1 of 2
http://shs.westport.k12.ct.us/forensics/02-evidence/directional_terms.htm
Directional Terms
Return to The Crime Lab
Apply the following terms to the diagram below
(Note how the terms appear in opposites!)
Anterior (Ventral) / Posterior (Dorsal)
Superior / Inferior
Cranial (Cephalic) / Caudal
Proximal / Distal Medial (Mesial) / Lateral Ipsilateral / Contralateral
Intermediate
For the following, describe them, rather than draw them:
Superficial / Deep
Prone / Supine
Parietal / Visceral
3/24/2009 10:57 AM
2 of 2
http://shs.westport.k12.ct.us/forensics/02-evidence/directional_terms.htm
After filling out the sheet, you can practice by doing The Forensics Hokey-Pokey!
If you are doing this at home, have someone else read the terms to you while you do the movements!
3/24/2009 10:57 AM
Applying Directional Terms
1 of 1
http://shs.westport.k12.ct.us/forensics/02-evidence/applying_directional_...
Applying Directional Terms
Return to The Crime Lab
Using the diagram below, apply directional terms to all of the following injuries:
Use a word to describe the relationship of B and D to each other _______________________
Use a word to describe the relationship of H and I to each other _______________________
If you were viewing this man in an autopsy, the man on the left is _____________, and the other is
_____________
3/24/2009 10:56 AM
directional_terms(female).gif (GIF Image, 788x802 pixels) - Scaled (74%)
1 of 1
http://shs.westport.k12.ct.us/forensics/02-evidence/directional_terms(fem...
3/24/2009 10:57 AM
The 9 Abdominal Regions & the 4 Abdominal Quadrants
1 of 3
http://shs.westport.k12.ct.us/forensics/02-evidence/regions_&_quadrants.htm
The 9 Abdominal Regions & the 4 Abdominal
Quadrants
Return to The Crime Lab
The thoracic region is surrounded by bone: 12 pairs of ribs, a 3-part sternum, and 12 thoracic vertebrae. A
quick reference to the sternum or the nearest rib will guide us very easily when discussing thoracic injuries.
In the case of abdominal injuries, given the wide range of organs in each area, the directional terms we have
learned so far do not give us enough detail. As such, there are two simple ways to divide the abdomen: 4
quadrants (You expected more, maybe?), and 9 regions.
The 4 abdominal quadrants have very easy lines to remember. One line is vertical, and it is on the
midline, which divides the abdomen into left and right (Don't forget: it's the victim's left or right!). The other
line, which divided the abdomen into upper (superior) and lower (inferior), intersects the midline at a visible
landmark. Can you guess it? The belly button, or navel, of course. From here onwards, however, we will no
longer be using those words. The "belly button" is actually called the umbilicus . . . makes sense, doesn't it!
As for naming each of the four, that's really easy. Each quadrant has 3 words in the name: Left or Right
Upper or Lower Quadrant. For ease in labeling, we give a three letter abbreviation for each: Left Upper
Quadrant (LUQ), Left Lower Quadrant (LLQ), Right Upper Quadrant (RUQ), and Right Lower
Quadrant (RLQ).
The 9 abdominal regions take a bit more time to name. I'm sure, however, that you can find the
Umbilical region . . . around the umbilicus, of course! The areas above and below are given terms relative to
the stomach (or at least where people think the stomach is: Epigastric (Epi = above, gastric = stomach), and
Hypogastric (Hypo = below, gastric = stomach). The six remaining regions are divided into left and right
(the victim's!), so there are only three more names to learn. The regions on either side are named according
to the area of the spine (the lumbar region is the lower back): Left Lumbar and Right Lumbar. The regions
on either side of the Hypogastric are named according to the bone that makes up the crest of the pelvis (The
Iliac crest): Left Iliac and Right Iliac. Lastly, the two regions on either side of the Epigastric are named
according to the organs' placement below the cartilage (chondro = cartilage) attaching the ribs to the sternum
(costal cartilage, costal = ribs). Since these organs are under the cartilage, their names should make sense:
Left Hypochondriac and Right Hypochondriac (no relation to that family member who always complains
of being sick!*).
Using the terms above (in bold), label the images below.
Note that the location of the pelvic bones and the costal cartilage has been shown to help guide you.
3/24/2009 10:59 AM
The 9 Abdominal Regions & the 4 Abdominal Quadrants
2 of 3
http://shs.westport.k12.ct.us/forensics/02-evidence/regions_&_quadrants.htm
Click HERE for the Solution!
Later in the semester we will be looking in detail at the location of certain organs, so that knowing the
location of an injury can help you to determine the cause of death (through determining the organs
damaged!).
3/24/2009 10:59 AM
The 9 Abdominal Regions & the 4 Abdominal Quadrants
3 of 3
http://shs.westport.k12.ct.us/forensics/02-evidence/regions_&_quadrants.htm
* So why do they call hypochondriacs hypochondriacs?
From the Online Etymology Dictionary
( http://www.etymonline.com/index.php ) :
1839, "illness without a specific cause," earlier (1668) "depression or melancholy without real
cause," earlier still (1373) ypocandria "upper abdomen," from L.L. hypochondria "the
abdomen," from Gk. hypochondria (neut. pl.), from hypo- "under" + chondros "cartilage" (of the
breastbone). Reflecting ancient belief that the viscera of the hypochondria were the seat of
melancholy. Hypochondriac (n.) in modern sense first recorded 1888.
3/24/2009 10:59 AM
The Forensics Hokey Pokey
http://shs.westport.k12.ct.us/forensics/02-evidence/forensics_hokey_poke...
The Forensics Hokey Pokey
Return to The Crime Lab
Return to The Directional Terms Page
Have the students stand up and point to parts on their body, using
directional terms. Once they are familiar, have them close their eyes and
do the same . . .
Directional Terms: (Remember, Left & Right mean the Victim's Left &
Right!)
Anterior
Cranial
Distal (on the arm)
Inferior (on the back)
Dorsal
Lateral (on the chest)
Proximal (on the leg)
Right Iliac Region
Contralateral
Left Hypochondriac
Medial (on the abdomen)
Medial (on the arm!)
Left Upper Quadrant
Umbilical Region
Supine
Right Lumbar Region
Caudal
Ipsilateral
Prone
Intermediate (in the fingers)
Now with your eyes closed!
Ipsilateral
Cranial
Supine
Umbilical Region
Prone
Lateral (on the abdomen)
Lateral (on the arm!)
Left Iliac Region
Superior (on the back)
Distal (on the arm)
Right Hypochondriac
Caudal
Region
Intermediate (in the fingers) Medial (on the chest)
Ventral
Right Lower Quadrant
1 of 2
3/24/2009 10:58 AM
The Forensics Hokey Pokey
Posterior
Left Lumbar
2 of 2
http://shs.westport.k12.ct.us/forensics/02-evidence/forensics_hokey_poke...
Contralateral
Proximal (on the leg)
3/24/2009 10:58 AM
The Dead T-Shirt Contest
1 of 3
http://shs.westport.k12.ct.us/forensics/02-evidence/dead_t-shirt_contest.htm
The Dead T-shirt Contest
Name: ______________________________________ Date: _____________ Period: _____
Return to The Crime Lab
Introduction Materials Procedure Data/Results Conclusion
Introduction:
It is important to be able to determine the location of an injury in order to determine the likelihood that a
particular injury was fatal. Much of that relies upon knowledge as to the location of the internal organs
affected by the injuries in question. Today's lab simulates four dead bodies, each from a separate crime.
There are four types of t-shirts in today's activity that have been marked with various types of wounds.
The victim's names are as follows:
John Doe
Jane Q. Citizen
Jane Doe (no relation)
John Q. Public
Throughout the course of the activity, you need to identify the location of each of the wounds using the
proper directional terms, general body regions (thoracic, abdominal, etc.), the 9 abdominal regions and the 4
abdominal quadrants.
Materials:
1. Four Extra Large T-shirts with diagrams of up to 6 injuries
2. Worksheet for describing the location of the injuries
3. Worksheet with diagrams on which to draw the location of the injuries
Procedure:
1. Each pair of students will take a T-shirt and the taller student will put it on over her/his
clothes
Note: The positions are based on the student being tall, so the taller student needs to
wear the shirt,
2. Using the worksheet, the students will both diagram the injuries, and describe in words
(using the proper directional terms, general body regions (thoracic, abdominal, etc.), the 9
abdominal regions and the 4 abdominal quadrants.).
Data/Results:
John Doe
3/24/2009 11:09 AM
The Dead T-Shirt Contest
2 of 3
http://shs.westport.k12.ct.us/forensics/02-evidence/dead_t-shirt_contest.htm
1.
4.
2.
5.
3.
6.
Jane Doe
1.
4.
2.
5.
3.
6.
Jane Q. Citizen
3/24/2009 11:09 AM
The Dead T-Shirt Contest
3 of 3
http://shs.westport.k12.ct.us/forensics/02-evidence/dead_t-shirt_contest.htm
1.
4.
2.
5.
3.
6.
John Q. Public
1.
4.
2.
5.
3.
6.
Conclusion (1/2 Page):
Describe any ease or difficulty you had in describing the location of an injury using words alone, and compare
that to indicating an injury in a diagram. Lastly, for what reason, or under what circumstances, are the words
necessary (i.e., why use words at all?)? BE CAREFUL HERE, as the words describing direction ARE necessary!
3/24/2009 11:09 AM
Types of Injuries
1 of 9
http://shs.westport.k12.ct.us/forensics/07-injuries/injuries.htm
Types of Injuries
Return to The Crime Lab
Start with the video and the mp3
There are many types of injuries that are possible, but it is important to remember the three most
important factors in categorizing injuries: location, location, location! If that sounds flippant, let's
explore a few ideas:
1.
First of all, the location (as in the organs involved) of an injury can, of course, determine
whether or not it was the fatal injury.
2.
Second, the location (as in depth) of an injury can help determine the severity of the injury, and
the severity of the crime.
3.
Third, the location (as in the location on the victim's body when it was in motion) of an injury
can determine the nature of the interaction between the attacker and the victim.
In terms of the organs involved, for example, a gunshot wound need not be fatal. A wound to the
chest may provide only a temporary injury, whereas a wound to the arm could be fatal if a major
artery is severed. A person may be stabbed multiple times in the back or the abdomen and survive,
but a single stab would to the heart would be fatal.
In terms of the depth, some injuries are only to the skin, such as bruising or lacerations, whereas a
bruise to the skin can also involve broken bones. A bruise on the temple could crack the cranium,
thus leading to bleeding in the brain, and death. Depth can thus give a great deal of information
about the nature of the crime itself.
3/24/2009 11:10 AM
Types of Injuries
2 of 9
http://shs.westport.k12.ct.us/forensics/07-injuries/injuries.htm
In the picture above there are five injuries to the skin that involve quite different scenarios:
1.
An abrasion involves the scraping of the skin on a rough surface, usually from either a fall, or
from a body being dragged.
3/24/2009 11:10 AM
Types of Injuries
3 of 9
http://shs.westport.k12.ct.us/forensics/07-injuries/injuries.htm
2.
An incision is a sharp cut with very clean edges, usually involving a sharp blade, as in a knife or
scalpel.
3.
A laceration, on the other hand, is a cut that involves rough edges. This type of injury might
be caused by the tearing of the skin by, say, the claw portion of a hammer, or claw marks from
a large mammal.
4.
A puncture is the penetration of the skin my a sharp object. This is often something pointed,
such as a thumbtack or an ice pick, or it can be something not so sharp, such as a fence post.
5.
Lastly, and somewhat more unusual, is an avulsion, which involves a chunk of the skin being
removed. This type of injury often involves shrapnel from an explosion; the speed of the flying
fragments can literally tear a portion of the skin off. The nature of the injuries can thus say a lot
about the location of the explosive device.
Note: Injuries 3, 4, and 5 above are reason enough why it is, how should I say it,
oh yeah, stupid to lash yourself to a tree during a hurricane. The expression "a
little wind never hurt anybody" fails to take into account what is being carried by
the wind: branches, boards, Buicks . . .
In terms of the victim's body when it was in motion, there is a great deal to be learned from this.
The nature of the internal injuries from a bullet will say a lot about the type of gun used. A cavity is
formed by the path of the bullet as it travels through the body, whether or not the bullet actually
exits. The formation of the cavity is called cavitation.
3/24/2009 11:10 AM
Types of Injuries
4 of 9
http://shs.westport.k12.ct.us/forensics/07-injuries/injuries.htm
The speed of the bullet depends on the amount of gun powder in the cartridge. Cavitation can be
either temporary or permanent, with the largest permanent cavities being formed by the highest
speed bullets:
3/24/2009 11:10 AM
Types of Injuries
5 of 9
http://shs.westport.k12.ct.us/forensics/07-injuries/injuries.htm
3/24/2009 11:10 AM
Types of Injuries
6 of 9
http://shs.westport.k12.ct.us/forensics/07-injuries/injuries.htm
It is important to note that the temporary cavitation involves the rapid rebound of the tissue after the
bullet passes through the body. Even though temporary, the damage from compression and
subsequent stretching of the surrounding tissues can be permanent. Note the location of the Kidney
in the diagram above (it is just bean-shaped, in fact kidney bean-shaped, organ medial to the
entrance wound). In the low speed handgun, the cavitation completely misses the kidney. The rifle,
with more powder in the cartridge, creates permanent cavitation that damages a small portion of the
kidney. The military ordinance, which uses a full metal jacket (notice the lack of deformation in the
bullet itself), has far more powder in the cartridge, and thus far more energy! The permanent
cavitation is roughly equal in size to that of the hunting rifle, but the even larger temporary
cavitation destroys most of that same kidney!
3/24/2009 11:10 AM
Types of Injuries
7 of 9
http://shs.westport.k12.ct.us/forensics/07-injuries/injuries.htm
Note the Entry and Exit wounds in the skull above.
The large hole you see in the left orbit (eye socket) is due to:
the delicate nature of the bones of the skull, and
the cavitation caused by the bullet itself
The following is an example of healed bullet wound injuries (both entry and exit wounds) from the
civil war era.
3/24/2009 11:10 AM
Types of Injuries
8 of 9
http://shs.westport.k12.ct.us/forensics/07-injuries/injuries.htm
3/24/2009 11:10 AM
Types of Injuries
9 of 9
http://shs.westport.k12.ct.us/forensics/07-injuries/injuries.htm
Lieutenant Diechler on 10 August on discharge from hospital after recovery from bullet wound to abdomen
received at Hatcher's Run in March. From Circular No.6, Surgeon General's Office, Washington, 1 November,
1865. Tinted lithograph.
Image from http://www.clipart.com
Beyond all of this, it is important to remember that the body reacts to injuries. A severed artery or
vein will bleed out, although at different rates. A blunt trauma will cause bruising. A broken bone
will start to heal. This, however, is only if the injury happens while the body is alive. In some
cases, the body will continue to receive trauma, long after it is dead. The nature of the injury, and
the body's reaction to it, determine whether or not the injury occurred antemortem (before death),
perimortem (at the time of death), or postmortem (after death). Once again, this says a lot about
the nature of the crime itself. Thus there is a fourth location that is important in terms of injuries,
and that location involves the fourth dimension: TIME.
That is the subject of our next lesson.
3/24/2009 11:10 AM
Premortem vs. Postmortem Injuries
1 of 2
http://shs.westport.k12.ct.us/forensics/07-injuries/antemortem_%26_post...
Antemortem vs. Postmortem Injuries
Return to The Crime Lab
Injuries can occur at many times during a violent crime, or even an
accident. Imagine, for example, that a pedestrian gets a cut on the arm
before leaving the house. After stopping the bleeding, the person is on the
way to work and, perhaps being preoccupied by the pain, is hit on a
country road by an oncoming car, which causes the body to go into the
opposite lane, and the pedestrian is instantly killed through massive head
trauma. The body in the opposite lane is at a bend in the road which
causes it to be a blind curve. This means that later (talk about adding
insult to injury) a car coming from the opposite direction is unable to brake
in time, effectively creating tire tracks over the legs of the decedent.
There are three injuries here, each of which has a name based upon the
time that it occurred:
Antemortem: Occurred before death.
Perimortem: Occurred at the time of death.
Postmortem: Occurred after death.
In this case, the cut on the arm is an Antemortem injury.
The massive head trauma is a Perimortem injury.
The tire tracks over the legs are Postmortem injuries.
This may be somewhat difficult to differentiate at first, but careful analysis
of the body and the scene of the accident can give clues. Those clues
could involve bruising, which would not occur after the heart stops, or
healing, which would not occur without time for the living body to repair
the injury, thus making such injuries Antemortem. Multiple gun shot
wounds, with clear signs of bleeding in each case would suggest that they
all occurred at the same time, thus suggesting that they were all
3/24/2009 12:04 PM
Premortem vs. Postmortem Injuries
2 of 2
http://shs.westport.k12.ct.us/forensics/07-injuries/antemortem_%26_post...
Perimortem. Drag marks on a body (in the form of abrasions against the
skin) that was not tied up would be very different if a victim was alive and
would most likely struggle. This would suggest that the abrasions were
Postmortem.
Once this information has been determined for each injury, then there are
three more things we need to determine:
Cause of Death: The primary, or immediate cause of death. One
example, a gun shot wound (GSW) to the ______ (name the organ
or organs involved).
Mechanism of Death: The actual changes to the body that are
caused by the injury (e.g., exsanguination, or bleeding to death). This
would, as above, include the name the organ or organs involved.
Manner of Death: There are only four actual possibilities, but due to
the nature of the evidence, we need to include the 5th option below:
1.
Natural causes
2.
Accidental
3.
Suicide
4.
Homicide
5.
Undetermined
NOTE: This last option may be the only one possible, but
only after all other possibilities have been eliminated.
A forensic pathologist will, of course, have knowledge of the nature of
injuries, as well as the effect on the organs. For the student, however, it is
a good idea for you to have some anatomical reference handy, just so you
know, at the very least, where the organs are!
3/24/2009 12:04 PM
Causes of Death, part I: Knowing Your Way Around (Anatomy)
1 of 6
http://shs.westport.k12.ct.us/forensics/05-death_&_decomposition/causes...
Causes of Death, Part I:
Knowing your way around (Anatomy)
Return to The Crime Lab
Basic Needs of Living Things:
BASIC NEEDS
Body Systems
*
Gas Exchange
Respiratory
Digestive
Energy (may or may not be in the form of
food)
Maintain Specific Body Temperature (needed Integumentary,
for chemical reactions)
Muscular
Maintaining a Specific Water Concentration: Excretory,
(a) getting it (b) keeping it (c) eliminating
Digestive
extra
Transport of Materials
Cardiovascular,
Waste Removal
Communication:
(a) homeostasis (b) sense & react to the
environment
Reproduction
Lymphatic
Excretory,
Digestive,
Integumentary,
Respiratory
Nervous,
Endocrine
Reproductive
Ability to Adapt to the Environment & Evolve Nervous (only
in terms of
behavioral
3/24/2009 12:00 PM
Causes of Death, part I: Knowing Your Way Around (Anatomy)
2 of 6
http://shs.westport.k12.ct.us/forensics/05-death_&_decomposition/causes...
adaptation),
Reproductive
(only in terms of
passing on
beneficial
mutations)
Maintain a Specific Shape - Including Growth Integumentary,
& Development
Skeletal,
Movement
Protection
Muscular,
Endocrine
Muscular,
Skeletal,
Nervous
Lymphatic,
Nervous,
Integumentary,
Skeletal
* NOTE: The nervous and endocrine systems are involved in much of this, simply because they
regulate the activities of the other systems. In the same way, it can be argued that without the
nutrients from the digestive system, the gas exchange from the respiratory system, the waste
removal from the excretory system, not to mention the transport of these materials from the
cardiovascular and lymphatic systems, that the other body systems will fail to function! As such,
any list of animal body systems involved will be incomplete.
SLIC MEN R RE
D
3/24/2009 12:00 PM
Causes of Death, part I: Knowing Your Way Around (Anatomy)
3 of 6
http://shs.westport.k12.ct.us/forensics/05-death_&_decomposition/causes...
3/24/2009 12:00 PM
Causes of Death, part I: Knowing Your Way Around (Anatomy)
4 of 6
http://shs.westport.k12.ct.us/forensics/05-death_&_decomposition/causes...
Talk about basics of body system functions, and some possible problems.
Give students a sense of organ location.
Nature of Circulation and digestion
3/24/2009 12:00 PM
Causes of Death, part I: Knowing Your Way Around (Anatomy)
5 of 6
http://shs.westport.k12.ct.us/forensics/05-death_&_decomposition/causes...
Click to Enlarge (From http://www.clipart.com)
3/24/2009 12:00 PM
Causes of Death, part I: Knowing Your Way Around (Anatomy)
6 of 6
http://shs.westport.k12.ct.us/forensics/05-death_&_decomposition/causes...
Click to Enlarge (From http://www.clipart.com)
liver failure
Nature of Kidney function
renal failure, kidney dropping as a result of anorexia
3/24/2009 12:00 PM
Causes of Death, part deux: The Implications of Anatomy, or What You Do...
1 of 3
http://shs.westport.k12.ct.us/forensics/05-death_&_decomposition/causes...
Causes of Death, Part Deux:
The Implications of Anatomy,
or
What You Don't Know Can Still Kill You . . .
Return to The Crime Lab
S L I C
M E N
R
R E D
Handout
Some systems are more crucial to day to day survival because a problem
with the system can lead to a sudden death.
Least Essential System (Drum roll please . . .):
Reproductive is not essential to your survival, although without
out it we don't have much of a future as a species . . .
Less Essential Systems, but only in terms of sudden death!:
Skeletal issues may cause debilitation, but are unlikely to be fatal,
except under extreme circumstances (i.e., effect on other
systems).
Lymphatic system contain immunity, but this will take time to kill
you.
Integumentary
Muscular issues may cause debilitation, but are unlikely to be
fatal, except under extreme circumstances (i.e., effect on other
systems).
Endocrine
3/24/2009 12:01 PM
Causes of Death, part deux: The Implications of Anatomy, or What You Do...
2 of 3
http://shs.westport.k12.ct.us/forensics/05-death_&_decomposition/causes...
Excretory
Digestive
Sudden Death Systems:
Cardiovascular: Leads to loss of O2/CO2 transfer, loss of Energy
(food), and loss of water (but the other two will get you first).
Loss of blood
2, 4, 6, 8, time to exsanguinate . . .
Cessation of heartbeat
Destruction of blood cells
Respiratory: Leads to loss of O2/CO2 transfer, and since O2 is
necessary for gaining Energy from food (cellular respiration include formula), this also leads to a loss of Energy. When you
suffocate, your brain, in a sense, starves to death due to its heavy
use of Energy. Note also the drop in pH from buildup of
Carbonic Acid (CO2 + H2O --> H2CO3 --> H+ + HCO3-), and
Lactic acid from Lactic acid fermentation.
Loss of breathing
Constriction of airway
Material (water, dust, etc.) blocking gas exchange
Lung Trauma
Nervous:
Since the brain controls aspect of both systems above,
without the brain the same issues above will apply. NOTE: a
person who is brain dead requires intervention to keep the rest of
her/his body alive.
3/24/2009 12:01 PM
Causes of Death, part deux: The Implications of Anatomy, or What You Do...
3 of 3
http://shs.westport.k12.ct.us/forensics/05-death_&_decomposition/causes...
Death of the brain
Death of portions of the brain (brain stem intact, as in
"Mike the Headless Chicken")
Severing of the Spinal Cord at the cervical level, and
subsequent loss of diaphragm function.
An autopsy report could conclude that the cause of death is either loss of
breathing or the stopping of the heart, but as this is always the case in
death, the issue is what actually caused either of the issues above (e.g.,
Elvis Presley's cause of death was called "heart failure," but it was the
drug overdose that caused it!).
3/24/2009 12:01 PM
The 11 Body Systems
The Basic Needs of Every Living Thing
All living things have numerous features in common, and that these features are directly related to the basic
needs of every living thing. Form follows Function or Anatomy is based upon Physiology!. The solutions
organisms have to solving the problem of fulfilling those needs get necessarily more complex in multicellular
organisms, simply by virtue of these organisms being LARGER (hence the expression "large, complex
organisms")!
BASIC NEEDS
Animal Body
Systems
Gas Exchange
Respiratory
Energy (may or may not be in the form of food)
Digestive
Maintain Specific Body Temperature (needed for chemical reactions) Integumentary,
Muscular
Maintaining a Specific Water Concentration:
Excretory,
(a) getting it (b) keeping it (c) eliminating extra
Digestive
Transport of Materials
Cardiovascular,
Lymphatic
Waste Removal
Excretory,
Digestive,
Integumentary,
Respiratory
Communication:
Nervous,
(a) homeostasis (b) sense & react to the environment
Endocrine
Reproduction
Reproductive
Ability to Adapt to the Environment & Evolve
Nervous (only in terms
of behavioral
adaptation),
Reproductive (only in
terms of passing on
beneficial mutations)
Maintain a Specific Shape - Including Growth & Development
Integumentary,
Skeletal,
Muscular,
Endocrine
Movement
Muscular,
Skeletal,
Nervous
Protection
Lymphatic,
Nervous,
Integumentary,
Skeletal
* NOTE: The nervous and endocrine systems are involved in much of this, simply because they
regulate the activities of the other systems. In the same way, it can be argued that without the
nutrients from the digestive system, the gas exchange from the respiratory system, the waste
removal from the excretory system, not to mention the transport of these materials from the
cardiovascular and lymphatic systems, that the other body systems will fail to function! As such,
any list of animal body systems involved will be incomplete.
ORGANS:
_____ Bones. the _____________ that hold them together, & bone __________
Axial =
Appendicular =
FUNCTIONS:
Support (How & where?):
Protection (How & where?):
Blood Support (How & where?):
Storage (Of what?):
ORGANS:
Lymph Nodes are clustered in the __________, __________, __________, etc.
Spleen, Thymus, and ________ pairs of Tonsils
FUNCTIONS:
Drainage (of what, & why?):
Production of __________ cells (Where? What do they do?):
Immune Response (What, and where are most of the battles fought?):
Destroys old ____________________ (To recycle the hemoglobin.).
ORGANS:
Skin, which includes hair and nails (not to mention ______________!)
Glands: _______________, _______________, _______________,
FUNCTIONS:
Physical Barrier (Protection from what, and how?):
Aid grasping (Through the presence of what two features?):
Sensation (Of what? In what four ways?):
Body Temperature Regulation (What three ways?):
ORGANS:
A _______-Chambered Heart
Away from the heart = larger Arteries then smaller ____________, then
the smallest vessels, the site of ____________, are called ____________,
then Toward the heart = small ____________ then larger Veins
FUNCTIONS:
Transport (Of what? From where to where?):
Maintains fluid pressure (How?):
Body Temperature Regulation (What two ways?):
ORGANS:
__________ ( ! ) Skeletal Muscles (both superficial and deep).
and ____________ which attach them to bone
FUNCTIONS:
Movement (How, and by moving what?):
Support (Where?):
Regulate Organ Volume (What? . . . and where do we use it?):
Thermogenesis (What, and why?):
ORGANS:
Master Glands = _____________ (Captain) & the ____________ (1st Mate).
+ _________(neck), __________ (abdomen), __________ (on top of kidneys), etc.
FUNCTIONS:
Maintains Homeostasis (What, and why is it important):
Forms of Homeostasis (Through the use of __________.):
Blood Sugar = ___________, Blood Pressure = __________, “Fight or Flight”
Response = __________, Gamete Production = __________ & __________,
Calcium Levels = __________, Metabolic Rate (rate of reactions) =
__________, Circadian (Day & Night Rhythm) = __________, Breast Feeding =
__________.
Controls Other Endocrine Organs = __________ (a.k.a. __________), 1st
Mate. Controls the __________ (by producing regulatory hormones), making
this organ the Captain!).
ORGANS:
CNS = ______________________, made of the __________ & ________.
PNS = ______________________, made of all of the __________.
Brain: Lobes = ________, ________, ________, ________, & ________.
Nerves: __________ (THE nerve), ________ (in head, direct to brain),
__________ (from THE nerve).
Sense Organs: ________, ________, ________, ________, ________.
FUNCTIONS:
Somatic Nervous System or SNS (What does it do?):
Autonomic Nervous System or ANS (What does it do?):
Monitor External Environment (How?):
Communication & Thought:
ORGANS:
Female: Ext.= ________. Int.= ________, _______, _______, _______
Male: Ext.= ________, ________. Int.= _______, _______
FUNCTIONS:
Production of Gametes (What, and where?):
Nurturing Gametes (What, and how?):
Maintain Pregnancy (Where, and how?):
Feeding the offspring (How, both before and after birth?):
ORGANS:
Conducting = _________, ________, _________, _________, _________
(there are 2), and the smaller __________
Respiratory = Lungs, with the incredibly abundant __________.
FUNCTIONS:
Gas Exchange (What gases, why are they important, and where?):
IN =
OUT =
Aids Movement of Blood (Where, and how?):
Filters, Warms, and Humidifies Air (How, and why?):
ORGANS:
Kidneys (there are ______), which are drained by the ____________, and
then empty into the __________, and then leaves through the __________.
FUNCTIONS:
Removal of Liquid Waste, a.k.a. __________ (Where, and from what?):
Maintains Fluid Levels (Where, why, and how?):
Maintains Ion Levels (Where, why, and how?):
Maintains Blood Pressure (Where, why, and how?):
Temporary storage, and subsequent release, of urine (In what, and
through what?):
ORGANS:
(Chew) _________, (Swallow 1) __________, (Swallow 2) __________,
(Digest) __________ & __________, (Feces) _________, (Gotta go!) ____
Accessory: ___________, ___________, ____________, ___________.
FUNCTIONS: Mechanical Digestion (What, where, and how?):
Chemical Digestion (What, where, and how?):
Absorption (Where, and why?):
The 11 Body Systems
The Basic Needs of Every Living Thing
All living things have numerous features in common, and that these features are directly related to the basic
needs of every living thing. Form follows Function or Anatomy is based upon Physiology!. The solutions
organisms have to solving the problem of fulfilling those needs get necessarily more complex in multicellular
organisms, simply by virtue of these organisms being LARGER (hence the expression "large, complex
organisms")!
BASIC NEEDS
Animal Body
Systems
Gas Exchange
Respiratory
Energy (may or may not be in the form of food)
Digestive
Maintain Specific Body Temperature (needed for chemical reactions) Integumentary,
Muscular
Maintaining a Specific Water Concentration:
Excretory,
(a) getting it (b) keeping it (c) eliminating extra
Digestive
Transport of Materials
Cardiovascular,
Lymphatic
Waste Removal
Excretory,
Digestive,
Integumentary,
Respiratory
Communication:
Nervous,
(a) homeostasis (b) sense & react to the environment
Endocrine
Reproduction
Reproductive
Ability to Adapt to the Environment & Evolve
Nervous (only in terms
of behavioral
adaptation),
Reproductive (only in
terms of passing on
beneficial mutations)
Maintain a Specific Shape - Including Growth & Development
Integumentary,
Skeletal,
Muscular,
Endocrine
Movement
Muscular,
Skeletal,
Nervous
Protection
Lymphatic,
Nervous,
Integumentary,
Skeletal
* NOTE: The nervous and endocrine systems are involved in much of this, simply because they
regulate the activities of the other systems. In the same way, it can be argued that without the
nutrients from the digestive system, the gas exchange from the respiratory system, the waste
removal from the excretory system, not to mention the transport of these materials from the
cardiovascular and lymphatic systems, that the other body systems will fail to function! As such,
any list of animal body systems involved will be incomplete.
ORGANS:
_206_ Bones. the _ligaments that hold them together, & bone _marrow_
Axial = Skull, vertebrae, ribcage
Appendicular = shoulders, arms, hands, hips, legs & feet
FUNCTIONS:
Support (How & where?):
Bones provide attachment for muscles, the brain, the abdominal organs.
The muscles, by pulling on the bones, maintain position and posture.
Protection (How & where?):
Bone forms a physical barrier to softer tissue beneath (such as the brain
& the skull, the spinal cord and the vertebrae, the lungs and the ribs).
Blood Support (How & where?):
RBC (red blood cells), and B-cells (a type of WBC), are made in the red
bone marrow (B for bone!).
Storage (Of what?): Storage of Calcium (needed for muscle contraction).
ORGANS:
Lymph Nodes are clustered in the __neck__, _armpit_, _groin_, etc.
Spleen, Thymus, and ___three_ pairs of Tonsils
FUNCTIONS:
Drainage (of what, & why?):
Of fluids (called lymph) from the tissues. Without this drainage the
buildup of fluids looks like elephantiasis (like “bloat,” with liquid, not gas).
Production of white blood_ cells (Where? What do they do?):
WBC known as T-cells are produced in the thymus (T for thymus!).
Some T-cells tell other cells of infection, while other T-cells go on the attack!
Immune Response (What, and where are most of the battles fought?):
Immunity is the body’s cells working to attack foreign antigens, through
antibodies and macrophages. When the lymph is drained, it passes through
lymph nodes filled with WBC, which will destroy the pathogens.
Destroys old _red blood cells (RBC)______(To recycle the hemoglobin.).
ORGANS:
Skin, which includes hair and nails (not to mention fingerprints !)
Glands: _oil (Sebaceous) , _sweat_________, __mammary______.
FUNCTIONS:
Physical Barrier (Protection from what, and how?):
Protection from bacteria & other pathogens, via the dead layers in the
epidermis (which prevent access to the moist, living tissues beneath).
Aid grasping (Through the presence of what two features?):
Fingerprints, and nails (which stiffen the end of the fingers)
Sensation (Of what? In what four ways?):
Touch: 1. Touch 2. Pressure 3. Temperature 4. Pain
Body Temperature Regulation (What three ways?):
Sweating, flushed face (etc.), hair (including goose bumps!)
ORGANS:
A __four_-Chambered Heart
Away from the heart = larger Arteries then smaller _arterioles__, then
the smallest vessels, the site of _exchange_, are called _capillaries_,
then Toward the heart = small _venules____ then larger Veins
FUNCTIONS:
Transport (Of what? From where to where?):
O2/CO2 between the air and the tissues, nutrients - sm. intestine to the
tissues, wastes – tissues to the kidneys, hormones – glands to the targets.
Maintains fluid pressure (How?):
Blood pressure affects, and is affected by, the pressure of fluids in the
tissues. It is controlled by the constriction and dilation of blood vessels.
Body Temperature Regulation (What two ways?):
The high specific heat of water allows it to efficiently carry heat from the
muscles. Constriction/Dilation of the vessels controls the radiation of heat.
ORGANS:
__700_____ ( ! ) Skeletal Muscles (both superficial and deep).
and _tendons____ which attach them to bone.
FUNCTIONS:
Movement (How, and by moving what?):
Muscles contract in antagonistic pairs (e.g., flexion/extension). They
both move, and are anchored by bones.
Support (Where?):
Muscles in the legs, back, and neck work together to maintain body
position and posture.
Regulate Organ Volume (What? . . . and where do we use it?):
Hollow organs are emptied by muscle contractions. This is used in both
bladders (Gall & Urinary), and in the GI tract (esp. the stomach & rectum.)
Thermogenesis (What, and why?):
Literally “heat creation.” Our source of heat is the muscles, which
comes in handy when you shiver (next time, try dancing)!
ORGANS:
Master Glands = _hypothalamus_ (Captain) & the _pituitary__ (1st Mate).
+ _thyroid_(neck), _pancreas_ (abdomen), _adrenal__ (on top of kidneys), etc.
FUNCTIONS:
Maintains Homeostasis (What, and why is it important):
Homeostasis is the body in a state of balance. This is needed to maintain
certain conditions (temp., pH, etc.) necessary for survival.
Forms of Homeostasis (Through the use of _hormones_.):
Blood Sugar = _pancreas_, Blood Pressure = _kidneys__, “Fight or Flight”
Response = _ adrenal_, Gamete Production = __ovaries_ & __testes__,
Calcium Levels = _parathyroid_, Metabolic Rate (rate of reactions) =
_thyroid__, Circadian (Day & Night Rhythm) = _pineal___, Breast Feeding =
_pituitary_________.
Controls Other Endocrine Organs = _ pituitary__ (a.k.a. _hypophysis_), 1st
Mate. Controls the _ pituitary__ (by producing regulatory hormones), making
this organ the Captain!).
ORGANS:
CNS = _central nervous system_, made of the brain_ & spinal cord_.
PNS = _ peripheral nervous system _, made of all of the _nerves__.
Brain: Lobes = frontal, parietal, temporal, occipital, cerebellum.
Nerves: spinal cord_ (THE nerve), cranial_ (in head, direct to brain),
_spinal_ (from THE nerve).
Sense Organs: eye , ear , nose , tongue , skin .
FUNCTIONS:
Somatic Nervous System or SNS (What does it do?):
Controls muscle movement and response.
Autonomic Nervous System or ANS (What does it do?):
The ANS is involuntary, and controls the internal organs, especially
those in the abdomen (digestion, urine formation, etc.).
Monitor External Environment (How?): Through the sense organs.
Communication & Thought: Nerves transmit messages from one area
of the body to another, and thought involves processing information.
ORGANS:
Female: Ext.= Clitoris. Int.= Vagina, Uterus, Fallopian tubes, Uterus
Male: Ext.= Penis, Testicles. Int.= Prostate gland, Vas deferens
FUNCTIONS:
Production of Gametes (What, and where?): Haploid Sex Cells.
Female: Ovum, in the ovaries. Male: Sperm, in the testes.
Nurturing Gametes (What, and how?):
Female: The Ova is released into the fallopian tubes, protected.
Male: The seminal fluid contains nutrients to feed the swimmers.
Maintain Pregnancy (Where, and how?):
Female: The uterus, sealed in at the cervix, is nourished throughout,
and maintained by hormones.
Feeding the offspring (How, both before and after birth?): Womb Service!
During pregnancy the placenta and the uterine wall exchange
materials. After birth, the mammary glands provide the baby’s meals.
ORGANS:
Conducting = _Nose_, _Trachea_, _Pharynx_, _Larynx_, _Bronchi
(there are 2), and the smaller _Bronchioles_
Respiratory = Lungs, with the incredibly abundant _Alveoli_.
FUNCTIONS:
Gas Exchange (What gases, why are they important, and where?):
IN = O2 into the alveoli, and is used in the tissues to help the burning
of glucose, our main energy source, during cellular respiration.
OUT = CO2 out of the alveoli, the waste from cellular respiration, is
used to trigger breathing (more CO2 = deeper & faster breathing).
Aids Movement of Blood (Where, and how?):
Blood below the thorax is pumped up due to changes in pressure
caused by the diaphragm’s movement (the respiratory pump!).
Filters, Warms, and Humidifies Air (How, and why?):
Air travels over mucus membranes (YUM!) in the nose, pharynx,
trachea, etc. The mucus traps the dust, warms, & moistens the air.
ORGANS:
Kidneys (there are _two_), which are drained by the _Ureters_, and then
empty into the Urinary bladder, and then leaves through the _Urethra_.
FUNCTIONS:
Removal of Liquid Waste, a.k.a. _Urine_ (Where, and from what?):
Blood enters the kidneys and is filtered of wastes, and fluid, glucose,
and ion levels are regulated; thus the blood leaving has been altered.
Maintains Fluid Levels (Where, why, and how?):
Urine concentration helps to regulate the amount of fluids in tissues.
Maintains Ion Levels (Where, why, and how?):
Ions are either conserves or released due to specific need.
Maintains Blood Pressure (Where, why, and how?):
Constriction/Dilation in the kidneys raises/lowers blood pressure.
Temporary storage, and subsequent release, of urine (In what, and
through what?): In the Urinary bladder, and out the Urethra!
ORGANS:
(Chew) _Mouth___, (Swallow 1) _Pharynx_, (Swallow 2) _Esophagus_,
(Digest) Stomach & Sm. Intestie, (Feces) Lg. Intestine, (Gotta go!) Anus
Accessory: _Salivary Glands_, _ Liver _, _Gall Bladder_, _Pancreas_.
FUNCTIONS: Mechanical Digestion (What, where, and how?):
Breaking polymers (lg.) into monomers (sm.) via chewing (mouth).
Chemical Digestion (What, where, and how?):
Breaking polymers (lg.) into monomers (sm.) via enzymes (Sm. Int.)
Absorption (Where, and why?):
In the small intestine, to allow the blood to transport it everywhere!
The Dead T-Shirt Contest, Part Deux
1 of 5
http://shs.westport.k12.ct.us/forensics/07-injuries/injury_analysis.htm
The Dead T-shirt Contest, Part Deux . . . Injury
Analysis
Name: _______________________________________________ Date: ___________
Return to The Crime Lab
Introduction Materials Procedure Data/Results Conclusion
Period: ___
Introduction:
After determining the location of an injury it is important to determine the type of injury involved, and
then to determine which injury, if there are several, was the fatal injury. Once again, that relies upon
knowledge as to the location of the internal organs affected by the injuries in question. Using the same
materials we used in the Dead T-Shirt Contest, part I, today's lab involves the same four dead bodies, each
from a separate crime.
The four t-shirts have been marked with various types of wounds. The victim's names have not been
changed (Hey, they're fictional!) are as follows:
John Doe
Jane Q. Citizen
Jane Doe (no relation)
John Q. Public
Throughout the course of the activity, you need to name the type of injury, and determine which of the
injuries was the fatal injury.
Materials:
1. Four Extra Large T-shirts with diagrams of up to 6 injuries
2. Worksheet for describing the location of the injuries
3. Worksheet with diagrams on which to draw the location of the injuries
Procedure: NOTE: There is plenty of opportunity for lively discussion during this activity!
1. Each pair of students will take a T-shirt and the taller student will put it on over her/his
clothes
Note: The positions are based on the student being tall, so the taller student needs to
wear the shirt,
2. Using the worksheet, the students will, once again, diagram the injury and use numbers to
indicate which injury is which
3. Next, each student must name each injury by type, and also whether it was an
antemortem, perimortem, or postmortem injury:
Antemortem: Occurred before death.
Perimortem: Occurred at the time of death.
Postmortem: Occurred after death.
3/24/2009 11:16 AM
The Dead T-Shirt Contest, Part Deux
2 of 5
http://shs.westport.k12.ct.us/forensics/07-injuries/injury_analysis.htm
4. Circle the number that corresponds to the fatal injury
5. In the space below the numbers, explain,the cause, mechanism, and manner of death:
Cause of Death: The primary, or immediate cause of death. One example, a
gun shot wound (GSW) to the ______ (be sure to name the organ or organs
involved here). Use the Anatomy books as a reference!
Mechanism of Death: The actual changes to the body that are caused by the
injury (e.g., exsanguination, or bleeding to death). Once again, be sure to
name the organ or organs involved.
Manner of Death: There are only four possibilities, but due to the nature of
the evidence, we may need to include the 5th one below:
1. Natural causes
2. Accidental
3. Suicide
4. Homicide
5. Undetermined
NOTE: If you choose this option (and you may have no
choice), you must explain why it is undetermined.
Death Scenario: Lastly, you need to describe, based on the injuries alone,
what you think happened at each death scene. Be sure, in your description, to
indicate the order in which the injuries occurred (Note: this may or may not be
possible, depending on the nature of the injury).
Data/Results:
John Doe
1.
2.
3.
4.
3/24/2009 11:16 AM
The Dead T-Shirt Contest, Part Deux
3 of 5
5.
http://shs.westport.k12.ct.us/forensics/07-injuries/injury_analysis.htm
6.
Cause of Death:
Mechanism of Death:
Manner of Death:
Death Scenario:
Jane Doe
1.
2.
3.
4.
5.
6.
Cause of Death:
Mechanism of Death:
Manner of Death:
Death Scenario:
Jane Q. Citizen
3/24/2009 11:16 AM
The Dead T-Shirt Contest, Part Deux
4 of 5
http://shs.westport.k12.ct.us/forensics/07-injuries/injury_analysis.htm
1.
2.
3.
4.
5.
6.
Cause of Death:
Mechanism of Death:
Manner of Death:
Death Scenario:
John Q. Public
1.
2.
3.
4.
5.
6.
3/24/2009 11:16 AM
The Dead T-Shirt Contest, Part Deux
5 of 5
http://shs.westport.k12.ct.us/forensics/07-injuries/injury_analysis.htm
Cause of Death:
Mechanism of Death:
Manner of Death:
Death Scenario:
Conclusion (1/2 Page minimum): Write this on the back of the page.
Describe any ease or difficulty you had in determining the following:
Which of the injuries was fatal
Whether the injury was antemortem, perimortem, or postmortem
The death scenario
3/24/2009 11:16 AM