of preserved material.
8. Use safety goggles in all experiments in which solutions or chemicals are heated or when
instructed to do so. Never leave heat sources unattended: hot plates or Bunsen burners.
9. Wear disposable gloves when handling blood and other body fluids or when touching items or
surfaces soiled with blood or other body fluids such as saliva and urine. (NOTE: cover open cuts
or scrapes with a sterile bandage before donning gloves.) Wash your hands immediately after
removing gloves.
10. Keep all liquids away from the edge of the lab bench to avoid spills. Immediately notify your
instructor of any spills. Keep test tubes in racks provided, except when necessary to transfer to
water baths or hot plate. You will be advised of the proper clean-up procedures for any spill.
11. Report all chemical or liquid spills and all accidents, such as cuts or burns, no matter how
minor, to the instructor immediately.
12. Use mechanical pipetting devices only. Mouth pipetting is prohibited.
Students who do not comply with these safety guidelines
will be excluded from the Laboratory
Safe Disposal of Contaminated Materials
 Place disposable materials such as gloves, mouth pieces, swabs, toothpicks and paper towels
that have come into contact with blood or other body fluids into a disposable Autoclave bag
for decontamination by autoclaving. This bucket is not for general trash.
 Place glassware contaminated with blood and other body fluids directly into a labeled bucket
of 10% bleach solution. ONLY glass or plastic-ware is to be placed in this bucket, not trash.
 Sharp’s container is for used lancets only. It is bright red. When using disposable lancets do
not replace their covers.
1. Properly label glassware and slides, using china markers provided.
2. Wear disposable gloves when handling blood and other body fluids or when touching items or
surfaces soiled with blood or other body fluids such as saliva and urine. (NOTE: cover open cuts
or scrapes with a sterile bandage before donning gloves.) Wash your hands immediately after
removing gloves.
3. Wear disposable gloves when handling or dissecting specimens fixed with formaldehyde or
stored in Carosafe/Wardsafe.
4. Wear disposable gloves when handling chemicals denoted as hazardous or carcinogenic by
your instructor. Read labels on dropper bottles provided for an experiment, they will indicate the
need for gloves or goggles, etc. Upon request, detailed written information is available on every
chemical used (MSDS). Ask your instructor.
5. No pen or pencil is to be used at any time on any model or bone. The bones are fragile, hard
to replace and used by hundreds of students every year. To protect them and keep them in the
best condition, please use pipe cleaners and probes provided instead of a writing instrument.
a. Probes may be used on models as well. The bones are very difficult and costly to replace, as
are the models and may take a long time to replace.
6. At the end of an experiment:
a. Clean glassware and place where designated. Remove china marker labels at this time.
b. Return solutions & chemicals to designated area. Do not put solutions or chemicals in
cupboards!
7. You cannot work alone or unsupervised in the laboratory.
8. Microscopes should be cleaned before returning to numbered cabinet. Be sure objectives are
clean, use lens paper. Place objectives into storage position, and return to the storage cabinet. Be
sure cord has been coiled and restrained. Your instructor may require microscope be checked
before you put it away. Be sure it is in assigned cupboard.
9. Please replace your prepared slides into the box from which they came (slides and boxes are
numbered), so students using them after you will be able to find the same slide. Before placing
slides in box, clean it with Kimwipes if it is dirty or covered with oil. If you break a slide, please,
inform you instructor so the slide can be replaced. Please be aware that there is hundreds of
dollars worth of slides in each box and handle the boxes with care when carrying to and from
your workbench.
10. Be sure all paper towels used in cleaning lab benches and washing hands are disposed of in
trash container
provided.
Students who do not comply with these safety guidelines
and directions will be excluded from the Laboratory
Please Read
You are beginning a very intense laboratory course. Before you come to
class you will want to review what the study focus is for that day’s lab. This is
important because you will be liable (tested) for the information listed in your
study guide and manual. There are lists of terms that you are required to know,
as well as tables and diagrams. These are testable as well. If there are slides
listed in the study guide then you are also liable to identify these structures under
the microscope on quizzes or on practicals. There will also be various models that
are available in the classroom which will be used in the tests. It is up to the
student to identify the structures on these models. Remember, majority of your
practicals will be on these models. Please do not think that you will be able to
look at the pictures in the book and do well on quizzes and practicals. YOU NEED
TO SPEND TIME WITH THE MODELS!
Some labs will have exercises that are required. Please make sure that you
understand what was learned in these exercises because these are also fair game
to be used for questions in the tests.
Each lab will start with a 10 point quiz. You are required to be in
attendance at the beginning of each lab. You will receive a zero on the quiz if you
miss it. There will not be quizzes on the weeks we have a practical or the week
after a practical. If you stay in lab only long enough to take the quiz and then
leave soon after the lab will be counted as a missed lab.
There are review sheets at the end of each exercise that we recommend
that you do. You will not receive credit for these pages but they will help you
study the material and prepare for the tests.
Any material found in the lab manual can be used for the extra credit
questions.
If you have any questions please contact Marilyn Thomas, Lab Coordinator
([email protected]) Thank you!
BI 232 Laboratory: Week 1
Spinal Cord, Spinal Nerves, Reflexes
Ex 13. Histology of Nervous Tissue (page 259-262)
Ex 15. The Spinal Cord and Spinal Nerves
Ex 16. Human Reflex Physiology
________________________________________________________________________________
Study focus: spinal cord histology, spinal nerves, reflex physiology
Lab resources: Cross-section models of C7 with spinal cord, several flat models with spinal cord
and spinal nerves/plexuses, vertebral column with spinal cord and spinal nerves, large and
smaller arm and leg models, full-body muscle models, slide boxes, microscopes,…. Reflex
hammers, calipers
Slides available: Multipolar neuron, spinal cord, nerve osmium stain (cs & ls), nerve Masson (
c.s & l.s.)
Lab activities:
 15.3 Two-point discrimination test
 16.4 and 16.5 Reflexes
List of spinal nerves that will be tested on arm models, leg models, and flat models (Fig. 15.1)
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Phrenic nerve
Musculocutaneous nerve
Axillary nerve
Median nerve
Ulnar nerve
Radial nerve
Sciatic nerve
Terms to know:
Chapter 13
Posterior horn
Anterior horn
Lateral horns
Gray commissure
Central canal
Funiculi (singular=funiculus)
Posterior (dorsal) white column
Anterior (ventral) white column
Lateral white column
Ascending tracts
Descending tracts
Lower motor neurons
Upper motor neurons
Ventral root
Dorsal root
Dorsal root ganglion
Epineurium
Nerve bundles (nerve fascicles)
Perineurium
Endoneurium
Salutatory propagation
Chapter 15 (know Table 15.1)
Conus medullaris
Vertebral canal
Vertebral foramen (foramina)
Cervical and lumbar enlargements
Spinal nerves
Intervertebral foramen (foramina)
Mixed nerves
Dura mater, arachnoid mater and pia mater
Subarachnoid space
Epidural space
Filum terminale
Denticulate ligaments
Cauda equina
Dorsal rami
Ventral rami
Meningeal rami
Rami communicantes
Plexus
Intercostal nerves
Ascending and descending pathways
Primary sensory area
Sensory homunculus
Primary motor area
Upper motor neurons
Lower motor neurons
Dermatomes
Chapter 16 (know tables 16.1 & 16.2)
Primary motor area
Motor homunculus
Reflex
Reflex arc (know the 5 elements)
Stretch reflexes
Muscle spindles
Deep tendon reflex
Withdrawal reflex
Crossed extensor reflex
Biceps reflex
Patellar reflex
Achilles reflex
Babinski (plantar) reflex
BI 232 Laboratory: Week 2
Quiz 1 (material from previous week)
The Brain
Ex 14. The Brain – Part I
________________________________________________________________________________
Study focus: The brain pages 269-285
Lab resources: Various brain models, sheep brains for dissection and testing, sheep brains and
human brains in resin and formaldehyde (please leave latter on instructor bench), models for
the ventricles of the brain, dissectable full head models w/removable brains
Lab activities:
 Dissection of sheep brain
 Electroencephalography with Verneer © equipment (please use instruction sheet
located on your lab bench) but use your lab manuals for data entry (Tables 14.2 – 14.5)
Terms to know: Table 14.1 Major structures of human brain, Figures 14.7, 14.9 (All)
Cerebral hemispheres
Corpus callosum
Frontal, parietal, occipital and temporal lobes
Insula
Cerebral cortex
Gyri (singular=gyrus)
Sulcus
Fissure
White matter
Association fibers
Commissural fibers
Projection fibers
Basal nuclei
Pituitary gland
Infundibulum
Cerebellar cortex
Cerebellar nuclei
Cerebellar peduncles
Optic nerves
Optic chiasm
Subarachnoid space
Longitudinal fissure
Central sulcus
Parieto-occipital sulcus
Lateral fissure (sulcus)
Transverse fissure
Olfactory bulbs
Olfactory nerves
Olfactory tracts
Cingulate gyrus
Limbic system
Septum pellucidum
Mamillary body
Fornix
Hippocampus
Arbor vitae
Ependymal cells
Choroid plexuses
Arachnoid granulations (arachnoid villi)
BI 232 Laboratory: Week 3
Quiz 2 (material from previous week)
Olfaction, Taste, Vision, Hearing and Balance
Ex 17. Special Senses
________________________________________________________________________________
Study focus: identify structures of the special senses and know how these senses are tested
Lab resources: Eye models, sheep eyes for dissection, ear models, ear ossicles in resin, flat
sagittal head models, dissectable full head models, PTC paper, slide boxes, microscopes
Astigmatism chart, Snellen eye chart, color charts, flashlight, tuning forks, opthalmoscope,
otoscope
Slides available: Cochlea, mammal eye, monkey eye, Tongue: circumvallate papilla, fungiform
papilla, filiform papilla
Lab activities:
 17.1 A, skip B
 17.2
 17.3 and 17.4 (skip C)
 17.5 and 17.6
 17.7 and 17.8
Terms to know:
General senses
Somatic sensations
Visceral sensations
Specials senses
Olfaction
Gustation
Vision
Hearing
Equilibrium
Olfactory epithelium
Olfactory receptor cells
Supporting cells
Basal cells
Superior nasal concha
Cribriform plate
Perpendicular plate
Olfactory foramina
Olfactory area in temporal lobe
Cilia
Olfactory glands
Papillae (singular=papilla)
Fungiform, filiform and circumvallate
papillae
Taste buds
Taste pore
Gustatory cells
Basal cells
Taste hairs
Facial nerve
Glossopharyngeal nerve
Vagus nerve
Gustatory nucleus
Thalamus
Primary gustatory cortex
Five primary taste sensations
Oral cavity
Pharynx
Soft palate
Epiglottis
Fibrous tunic
Vascular tunic (uvea)
Neural tunic (retina)
Pigmented layer
Nervous layer
Melanocytes
Melanin
Photoreceptor cells
Rods
Cones
Bipolar cells
Ganglion cells
Optic nerve
Optic canals
Optic chiasm
Optic tracts
Lateral geniculate bodies
Superior colliculi
Optic radiations
Visual cortex
Eyelids (palpebrae)
Tarsal (meibomian) glands
Palpebral fissure
Cornea
Iris
Pupil
Sclera
Medial canthus
Lateral canthus
Lacrimal caruncle
Conjunctiva
Palpebral conjunctiva
Ocular conjunctiva
Lacrimal gland
Lacrimal apparatus
Lysozyme
Lacrimal puncta
Lacrimal sac
Lacrimal fossa
Nasolacrimal duct
Extrinsic eye muscles(Fig 11.4) all
Choroid
Suspensory ligaments
Lens
Optic disc
Blind spot
Macula lutea
Fovea centralis
Posterior cavity
Vitreous humor
Anterior cavity
Anterior chamber
Posterior chamber
Aqueous humor
Binocular vision
Presbyopia
Near-point accommodation
Emmetropia
Myopia
Hyperopia
Astigmatism
Color blindness
Labyrinth
Bony labyrinth
Membranous labyrinth
Perilymph
Endolymph
Vestibule
Utricle
Saccule
Maculae (singular=macula)
Static equilibrium
Semicircular canals
Cristae within ampullae (cristae ampullaris)
Dynamic equilibrium
Cochlea
Organ of Corti
Stereocilia
Kinocilium
Vestibulocochlear nerve
Vestibular division
Vestibular ganglia
Vestibular nuclei
Cerebellum
Cerebral cortex
Thalamus
Inferior colliculi
Medial geniculate bodies
Auditory areas in the temporal lobes
Auricle (pinna)
External acoustic meatus
Helix
Earlobe
Tympanic membrane
Ceruminous (wax) glands
Cerumen
Cochlear duct
Vestibular duct
Tympanic duct
Vestibular membrane
Basilar membrane
Spiral ganglion
Tectorial membrane
Conductive deafness
Sensorineural deafness
Rinne test
Weber test
BI 232 Laboratory: Week 4
Quiz 3 (material from previous week)
Cranial Nerves
Ex 14 – Part II. Cranial Nerves pages 286-296
Review for Lab Practical I
________________________________________________________________________________
Study focus: Cranial nerves and cranial nerve tests
Lab resources: Brain models
Lab activities:
 14.7
 14.8
 14.9
Terms to know: Be able to identify cranial nerves and foramina on both models and pictures
Figure 14.14 (All)
Table 14.6 (All)
Table 17.8 be able to answer questions concerning testing of cranial nerves
Lab Practical I will be next week (week 5)!
The practical will cover all the material covered in the package for the last 4 weeks of lab
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Terms to know, labeled figures, tables, any additional info outlined in the package
Models
Images
Microscopes (images will also be provided for histology questions)
75 questions (timed)
One bonus question – 2 points credit
Also this week:
Instructors will determine 4 student volunteers who will be testing
their blood glucose levels in week 6!
BI 232 Laboratory: Week 6
No quiz this week!
Endocrinology
Ex 18. The Endocrine System
________________________________________________________________________________
Study focus: Bold-faced terms on pages 349-363 of lab manual, Exercise 18 review sheet
Lab resources: Flat endocrine models, dissectable full-head models, dissectable torso models,
slide boxes and microscopes
Glucometers, sharps and biohazard containers, sterilized cotton balls, band-aids, alcohol wipes,
lancets
Slides available: Thyroid gland, adrenal, pancreas, hypophysis, ovary, testis
Please note: This week, some students will deal with blood which may contain infectious
organisms! Please read the lab safety instructions provided on your lab benches before you
start your lab activities today!!!
Lab activities:
 All activities outlined in the lab manual
 Glucometer testing with 4 volunteers
Terms to know:
Figure 18.1 (know all)
Table 18.1 (know all)
Table 18.2 (know all)
Endocrine system
Endocrine glands
Hormones
Target cells
Exocrine glands
Neuroendocrine effect
Releasing hormones
Inhibiting hormones
Infundibulum
Sella turcica
Trachea
Thyroid cartilage
Thyroid gland*
Isthmus of the thyroid
Thyroxine (T4)
Tri-iodothyronine (T3)
Calcitonin
Thyroid follicles*
Follicle cavity*
Follicle cells*
Colloid*
Thyroglobulin
Parafollicular (C cells)*
Parathyroid glands*
Parathyroid hormone (PTH)
Principal (chief) cells*
Oxyphil cells* (may be difficult to find)
Thorax
Mediastinum
Heart
Natriuretic peptides (ANP, BNP)
Thymus
Thymosins
Abdominopelvic cavity
Pancreas*
Head, body, tail
Pancreatic islets (of Langerhans)*
Alpha cells
Glucagon
Beta cells
Insulin
Delta cells
Somatostatin
F cells
Pancreatic polypeptide (PP)
Pancreatic acini*
Suprarenal/Adrenal glands*
Suprarenal medulla*
Epinephrine (E)
Norepenephrine (NE)
Medullary vein(s)*
Suprarenal cortex*
Zona glomerulosa*
Mineralocorticoids
Aldosterone
Zona fasciculata*
Glucocorticoids
Cortisol
Glucose-sparing effect
Zona reticularis*
Androgens
Kidneys
Calcitriol
Erythropoietin (EPO)
Testes*
Tunica albuginea*
Lobules*
Seminiferous tubules*
Spermatogenic cells*
Androgens
Testosterone
Ovaries*
Cortex**
Oocyte*
Medulla**
Estrogens
 Review universal precaution (Blood lab, next section)
OR-OSHA Blood-borne Pathogens Standard
1. Blood-borne Pathogens include: HIV, Hepatitis B & C Viruses, etc.
2. Universal Precautions
a. Fluids: all human blood and other body fluids such as semen, vaginal
secretions, CSF, saliva, & any fluid contaminated with blood should be
considered sources of blood-borne pathogens.
b. Approach: treat all of the above fluids as if they contain blood-borne
pathogens
3. Protective Equipment: When to Use: When known occupational exposure will
occur, employer (or school) needs to provide
a. Disposable, single-use gloves. Hypoallergenic, powderless or liners required
to be supplied for those with allergies to powdered gloves.
b. Masks, Eye Protection, and Face shields: wear when splashes, spray, etc.
may be generated & risk of eye, nose, or mouth contamination anticipated.
c. First Aid Pocket Masks: used with CPR
4. Housekeeping
a. Contaminated work surfaces: decontaminate with appropriate disinfectant:
1/4 cup household bleach per 1/2 gallon water
b. Contaminated laundry: bagged, transported with labels color coded in
compliance with OSHA standards.
All lancets should be disposed of in the “sharps” containers. All
other materials that have contacted blood should be autoclaved.
Oral Glucose Tolerance Test
 4 volunteers needed to drink soda and check their glucose levels at intervals:
 2 students that have been fasting for 10-16 hours (except for water)
 2 students that have not been fasting
Directions:
1. Measure glucose level (follow instructor’s directions)
2. Drink one can of soda
3. Check glucose level at intervals
4. Fill in the chart below
Student 1
(Fasting)
Student 2
(Fasting)
Student 3
(Not fasting)
Student 4
(Not fasting)
Initial reading
30 minutes after
drinking soda
1 hour after
drinking soda
2 hours after
drinking soda
1. How many grams of sugar (fructose) are in one can of soda?
2. Why weren’t the two “fasting” students’ blood sugars lower than the “non-fasting”
students before drinking the soda?
a. What hormone prevented hypoglycemia?
3. If the blood sugar level rose immediately after the sugar was ingested, but then dropped,
which hormone was responsible for the drop?
4. What is the cause of Type 1 diabetes?
5. What is the cause of Type 2 diabetes?
6. What is the normal blood glucose level?
7. How is diabetes mellitus diagnosed?
a. A fasting value over ________ mg/dl on at two separate occasions
Or:
b. A blood sugar over ________ mg/dl at 2 hours and on at least one other occasion
during a two-hour oral glucose tolerance test.
c. Impaired glucose tolerance is diagnosed by a blood sugar between ________&
________ mg/dl at 2 hours and 200 mg/dl at least one other occasion during a twohour oral glucose tolerance test.
BI 232 Laboratory: Week 7
Quiz 4 (material from previous week)
The Cardiovascular System: Blood
Ex 19. Blood Cells
________________________________________________________________________________
Study focus: Identification of various blood cells, blood typing
Lab resources: Posters with examples for blood cells, slide boxes, microscopes
Blood typing kits, biohazard and sharps containers, sterile cotton balls, band-aids, lancets, alcohol wipes,
hemoglobinometers
Slides available: Blood Wright’s stain, human, Infectious mononucleosis
Lab activities:
 19.1 and 19.2 – Identifying formed elements
 19.3 – Differential white blood cell count
 19.4 – Determining blood type
 In 19.3, please do NOT use the oil immersion lens (100x)!!!
Terms to know:
Table 19.1
Table 19.3
Components/characteristics of blood and its precursors – Know the following components (histologically, when
appropriate) and learn their functions.
Blood plasma – Know the general composition
Formed elements – Be able to identify the following cells with a microscope. Also learn their functions.
Erythrocytes
Leukocytes
Granulocytes
Neutrophils
Eosinophils
Basophils
Agranulocytes
Monocytes
Lymphocytes
Platelets
Hemoglobin
Megakaryocytes
Diapedesis
Commonly employed tests and procedures (excluding blood typing)
Hematocrit
Hemoglobin concentration
Differential white blood cell count
Bone marrow transplant
Abnormal blood conditions
Anemia
Leukemia
Myeloid leukemia
Lymphoid leukemia
Infectious mononucleosis
Blood typing
Antigens (agglutinogens) – also learn the specific antigens for the blood types listed below
Antibodies (agglutinins) – also learn the specific antibodies for the blood types listed below
Agglutination
Blood types – Know the antigens/antibodies for each type and be able to combine the two systems (e.g. A+, O-).
Finally, be able to predict suitability of a blood transfusion given the donors and recipients blood types.
ABO system
Rh system
A
Rh positive (Rh+)
B
Rh negative (Rh-)
AB
O
Hemolysis
Hemolytic disease of the newborn
Please note:
This week, some students will deal with blood which may contain infectious
organisms! Please read the lab safety instructions provided on your lab benches
before you start your lab activities today!!!
BI 232 Laboratory: Week 8
Quiz 5 (material from previous week)
The Cardiovascular System: Anatomy of the Heart/Cardiovascular
Physiology
Ex 20. Gross Anatomy of the Heart
Ex 22. Cardiovascular Physiology
______________________________________________________________________________
Study focus: Heart gross anatomy and physiology
Lab resources: Several heart models in different sizes, sheep hearts for dissection,
dissected sheep hearts and human hearts in formaldehyde (please leave on instructor
bench)
EKG Verneer © equipment, stethoscopes, sphygmomanometers (blood pressure cuffs)
Lab activities:
 All activities outlined in the lab manual except for 22.6 C (pp.423-427)
Slides available: Cardiac muscle, intercalated discs
Terms to know:
Exercise 20 & 22– Term list, don’t forget the Exercise 20 review and all activities!
Terms that must be identified in histology are marked with an * and if they can be seen in both
gross and histological preparations they will be marked with a **.
Some terms are abbreviated for space (L: left, R: right, A: anterior, P: posterior, AV:
atrioventricular), you need to write them out on a quiz practical.
EXTERNAL ANATOMY OF THE HEART AND POSITION IN BODY – EX. 20
-Locating the heart on the surface of the
body
-Jugular notch
-Sternal angle
-Mediastinum
-Pericardium
-Fibrous pericardium
-Serous pericardium
-Parietal pericardium
-Visceral pericardium
-Pericardial cavity
-Pericarditis
-Cardiac tamponade
-Myocardium
-Base of the heart
-Endocardium
-Apex of the heart
-Endocarditis
-L/R border of the heart
-Coronary (atrioventricular) sulcus
-Inferior border of the heart
-A and P interventricular sulcus
-Epicardium
BLOOD FLOW IN THE HEART (BE ABLE TO ID EACH TERM; LISTED IN ORDER OF BLOOD FLOW)
Right side of heart –
R atrium 
R AV (tricuspid) valves 
R ventricle 
Conus arteriosus 
Pulmonary semilunar valve 
Pulmonary trunk 
L & R pulmonary arteries 
Lungs 
Pulmonary veins 
To left side of heart
Left side of heart
L atrium 
L AV (mitral, bicuspid) valve 
L ventricle 
Aortic vestibule 
Aortic semilunar valve 
Arch of the aorta (Aortic arch) 
Brachiocephalic trunk OR L common carotid
artery OR L subclavian artery OR descending
aorta 
Systemic circulation 
Superior and Inferior vena cave 
To right side of heart
INTERNAL ANATOMY OF THE HEART (ALSO ID STRUCTURES LISTED IN BLOOD FLOW SECTION)
-Atrium
-Atrial septal defect
-Auricle
-Ventricle
-Pectinate muscles
-Interventricular septum
-Fossa ovalis
-Ventricular septal defects
-Foramen ovale
-Trabeculae carneae
-R AV orifice
-Papillary muscles
-Interatrial septum
-Chordae tendineae
CORONARY CIRCULATION
-R and L coronary arteries
-Circumflex artery
-L marginal artery
-Ant. interventricular artery (LAD)
-R marginal artery
-Anastomosis
-Post. interventricular artery (PDA)
ADDITIONAL TERMS
-Systemic circulation
-Coronary sinus
-Great cardiac vein
-Middle cardiac vein
-Small cardiac vein
-Post. cardiac vein
-Ant. cardiac veins
-Pulmonary circulation
-Cardiac cycle
CARDIOVASCULAR PHYSIOLOGY – EX. 22
Cardiac cycle
-Systole
-Atrial systole
-Ventricular systole
-Diastole
-Atrial diastole
-Ventricular diastole
-Heart sounds
-“Lubb-dupp”
-Auscultation areas for the heart
Blood pressure
-Systolic pressure
-Diastolic pressure
-Arterial blood pressure
-Brachial artery
-Pulse pressure
Pulse rate
-Pulse
-Temporal artery pulse
-Carotid artery pulse
Electrocardiography
-Cardiac conduction system
-Sinoatrial (SA) node
-Internodal pathways
-Atrioventrical (AV) node
-AV bundle (Bundle of His)
-Bundle branches
-Purkinje fibers
-Congestive heart failure
-Bicuspid area
-Tricuspid area
-Aortic semilunar area
-Pulmonary semilunar area
-Isovolumetric contraction
-Ventricular ejection
-Mitral valve prolapse
-Heart murmur
-Mean arterial pressure (MAP)
-Sphygmomanometer
-Korotkoff sounds
-Arteriosclerosis
-Hypertension
-Radial artery pulse
-Popliteal artery pulse
-Electrocardiography
-Electrocardiogram
-P wave
-QRS complex (interval)
-T wave
-QT interval
-Beats per minute (BPM)
BI 232 Laboratory: Week 9
Quiz 6 (material from previous week)
The Cardiovascular System: Blood Vessels and Circulation
Ex 21. Anatomy of Blood Vessels
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Study focus: know microscopic structure of blood vessels and be able to identify the major
arteries and veins in the human body
Lab resources: Flat blood vessel model, wire models (images of these models can also be found
online)
Lab activities:
 All activities outlined in the lab manual
Slides available: Artery, Vein & Nerves, Vein w/valve (l.s.)
Terms to know:
General terms – Have a general understanding of the following terms, and when appropriate, how they
differ from one another
Arteries
Collateral branches
Elastic arteries
Collateral circulation
Muscular arteries
Vasoconstriction
Arterioles
Vasodilation
Capillaries
Peripheral resistance
Continuous capillaries
Atherosclerosis
Fenestrated capillaries
Coronary artery disease
Sinusoids
Stroke
Veins
Varicose veins
Companion veins
Microcirculation
Anastomosis
Histology of blood vessels – be able to recognize the following on microscope slides
Lumen
Tunica media
Tunica interna
External elastic membrane
Endothelium
Tunica externa (adventitia)
Internal elastic membrane
Specific blood vessels – be able to identify any of these on the available models. NOTE: blood vessels are
listed under regions of the body that they are easiest to see and/or consider and some can be found in
multiple regions.
Arteries of the thorax
Pulmonary trunk
Right and left pulmonary arteries
Right and left pulmonary veins
Ascending aorta
Aortic arch
Brachiocephalic trunk
Left common carotid artery
Arteries of the neck and head
Right and left common carotid artery (note the
lack of symmetry between points of origination)
Right and left subclavian artery (note the lack of
symmetry between points of origination)
Carotid sinus
Right and left external carotid artery
Right and left internal carotid artery
Lingual artery
Facial artery
Occipital artery
Posterior auricular artery
Maxillary artery
Left subclavian artery
Internal thoracic artery
Anterior intercostals arteries
Thoracoacromial artery
Lateral thoracic artery
Subscapular artery
Superficial temporal artery
Ophthalmic artery
Anterior cerebral artery
Cerebral arterial circle (circle of Willis)
Middle cerebral artery
Vertebral artery
Basilar artery
Posterior cerebral artery
Anterior communicating artery
Posterior communicating artery
Thyrocervical trunk
Costocervical trunk
Arteries of the shoulder and arm – note that there is one for each arm (right and left), you should
denote which is which
Subclavian artery
Brachial artery
Axillary artery
Deep brachial artery
Thoracoacromial artery
Ulnar artery
Lateral thoracic artery
Radial artery
Anterior circumflex humeral artery
Superficial and deep palmar arches
Posterior circumflex humeral artery
Arteries of the abdomen
Descending aorta
Inferior phrenic arteries
Celiac trunk
Left gastric artery
Splenic artery
Common hepatic artery
Superior mesenteric artery
Suprarenal arteries
Right and left renal arteries
Right and left gonadal arteries
Inferior mesenteric artery
Lumbar arteries
Median sacral artery
Right and left common iliac arteries
Right and left internal iliac arteries
Right and left external iliac arteries
Arteries of the legs – note that there is one for each leg (right and left), you should denote which is
which
Femoral artery
Posterior tibial artery
Medial circumflex femoral artery
Dorsal pedis artery
Lateral circumflex femoral artery
Fibular artery
Deep femoral artery
Lateral plantar artery
Popliteal artery
Medial plantar artery
Anterior tibial artery
Veins of the thorax
Anterior intercostal veins
Internal thoracic veins
Right and left brachiocephalic veins
Posterior intercostals veins
Hemiazygos vein
Azygos vein
Superior vena cava
Inferior vena cava
Veins of the neck and head
Vertebral veins
Right and left internal jugular veins
Right and left external jugular veins
Veins of the shoulder and arm – note that there is one for each arm (right and left), you should denote
which is which
Dorsal venous network
Radial vein
Basilic vein
Brachial vein
Cephalic vein
Axillary vein
Median cubital vein
Subclavian vein
Ulnar vein
Veins of the abdomen
External iliac vein
Internal iliac vein
Inferior vena cava
Lumbar veins
Right and left gonadal veins (note the difference
between right and left)
Renal veins
Suprarenal veins
Hepatic veins
Inferior phrenic veins
Hepatic portal system
Inferior mesenteric vein
Superior mesenteric vein
Splenic vein
Gastric veins
Hepatic portal vein
Veins of the leg – note that there is one for each leg (right and left), you should denote which is which
Great saphenous vein
Posterior tibial vein
Anterior tibial vein
Fibular vein
Lab Practical II will be next week (week 10)!
The practical will cover all the material covered in the package for the last 4 weeks of lab
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Terms to know, labeled figures, tables, any additional info outlined in the package
Models
Images
Microscopes (images will also be provided for histology questions)
75 questions (timed)
One bonus question – 2 points credit