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An Overview of Anatomy and Physiology
• Anatomy- the study of
body structure; the
names of body parts
• Gross Anatomy- general
body structures that
can be seen with the
naked eye
• Microscopic anatomysmall and requires a
microscope
• Cytology- study of cells
• Histology- study of
tissues
An Overview of Anatomy and Physiology
• Physiology--study of the
functions of the body
parts
• Relationship between
anatomy and physiology
– The structures (anatomy)
determine what functions
(physiology) take
– Example: Nerve cells are
long and thin (structure) to
conduct messages
(function)
Structure always determines function
• Cells of your body
Levels of Structural Organization
• Atoms 
molecules
organelles
• Cells--the basic unit
of life
Levels of Structural Organization
• Tissues--groups of similar cells
working together
– epithelial tissue--covers the
surface of the body and lines the
cavities
– nervous tissue--forms the brain,
spinal cord, and nerves
– connective tissue--used for
support (bones and and cartilage),
for the attachment of other tissues
(tendons, ligaments, and fascia), or
for other specialized functions
(blood)
– muscle tissue--moves parts
attached to it; skeletal, smooth,
cardiac
Levels of Structural Organization
• Organs--groups of
similar tissues working
together
Levels of Structural Organization
• Organ Systems--organs working
together to perform a specific
body function
– integumentary--protects
internal body structures against
injury and foreign substances;
prevents fluid loss; important in
temperature regulation
– skeletal--supports and protects
soft tissues and organs; provides
framework; attachments for
muscles; produces blood cells
Levels of Structural Organization
– muscular--moves body and its
parts; maintenance of
posture; production of body
heat
– nervous--controls and
integrates body activities;
responsible for "higher
functions" such as thought
and reasoning
– endocrine--regulates body
metabolism
– cardiovascular--transports
materials between different
cells and tissues
Levels of Structural Organization
– immune--protects the body against
infection and invasion
– respiratory--provides for the intake
and output of air, as well as the
exchange of gases
– digestive--supplies body with
substance (food) from which
energy is derived; transports
wastes from the body
– urinary--filters wastes from the
blood; helps maintain water and
electrolyte balance
– reproductive--produces gametes;
continues the species
Levels of Structural Organization
•
Organism- The sum total of all structural levels
working in unison
Group Brainstorm
• As a group see if you can come up with
all the LIFE FUNCTIONS of our body
• Write on a piece of white paper
• Share with class
• What does the human body NEED to
SURVIVE? (should be 5 of these)
– Write these on the other side of your white paper
– Beside of each, connect this to one of the life
functions
– Share
Necessary Life Functions
• Maintaining boundaries
– “inside” remains distinct from
“outside”; cells have cell membrane,
body has skin
• Movement
– muscular system and movement of
substances through internal organs
• Responsiveness
– sense and respond to changes in the
environment; nervous system
• Digestion
– breakdown and delivery of nutrients
to the body
Necessary Life Functions
• Metabolism- all chemical reactions within the
body
– Breaking down and building (synthesis) of new
molecules
– depends on the digestive and respiratory
systems
• Excretion
– elimination of waste from metabolic reactions
– Involves digestive, urinary, and respiratory
system.
• Reproduction
– production of offspring (requires sperm and
egg)
– cellular reproduction (mitosis) - produces
identical cells for growth or repair
• Growth
– increasing of cell size and number
Survival Needs
• Nutrients (food)- chemicals
used for energy and cell
building
• Oxygen required for chemical
reactions (cellular respiration)
that release energy from food
• Water
– makes up 60-80% of our body
weight, fluid base for secretions
and excretions , watery
environment necessary for
metabolic reactions
Survival Needs
• Body Temperature - around 98°F
– if body temperature is too high, proteins break down and chemical
reactions do not take place
• Atmospheric Pressure
– Needed for exchange of gases (carbon dioxide and oxygen) in lungs
– At high altitudes the atmospheric pressure is lower and the air is
thinner making gas exchange more difficult.
Ticket Out the Door
• 1. Place the
following in
the correct
order:
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Cells
Atom
Organ system
Organ
Organism
tissues
Molecules
organelles
2. Which body system?
a. Filters wastes from blood
b. Transports nutrients
c. Breaks down food
d. Defends against antigens
e. Makes gametes
f. Produces red blood cells
g. Contracts to produce movement
h. Gas exchange
i. Controls all body systems
j. Has glands that release
hormones
k. Thermoregulation, sensory,
protection from environment
Question of the Week- How do you
get rid of an ingrown hair?
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In order to get rid of ingrown hairs you
want to remove the hair from growing
back in on itself. You can do this by gently
exfoliating areas where you are likely to
get ingrown hairs, your face, legs, thighs,
etc.
For an already painful ingrown hair, you
can get rid of ingrown hair bumps by
tweezing out the perpetrating hair with a
tweezer. After tweezing the hair, you
should apply rubbing alcohol and some
antibiotic ointment to prevent infection.
If already infected apply a warm
compress- keep doing this until you can
get some of the pus out
Question of the Week:
Why does the feeling of
being hugged relieve
stress?
Question of the Week: Why does the feeling of
being hugged relieve stress?
Source: Web MD
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Austistic kids sleep with weighted blankets
Deep Touch Pressure works on the principle of applying weight or pressure to provide proprioceptive input
which calms and modulates the central nervous system which aids the processing of sensory information
(Grandin 1992, McClure & Holtz-Yotz 1991). This calming and organising has the effect of making the child
feel more grounded and lowers the state of arousal.
Special dog vests that relieve stress for dogs while traveling (pressure redirects their focus)
– “More good news from the annals of affection: Researchers at the University
of North Carolina at Chapel Hill recently found that holding hands and hugging
can measurably reduce stress. Fifty couples were asked to hold hands for 10
minutes, then hug for 20 seconds. A second group of 85 people rested quietly,
not touching their significant others. Researchers then asked people in both
groups to talk about a past event that left them angry or anxious. Those who
hadn't cuddled before revisiting the past exhibited signs of elevated heart rate
and blood pressure. But couples who had hugged and held hands weren't
nearly as ruffled. "The gentle pressure of a hug can stimulate nerve endings
under the skin that send calming messages to the brain and slow the release
of cortisol," explains Tiffany Field, Ph.D., director of the University of Miami
Medical School's Touch Research Institute. And if your honey isn't on hand?
Field says other studies have found that a hug from a friend or a professional
massage can also help banish tension.”
• http://www.youtube.com/watch?v=AIpdl11Kx
yo
• Homeostasis video
Homeostasis
• Maintenance of a stable
internal environment = a
dynamic state of
equilibrium
– maintained for normal body
functioning
– involves nervous and
endocrine systems
– Imbalance of homeostasis
results in disease
• A stimulus (stress) is something
that disrupts homeostasis
Homeostasis
• Three components of a feedback system:
– Receptor- senses and responds to
changes (sends message to control
center)
– Control Center- (usually spinal cord,
brain or endocrine organ)
• Assesses changes and produces a
response
• determines set point (normal levels)
• Effector- body structure which receives
the message from control center and
produces a change or response
Homeostasis
• Feedback Mechanisms
– Negative feedback- reduce or stop the original
stimulus
• includes most homeostatic control systems
• works like a household thermostat
• example: blood sugar levels
Sugar RegulationA negative feedback example
Homeostasis
– Positive Feedback- increases the
original stimulus
• Examples: blood clotting
Click to enlarge
Click to enlarge
Engineered Room Control
Feedback Loop
Human Body
Thermoregulation
Room Temperature
Variable
The characteristic that is
controlled
Body temperature
Thermometer
Sensor
Detects the value of the
variable
Nerve receptors
Thermostat
Integrator
Compares the actual value of
the variable to a predetermined setpoint value
Brain
(hypothalamus)
Furnace
Effector
Instrument that has an effect
on (changes) the variable
Muscles (shivering
Homeostasis Review
• When we exercise our muscles
give off carbon dioxide as a
waste product. This increase in
the level of carbon dioxide in
the blood. Receptors in the
carotid arteries sense the
change in carbon dioxide and
send a message to the brain.
The brain will stimulate the
lungs to increase respiration.
This will lower the amount of
carbon dioxide in the blood.
Identify the :
RECEPTOR
CONTROL CENTER:
EFFECTOR
Homeostasis Review
• In the example of blood
pressure increasing, receptors
in the carotid arteries detect
the change in blood pressure
and send a message to
thebrain. The brain will cause
the heart to beat slower and
thus decrease the blood
pressure. Decreasing heart
rate has a negative effect on
blood pressure.
Identify the :
RECEPTOR
CONTROL CENTER:
EFFECTOR
Complete pg. 1E
• Regional terms
Body components
Language of Anatomy
• Special terminology used to prevent
misunderstanding where exact
terms are used for; position,
direction, regions and structures
– Examples:
• Directional terms- superior means toward
the head end
• Regional Terms- brachial refers to the arm
• Anatomical position- body is erect
with feet parallel and arms hanging
at the sides with the palms facing
forward.
Anatomy Directional Terms
Term
Definition
Example
Superior
(cranial)
Toward the head end or
upper part of a structure
of the body; above
The belly button is superior
to the knees.
Inferior
(caudal)
Away from the head end or
toward the lower part of a
structure of the body;
below
The nose is inferior to the
forehead.
Anterior
(ventral)
Toward or at the front of
the body; in front of
The breastbone is anterior
to the spine.
Posterior
(dorsal)
Toward or at the back of
the body; behind
The spinal cord is posterior
to the esophagus.
Anatomy Directional Terms
Medial
Toward or at the mid-line of
the body;
on the inner side of
The heart is medial to the
arm.
Intermediate
Structure located between
more medial and lateral
structures.
The collarbone is
intermediate to the
breastbone and shoulder.
Lateral
Away from the mid-line of
body; on the outer side of
The ribs are lateral to the
breastbone.
Proximal
Nearest the trunk, or
closest to attachment of a
limb to the body.
The knee is proximal to the
foot.
Distal
Farther from the origin of
the body (trunk) or point of
attachment of a limb to the
body trunk.
The wrist is distal to the
elbow.
Superficial
Toward or at the body
surface
The skin is superficial to the
skeletal muscles.
Deep
Away from the body
surface; more internal
The lungs are deep to the
skin.
Regional Term Review
http://www.wisc-online.com/objects/index_tj.asp?objid=AP15405
Directional Terms:
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Proximal
distal
Superior
inferior
medial
lateral
anterior
posterior
The wrist is ________ to the hand.
The breastbone is ________ to the spine.
The brain is _______ to the spinal cord.
The lungs are _______ to the heart.
The ankle is ________ to the knee.
Body Planes and Sections
• Sagittal - lengthwise cut dividing the body into right and left parts
•Frontal – lengthwise cut that divides the body into anterior and
posterior parts
•Transverse- horizontal cut that divides the body or organ into superior
and inferior parts, also called a cross-section
• Dorsal Body Cavity
includes:
– Cranial cavity- space
encased by the skull
– Spinal cavity- runs within
the vertebral column
• Ventral Body Cavity
includes:
– Thoracic Cavity- includes
lungs, heart, and is protected
by the rib cage (ends at
diaphragm)
– Abdominopelvic Cavitystomach, liver, intestines.
This cavity can be broken
into six distinctive regions:
– Pelvic Cavity- includes
reproductive organs, bladder
and rectum
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Body components
Question of the Week
• What is the difference between cataract
surgery and lasik eye surgery?
Flashcard Warm-up 1/31 #11
• #11 Dorsal Body and
Ventral Body Cavities
• Use your notes to
explain these two
cavities and the
structures they would
contain
Question of the Week
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Why do we have a hole in the
heart when we are born?
Called a Patent Formen Ovale
1 in 5 adults have this, some
people never experience any
symptoms
PFO is present in everyone
before birth but seals shut in
about 80 percent of people.
A PFO is congenital, meaning it
is a defect that is inborn or
exists at birth. Stated another
way, the defect is an
abnormality, not a disease. The
septum between the two
atrium of the heart developed
normally before birth but the
flap did not seal completely
after birth.
Test Review
With partner take turns EXPLAINING the following to
each other
• Difference between anatomy and physiology
• Survival needs
• Life functions and which body systems they are
associated with
• Homeostasis- positive and negative feedback, parts
of a homeostasis feedback loop
• Anatomical position
• Body planes
• Regional terms
• Directional terms
• http://freezeray.com/biology.htm
– Drag and drop to use with promethean
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ANATOMY
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Get Body Smart (8-12)
http://www.getbodysmart.com
An Online Examination of Human Anatomy and Physiology. Visually Learn About the Human Body Using Our Interactive "Flash" Animations
Inner Learning Online (9-12)
http://www.innerbody.com
Welcome to inner exploration of Human Anatomy. Each topic has animations, 100’s of graphics, and thousands of descriptive links.
Inside the Brain - An Interactive Tour (6-12)
http://www.alz.org/brain/overview.asp
The Heart: An Online Exploration. (4/5-12)
www.fi.edu/biosci/heart.html
This site was developed by the Franklin Institute of Science Museum. It is an interactive museum exhibit devoted to the heart. Included are statistics,
resource materials, enrichment activities and a brief glossary.
Neuroscience for Kids (K-8
http://faculty.washington.edu/chudler/neurok.html)
This site is designed to help students learn more about the nervous system. It also includes links with information on the brain, spinal cord, the neuron, the
senses, and other related topics.
Science & Nature’s Mind & Body (6-12)
http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml
This site, from the UK, has numerous interactive sites and pages related to the human body and mind.
FreezeRay (4-12)
http://freezeray.com/index.html
This site offers a growing bank of imaginative, highly visual teaching-aids developed for use with interactive whiteboards in schools. The resources are
designed to be used as rich sources of visually stimulating material, making use of both animations and drag and drop interactivity.
Human Body Lesson Plans from Discovery.com
http://school.discovery.com/lessonplans/body.html
Nervous System - Anatomy & Physiology from Get Body Smart (need Flash Player)
http://www.getbodysmart.com/ap/nervoussystem/menu/menu.html
Virtual Body (K-12)
http://medtropolis.com/Vbody.asp
This site contains a collection of interactive presentations on the functions of the brain, the digestive system, the heart, and the skeleton of the human body.
Virtual Brain Tour (6-12)
http://suhep.phy.syr.edu/courses/modules/MM/brain/brain.html
Virtual Dissections, Labs and Field Trips (9-12)
http://www.accessexcellence.org/RC/virtual.php
This site has activities related to Biology and Health
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