LABORATORY ONE
Introduction to Anatomy
Anatomy is a field heavily dependent on the identification of structure. As an anatomy student, you will
be spending many hours in the laboratory learning to recognize and name structures in the human body. To
aid you in this endeavor, you will be introduced to the organization of the laboratory section of this course,
the laboratory protocol, and use of the multimedia laboratory. You will also be introduced to the basic
terminology used in naming anatomical structures, the fundamentals of the language of anatomy.
The language of anatomy enables students, teachers, and health care professionals to share information
precisely. You will need to learn anatomical terminology in order to communicate effectively about
anatomy.
These laboratory exercises are designed to orient you to the laboratory and familiarize you with basic
anatomical vocabulary. You will learn the names of structures, directional terms, and planes of section.
EXERCISE
1A: LABORATORY PROTOCOL
1A INTRODUCTION
Human Anatomy courses have two components, the lecture and the laboratory. The lecture component is
typically centered around the formal presentation of material by an instructor. In the laboratory, the student
will participate in laboratory investigations. The laboratory instructor guides you in this endeavor, but he or
she cannot substitute for student effort.
Successful laboratory investigation requires a well run laboratory. The rules and criteria established by
your instructor, the program coordinator, and the college are designed to support that effort. It is your
responsibility to abide by the protocols and procedures followed in this course.
It is the intention of your instructors, teaching assistants, and support personnel to facilitate your successful
completion of this course. It is our sincere hope that you will enjoy the journey and in the process construct
a strong foundation in anatomy that will lead you to success in your chosen field.
1A OBJECTIVES
 To familiarize yourself with the safety procedures followed in the anatomy laboratory.
 To read and understand the information concerning the anatomy laboratory contained in the course
syllabus, the course schedule, and the laboratory protocol document.
 To sign and submit the student agreement required for participation in this course.
 To review and become familiar with protocol documents for the Hoag Multimedia Laboratory.
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LABORATORY ONE
1A MATERIALS
1. The course syllabus
2. The course schedule
3. The laboratory protocol document
4. Conduct documents
5. Hoag Multimedia Laboratory Protocol
6. Textbook
1A PROCEDURE
1. Your instructor will go over the the information you need about the materials you
will use in this laboratory.
2. You will be tested on this information.
3. Complete and submit your student agreement form.
Fig 1.1 Anatomical
position.
1B: ANATOMICAL POSITION
AND DIRECTIONAL TERMS
EXERCISE
1B INTRODUCTION
The human body is three-dimensional and bilaterally
symmetrical. Bilateral symmetry means that the right and
left “halves” of the body are mirror images of each other.
When describing the human body, the accepted practice is
to refer to a specific body orientation called anatomical
position (Fig 1.1). A body in anatomical position is
standing erect with feet together, facing forward. The arms
are at the sides, with palms forward.
The vocabulary presented in this exercise describes body
structures as seen in the anatomical position. The terms
you will learn are accepted throughout the scientific and
medical fields. Many of these terms compare relationships
between structures. Remember that it is possible for a
structure to be anterior to one of its neighbors, and
posterior to another. For this reason, directional
terms are paired with their antonyms (i.e., words with
the opposite meaning). For example, see the
contrasting terms for anatomical directions in Fig 1.2.
Fig 1.2 Anatomical directions (A) anterior
view, (B) lateral view.
The application of anatomical terminology is specific
for both two-legged animals (bipeds) such as humans
and four-legged animals (quadrupeds) such as cats.
Since you will be using the cat as an anatomical
model and for dissections, it is important that you use
anatomical terminology correctly for both bipeds and
quadrupeds (Figs 1.2 and 1.3).
Fig 1.3 Typical quadruped.
Introduction to Anatomy
3
Table 1.1 Directional terms.
TERM
DEFINITION
ANTONYM
DEFINITION
EXAMPLE
anterior
toward the front
posterior
toward the back
The stomach is
anterior to the
kidneys.
ventral (used
primarily in
quadripeds)
belly side
dorsal (used
primarily in
quadripeds)
back side
The vertebrae are
dorsal to the stomach.
medial
toward the midline of the body
lateral
toward the side of
the body
The eyes are lateral
to the nose.
superior
toward the head
inferior
toward the feet
The hips are inferior
to the shoulder.
cranial or craniad
toward the head
caudal or caudad
toward the tail
The skull is craniad
to the vertebrae.
superficial
toward the surface
deep
toward the core or
center
The skin is
superficial to the
muscles.
proximal (usually
refers to the
appendages)
closer to the body
distal (usually
refers to the
appendages)
farther from the
body
The elbow is distal to
the shoulder and
proximal to the wrist.
palmar
the palm of the
hand
dorsal
the back of the
hand
Fingerprints are
located on the palmar
surface of the hand.
plantar
the sole of the foot
dorsal
the “top” of the
foot
The dorsalis pedis
artery is on the dorsal
surface of the foot.
1B OBJECTIVES




To describe the anatomical position.
To use anatomical terminology correctly
To describe terms of direction.
To correctly apply anatomical terminology to both bipeds and quadrupeds.
1B MATERIALS
1. Human torso models
2. Articulated skeletons
3. Textbook
1B PROCEDURE
1. Using an articulated skeleton, human torso models, your body, and Fig 1.2, identify the relationships listed here to
a biped.
a. anterior/posterior (front/back)
b. ventral/dorsal (belly side/back side)
c. medial/lateral (closer to midline/farther from midline)
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LABORATORY ONE
d. superior/inferior (above/below)
e. superficial/deep (closer to the surface/farther from the surface) (not labeled in figure)
f. proximal/distal (closer to body attachment/farther from body attachment)
g. palmar/ dorsal (palm of hand/back of hand)
h. plantar/dorsal (sole of foot/top of foot)
2. Using an articulated cat skeleton and Fig 1.3, apply the terms listed below to a quadruped.
a. anterior/posterior (front/back)
b. ventral/dorsal (belly side/back side)
c. medial/lateral (closer to midline/farther from midline) (not shown in figure)
d. superior/inferior (above/below)
EXERCISE
1C: ORIENTATION TO THE HUMAN BODY
1C INTRODUCTION
SURFACE ANATOMY AND REGIONS OF THE
BODY
Many anatomical structures can be studied by
using visible landmarks in regions on the body
surface. Palpating (feeling) the body surface can
assist in the detection of muscle actions, bone
positions, and pulse points in superficial blood
vessels. The names of body regions and surface
structures will be used throughout this course.
BODY PLANES AND SECTIONS
The human body can be sectioned along several
different body planes. It is often necessary to
observe the body in sections in order to
understand the relative position of internal
structures. You will learn about sectional
diagnostic images such as CT scans, MRIs, and
ultrasound. The instruments that produce these
images are based on technologies that enable
medical professionals to look into the body
without performing invasive surgical procedures.
Although the body planes and sections are often
used in relation to the whole body, they can also
be used to describe sections through individual
organs.
Sections can be taken on virtually any plane. We
will examine the most commonly used planes
(Fig 1.4). A median (midsagittal) plane
(Fig 1.4c) passes through the midline of the body
and divides the body into equal right and left
halves. A sagittal (parasagittal) plane parallels
the median plane, also dividing the body into
right and left parts. A frontal (coronal) plane
Fig 1.4 Anatomical planes.
Introduction to Anatomy
5
(Fig 1.4b) runs at a right angle to the median plane. A frontal plane divides the human body into anterior
and posterior parts. A transverse (horizontal, cross sectional) plane (Fig 1.4a) crosses the body at right
angles to the frontal and sagittal planes, cutting perpendicular to the long axis of the body. A transverse
plane divides the body into superior and inferior portions. A transverse plane may also be called a
horizontal plane if the human body is in anatomical position. An oblique plane is taken at any other angle.
BODY CAVITIES
There are two large enclosed cavities that contain organs in the human body. You are responsible for
learning the names of the cavities and the organs each cavity contains (Figs 1.5 and 1.6). The dorsal body
cavity is subdivided into the cranial cavity, which houses the brain, and the vertebral cavity, which
encloses the spinal cord. The ventral body cavity is divided
into two main subdivisions, the thoracic cavity and the
abdominopelvic cavity. Organs in the ventral body cavity are
collectively referred to as
the viscera, or visceral
organs. The superior
subdivision, the thoracic
cavity, is further divided
into the pleural cavity,
containing the lungs, and
the pericardial cavity that
contains the heart. The
median space in the
thoracic cavity is called the
mediastinum. It houses
the heart and great vessels,
esophagus, trachea, and
Fig 1.5 Body cavities.
thymus gland. Note that the
diaphragm partitions the
thoracic and abdominal cavities.
Below the diaphragm is the
abdominopelvic cavity. This large
Fig 1.6 Thoracic cavity.
cavity is further divided into two
regions. The abdominal cavity is
superior, and contains the stomach,
liver, intestines, and other organs. The pelvic cavity is inferior and
contains the urinary bladder, some reproductive organs, and the rectum.
The abdomen and pelvis are continuous.
Organs in the abdominopelvic cavity are located by using superficial
landmarks. To simplify this task, the abdominopelvic cavity is divided
into quadrants or regions. Each organ occupies one or more of these
areas. Medical professionals typically use quadrants to indicate
abdominopelvic areas. The boundaries of a quadrant are determined by
drawing one imaginary line along the median plane, and a line
perpendicular to it that crosses the umbilicus or navel. The quadrants
(Fig 1.7) are then named according to their relative positions: upper right
quadrant (URQ), lower right quadrant (LRQ), upper left quadrant
Fig 1.7 Quadrants.
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LABORATORY ONE
(ULQ), and lower left quadrant (LLQ). These abbreviations for the quadrants are frequently used in
medical records.
Anatomists favor a system that divides the abdominopelvic cavity into nine regions (Fig 1.8). To create
these regions, imaginary vertical lines are drawn parallel to the median plane along the mid-clavicular
lines (Fig 1.8a). These lines bisect the clavicles, or collarbones. An imaginary horizontal line is also drawn
through the transpyloric plane (Fig 1.8b). This line crosses the lower portion of the stomach. The
transtubercular plane (Fig 1.8c) touches the top of the hipbones at the iliac crest. Some organs in the
upper regions are located deep to the ribcage.
1C OBJECTIVES
 To learn the regions and major surface anatomy features of the human body.
 To be able to determine whether a section is in a sagittal, frontal or transverse plane on a biped or a
quadruped.
 To identify the major body cavities and the major organs within them.
 To identify the four quadrants and nine regions of the abdomen.
1C MATERIALS
1. Articulated skeleton
2. Human torso models
3. Human cadaver, if available
4. Charts showing the arrangement of internal
organs
5. Transversely and longitudinally sectioned
organ specimens, if available
6. Models demonstrating sections
7. Textbook
1C PROCEDURE
1. Identify the following anterior anatomical
regions and landmarks. Common names have
been italicized. When common names are
indicated first, it is because that term is used
most frequently. You are responsible for both
the scientific term and the common name
when both are listed. Use the figures in your
textbook for this identification.
Fig 1.8 Abdominal regions.
AXIAL REGION
APPENDICULAR REGION
HEAD (CEPHALIC REGION)
UPPER APPENDAGE (OR EXTREMITY)
frontal (forehead)
eeltoid (shoulder)
orbital (eye)
brachial (arm)
nasal (nose)
antecubital (front of elbow)
Introduction to Anatomy
AXIAL REGION
APPENDICULAR REGION
buccal (cheek)
antebrachial (forearm)
oral (mouth)
carpal (wrist)
mental (chin)
manus (hand)
NECK (CERVICAL REGION)
palmar (palm)
TRUNK
digital (finger)
THORAX (CHEST)
LOWER APPENDAGE (OR EXTREMITY)
axillary (armpit)
femoral (thigh)
sternal (sternum)
patellar (knee)
pectoral (chest)
crural (leg)
mammary (breast )
pes (foot)
ABDOMEN (ABDOMINAL)
PELVIS ( OR PELVIC)
inguinal
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tarsal (ankle)
dorsum (-al) (top)
digital (toes)
pubic
2. Identify the following posterior anatomical regions and landmarks. Common names have been italicized. When
common names are indicated first, it is because that term is used most frequently. You are responsible for both
the scientific term and the common name when both are listed. Use the figures in your textbook for this
identification.
AXIAL REGION
APPENDICULAR REGION
HEAD
UPPER APPENDAGE (OR EXTREMITY)
cranial
deltoid (shoulder)
auricular (ear)
brachial (arm)
occipital (back of the head)
antebrachial (dorsal forearm)
NECK (CERVICAL REGION)
TRUNK
manus (hand)
dorsum (back of palm)
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LABORATORY ONE
THORACIC (BACK)
vertebral (spinal column)
LOWER APPENDAGE (OR EXTREMITY)
gluteal
femoral (thigh)
thoracic
popliteal (back of knee)
sural (calf)
ABDOMINAL
LUMBAR (LOWER BACK)
tarsal (ankle)
pes (foot)
perineal
calcaneal (heel)
sacral
plantar (sole of foot)
3. Identify the anatomical planes in Fig 1.4.
a. transverse plane (also horizontal plane, or a cross sectional plane)
b. frontal plane (also coronal plane)
c. median plane (also midsagittal plane)
d. sagittal plane (also parasagittal plane) (not shown in figure)
4. Locate the following structures using the articulated skeleton, anatomical models, and Figs 1.5 and 1.6.
a. dorsal body cavity
b. cranial cavity, encloses the brain
c. vertebral cavity, contains the spinal cord
d. ventral body cavity
e. thoracic cavity
f. abdominopelvic cavity
g. pericardial cavity, contains the heart
h. pleural cavity, contains the lungs
i. mediastinum
Continue your study by removing the liver, stomach, and intestines from the abdominal cavity of the torso
model. Note that the abdominopelvic cavity is considerably larger in volume than the thoracic cavity.
5. Observe the sectioned specimens. Notice that the cut surface is two-dimensional. Compare the sections to the
torso model (after returning the organs to their proper locations). Can you determine where the sections were
taken?
6. Obtain a banana from the laboratory instructor. Slice it along the “body” planes you learned today.
7. Identify the following abdominopelvic quadrants (Fig 1.7). Determine which major organs are usually found in
each of the four quadrants.
a. upper right quadrant (URQ)
b. lower right quadrant (LRQ)
c. upper left quadrant (ULQ)
d. lower left quadrant (LLQ
Introduction to Anatomy
8. Identify the following abdominopelvic planes and regions (Fig 1.8). Determine which major organs are usually
found in each of the nine regions.
a. right and left mid-clavicular lines
b. transpyloric plane
c. transtubercular plane
d. right hypochondriac region
e. epigastric region
f. left hypochondriac region
g. right lumbar region
h. umbilical region
i. left lumbar region
j. right iliac region
k. hypogastric region
l. left iliac region
EXERCISE
1D: LEVELS OF ORGANIZATION AND ORGAN SYSTEMS
1D INTRODUCTION
LEVELS OF ORGANIZATION
There are six levels of structural organization, from the simplest to the most complex. The simplest
organizational level is the chemical level, the most complex is the organismal level. Each level is
constructed of subunits from the previous level, resulting in ever increasing complexity of structure and
function.
ORGAN SYSTEMS
The study of anatomy called systemic anatomy is based on the organ system level of organization. It is
important that you know the organs and functions in each system. Organ systems are described in your
textbook.
Not all anatomists agree on the exact number of organ systems. Most agree that there are 11 systems. The
cardiovascular and lymphatic systems are often combined into one system known as the circulatory
system since they both transport materials in body fluids. Many anatomists now recognize the immune
system as separate from the lymphatic system. The immune system is designed to defend the body from
invasion by foreign materials such as bacteria and viruses.
We will use the approach outlined in your text in this class. You should keep in mind that this is not
necessarily the approach recognized by all anatomists. You are also responsible for the definitions of the
circulatory and immune systems.
1D OBJECTIVES
 To learn the levels of organization and what each level contains.
 To list the systems of the human body, the major organs of each system and the main function(s) of
each system.
1D MATERIALS
1. Textbook
2. Human torso models
3. Human cadaver, if available
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LABORATORY ONE
1D PROCEDURE
1. Identify the following levels of organization. Use the figures in your textbook for this identification. Be able to
give examples of each level.
a. chemical level
b. cellular level
c. tissue level
d. organ level
e. organ system level
f. organismal level
2. Identify the following organ systems. Use the figures in your textbook for this identification. Be able to list the
major organs of each system, and the primary function of each system.
a. integumentary system
b. skeletal system
c. muscular system (skeletal muscle system)
d. nervous system
e. endocrine system
f. circulatory system
1) cardiovascular system
2) lymphatic system
g. respiratory system
h. digestive system
i. urinary system
j. reproductive system
k. immune system
Attendance Verification
PRINT Your Name: _____________________ ______________________
First Name
Last Name
Your I.D. Number: _________________
Lab Section: _____________
REVIEW FOR LABORATORY ONE
Introduction to Anatomy
REVIEW
1A: LABORATORY PROTOCOL
1A RESULTS AND OBSERVATIONS
The following statements relate to the information regarding laboratory protocol provided in the
course syllabus, the course schedule, the laboratory protocol document, and the Hoag laboratory
protocol document.
Fill in the blanks:
1. The two segments of the human anatomy course are the _______________________class and the
__________________________ class.
2. The name of your lecture instructor is _____________________________________________.
3. The name of your laboratory instructor is ___________________________________________.
4. This is a ___________ unit course.
5. Each segment of this course contributes ________% of your overall grade.
6. The name of your required lecture textbook is _______________________________________.
7. The names of your required laboratory texts/manuals are ____________________________and
__________________________________________
8. The two main chemicals used in the preservation of specimens are _______________________
and ________________________.
9. There are ___________ lecture exams and ____________ laboratory practicums.
10. Quizzes will be administrated at the __________________________ of most laboratory classes.
11. The total number of points that it is possible to earn in the lecture class is _______.
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LABORATORY ONE
12. The total number of points that it is possible to earn from laboratory practicums is about ______.
13. What kind of microscope will you be using in the laboratory? ____________________________.
14. To preserve your cats, you will spray them periodically with _____________________________.
15. You must have your dissection materials by __________________________________________.
In questions 16-25, answer “T” for true or “F” for false.
16. _____ You must take your exams and quizzes during your scheduled class period.
17. _____ You are expected to bring all required texts to the laboratory class.
18. _____ Each student is expected to participate in the dissection of a preserved cat.
19. _____ You will be working in teams in the laboratory.
20. _____ Human cadavers will be used for demonstration in the laboratory.
21. _____ You must attend an orientation session before you can use the Hoag multimedia
laboratory.
22. _____ The use of cell phones is permitted in the laboratory.
23. _____ You only need to sign in at the Hoag laboratory the first time you use it.
24. _____ It is recommended that you plan to spend 2 to 3 hours of outside study for every 1 hour
you spend in laboratory.
25. _____ Food and drinks are allowed in the laboratory.
1A STUDENT AGREEMENT
I am currently a student in the Human Anatomy (Biology 220) course at Orange Coast College. I
have participated in the introductory activities of this course, and understand the requirements of this
course explained in those activities. I have read and understood the introductory documents provided
for students in Biology 220 which include, but are not limited to, the following:
The course syllabus
The course schedule
The Laboratory protocol document, which includes safety regulations
The Multimedia Laboratory protocol document
I understand that it is my responsibility to:
Fulfill the requirements of the course in order to receive a grade
Adhere to safety regulations
Adhere to conduct expectations, especially in regard to cheating or disruptive behaviors
I understand that I can be dropped from the course for any of the following:
Cheating
Disruptive behavior
Excess absence (the college considers more than three unexcused absences as excessive)
Print name: ___________________________________________ Date: __________________
Signature: ___________________________________________
Laboratory Instructor initials: _______________
13
Name _________________________
REVIEW
Introduction to Anatomy 15
1B: ANATOMICAL POSITIONS AND DIRECTIONAL TERMS
1B RESULTS AND OBSERVATIONS
The following statements relate to the application of anatomical terms of direction. Fill in the blanks
using the terminology in Laboratory Exercise 1B.
26. The elbow is ____________________to the shoulder and __________________ to the hand.
27. The diaphragm is _________________ to the liver and ____________________ to the heart.
28. The vertebral column is on the __________________/_______________ surface of the body.
29. The mammary glands are on the ________________/________________ surface of the body.
30. The skin is __________ to skeletal muscle, and skeletal muscle is _____________ to the skin.
31. The lungs are ________________ to the heart, and the heart is ______________ to the lungs.
32. You stand on the ________________ surface of the foot.
33. Fingerprints are on the _____________________ surface of the hand.
34. The “top” of your foot is the ________________ surface.
35. The “back” of your hand is the ______________ surface.
36. The skull is ________________ to the brain, and the brain is ________________ to the skull.
37. The ears are on the _________________ surface of the head.
38. The term that refers to “belly side” is ____________________.
39. In a quadruped, ventral and _________________________ refer
to the same body surface.
40. In a biped, ventral and _____________________________ refer
to the same body surface.
41. A structure that is located toward the midline of the body is
considered _______________________.
42. A structure that is located at the rear, or toward the tail end of
the body is considered ______________________.
43. The body surface presented in Review Fig 1.1 is
_______________, or _____________________.
44. Review Fig 1.1 is in a body orientation termed
__________________ ___________________.
Review Fig 1.1
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LABORATORY ONE
REVIEW
1C: ORIENTATION TO THE HUMAN BODY
1C RESULTS AND OBSERVATIONS
Table 1.1: Surface anatomy and regions of the body. Fill in the blanks.
REGION
DESCRIPTION
45.
part of the upper limb between the elbow and the shoulder
46.
region between the anus and the external genitalia
plantar
47.
cephalic
48.
cervical
49.
50.
back
51.
back of knee
52.
part of the lower limb between the knee and the ankle
53.
groin
54.
thumb
abdominal
55.
coxal
56.
thoracic
57.
Table 1.2: Organ locations: body cavities. Fill in the blanks.
ORGAN(S)
LOCATION OF ORGAN(S) (Body Cavity)
brain and spinal cord
58.
59.
pericardial cavity
60.
pleural cavity
urinary bladder
61.
62.
vertebral cavity
small intestine
63.
heart and lungs
64.
65.
cranial cavity
uterus
66.
stomach
67.
Name ____________________
Introduction to Anatomy 17
ORGAN(S)
LOCATION OF ORGAN(S) (Body Cavity)
heart, aorta, esophagus
68.
viscera
69.
urinary system
70.
71.
physically separates components of the ventral cavity
In Review Fig 1.2, draw lines that divide the abdomen. In 1.2A, indicate quadrants with green lines
and label each quadrant. In 1.2B, indicate regions with red lines. Label each region.
Review Fig 1.2 (A) quadrants, (B) regions.
Color the parts of Review Fig 1.3 as indicated.
RED  frontal plane
GREEN  transverse plane
YELLOW  midsagittal plane
Review Fig 1.3
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LABORATORY ONE
Table 1.3: Organ locations: quadrants and regions. Fill in the blanks. If an organ is found in more
than one quadrant or region, include all quadrants or regions in which it is found.
ORGAN
QUADRANT
REGION
liver
72.
73.
appendix
74.
75.
spleen
76.
77.
urinary bladder
78.
79.
stomach
80.
81.
gall bladder
82.
83.
pancreas
84.
85.
left kidney
86.
87.
right kidney
88.
89.
adrenal glands
90.
91.
sigmoid colon
92.
93.
ascending colon of large intestine
94.
95.
duodenum of small intestine
96.
97.
transverse colon of large intestine
98.
99.
blood vessel branches into lower
limbs
100.
101.
Name ____________________
Introduction to Anatomy 19
Table 1.4: Planes of section. In column two, draw the cut surfaces of the banana you sliced. Identify
the plane of section associated with each cut surface in column one.
PLANE OF SECTION
ILLUSTRATION
102.
103.
104.
105.
106.
107.
108.
109.
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LABORATORY ONE
REVIEW
1D: LEVELS OF ORGANIZATION AND ORGAN SYSTEMS
1D RESULTS AND OBSERVATIONS
Table 1.5: Levels of organization. Fill in the blanks.
ORGANIZATIONAL LEVEL
110.
111.
112.
113.
114.
115.
116.
EXAMPLE/DESCRIPTION
highest structural level
includes mitochondria and endoplasmic reticulum
includes the heart, the stomach, the spleen and the brain
simplest level of organization
protein or water molecule
includes epithelial and connective
respiratory, digestive, and cardiovascular
Table 1.6: Organ systems. Fill in the blanks.
ORGAN SYSTEM
MAJOR ORGANS
MAJOR FUNCTION (S)
117.
118.
filters blood, concentrates waste products in urine
and expels urine from the body
119.
120.
produces sperm and sex hormones; needed for
perpetuation of the species
121.
122.
Produces oocytes and sex hormones; needed for
perpetuation of the species
123.
124.
125.
126.
exchange of the respiratory gases (molecular
oxygen and carbon dioxide) between the external
environment and blood
digests and absorbs nutrients, expels waste
products from the body
127.
131.
brain, spinal cord,
nerves and sense
receptors
pancreas,
hypothalamus, gonads,
and thyroid
heart, blood vessels
132.
lymphatic system
133.
134.
129.
128.
130.
Name ____________________
ORGAN SYSTEM
Introduction to Anatomy 21
MAJOR ORGANS
MAJOR FUNCTION (S)
integumentary system 135.
136.
skeletal system
137.
138.
muscular system
139.
140.
cardiovascular
system
141.
142.
immune system
143.
144.