Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
Introduction
This culminating task will be divided into three parts. In part 1 you will receive a case study
introducing a patient and his symptoms. In part 2 you will perform a fetal pig dissection and lab
report that will get you to understand the function of the organs in the circulatory, respiratory
and digestive systems, as well as how these systems are dependent on each other. Part 3 will be
the compilation of your research of the concepts introduced in the case study and your findings
during the dissection. Your group is to submit a report about what you think is wrong with the
patient, how you came to that conclusion.
Part 1:
1.
You will examine a case study called “Anniversary at the Hospital.” The case study presents
a patient who is suffering from several symptoms and you will help diagnose him.
2.
You will be working in groups of four to five. Each student in the group will assume a specific
responsibility and will participate in the research and study of the patient.
3.
During your analysis of this case, you are required to make a KWL chart for the assessment
of the patient’s symptoms.
Part 2:
1. You will conduct the fetal pig dissection in order to examine and understand the structures
and functions of the circulatory, respiratory and digestive system.
2. You will observe how each body system is independent by itself but still rely on the other
body systems to function. The dissection and examination of fetal pig will serve as “hands
on” example for comparison to the human body.
3. This activity will enable you to explain the connection between different organ systems, and
their diseases, as well as the importance of health maintenance.
Part 3:
1. The students will then submit a detailed report regarding the patient illness. The findings of
the dissection will guide students to assess and evaluate the symptoms, prevention and
probable treatment of the patient.
1
Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
Part I—Case Study
Anniversary at the Hospital
Scenario
Nancy and Tom Hathaway have been married for 27 years. Tom is 57 and Nancy is 52 years of
age. Last night they were at an anniversary dinner, but when they got home Tom was complaining
of severe burning pain in his upper abdomen. Tom had not eaten much at dinner; in fact his
appetite had noticeably decreased lately. Nancy was very worried and she decided to take him to
the hospital. Upon arrival Tom was asked several questions about his symptoms and history, the
answers of which are below. The doctor also ordered some tests to be done, and their results
are also below for you to consider.
Patient History
Tom is of European descent; his family immigrated to Canada when he was only a Child so he has
lived in Canada for almost his whole life. Tom’s mother died from a heart attack, while his father
died due to lung cancer, as he was a heavy smoker.
Tom took after his father and has been a smoker since his senior year of high school, but he has
otherwise been healthy and active throughout his life. He is not taking any medications and has
never been diagnosed with any diseases.
Upon physical examination, the doctor found that Toms’ heart rate, blood pressure and
respiration was elevated above normal. His general appearance was that of discomfort, and he
complained of sharp burning pain to the left of his upper abdomen. This pain has occurred
before, but never to the point of this intensity. Tom reported that he has been vomiting and
having problems with indigestion. His wife mentioned that he has a decreased appetite and has
unintentionally lost some weight in the past month or so.
The doctor has sent Tom to have an abdominal ultrasound, but the results do not come out for a
few days. Conduct research about Tom’s symptoms, and use the knowledge you will obtain from
the fetal pig dissection to hypothesize what is wrong with Tom.
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Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
This is what you are to do:
-
Assign people positions/roles for the case study such as group leader, discussion facilitator,
secretary, and editor.
-
Brainstorm on what you (a) know about the case, and (b) do not know, but would like to know
about the case.
-
Formulate your initial ideas (or hypotheses) about what is wrong with Sam.
-
Identify and define terms and concepts you do not understand.
-
Identify the most important concepts that you need to investigate/research in order to
diagnose the causes for Tom’s symptoms. Divide up these concepts to the group members to
research.
-
You need to submit to the teacher the roles each person is assigned to.
-
You should have a hypothesis and your research completed upon commencing Part II, which
will be the fetal pig dissection. Your hypothesis and research will help guide your
investigation.
3
Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
Fetal Pig Dissection Pre-Lab
Label the following dissecting instruments with the proper term:Probe ForcepsScalpel
_______________________
_______________________
________________________
Anatomical Terms of Location:

Anterior refers to the head end. If a structure is anterior to another then it is closer to the head.

Posterior refers to the tail end.

Dorsalrefers to the back side.

Ventral is the belly side. It is opposite the dorsal side.
Label the diagram with the four anatomical terms of location:
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Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
Label the following diagrams:
ABCDEFGHIJKLMNOPQRSTUVW-
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Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
ABCDEFGHIJKLMNOPQRSTUVW-
6
Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
Review Safety Procedures:
 Wear safety goggles and an apron at all times.
 Wear plastic gloves when handling the preserved specimen and when
performing a dissection to prevent any chemicals from coming in contact with
your skin.
 Wash all splashes of preservative from your skin and clothing immediately. If
you get any chemical in your eyes, rinse for at least 15 min.
 Work in a well-ventilated area. To reduce your exposure to any fumes from the
preservative, make sure to avoid placing your face directly over the dissecting
tray.
 Always cut away from yourself and others sitting near you, in case the scalpel
slips.
7
Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
Fetal Pig Dissection Lab
INTRODUCTION
The dissection of the fetal pig in the laboratory is important because pigs and humans have the same level of
metabolism and have similar organs and systems.
PURPOSE


Identify important external structures of the fetal pig.
Identify major structures associated with a fetal pig's digestive, respiratory and circulatory systems.
MATERIALS
Safety goggles, lab apron, dissecting gloves, preserved pig, string, scalpel, hand lens, dissecting tray, dissecting
pins, scissors, ruler, forceps and probe
PROCEDURE
Part 1: External Anatomy
1. Place your pig in a dissecting tray.
2. Identify the four regions of the pig’s body: the head, the neck, the trunk, and the tail.
3. Place the pig on its back (dorsal surface) and observe the umbilical cord.
Part 2: Abdominal Cavity
4. With the pig still on its dorsal surface, attach one piece of string to one of the pig’s hind legs, pull it
under the dissecting pan, and tie it to the other hind leg. Repeat the procedure for the fore legs.
5. Using scissors make the incision indicated in the image below. Start by cutting around the umbilical
cord, and then cut straight toward the anterior (head) of the pig.
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Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
6. Make incision #2 toward the posterior of the pig. Make incision #3 near the neck and then incision #4.
Make lateral incision #5; this incision runs parallel to the diaphragm, which separates the thoracic
cavity from the abdominal cavity.
7. Pull apart the flaps along incision #5, exposing the abdominal cavity. Use the probe to open the
connective tissue (peritoneum) that holds the internal organs to the lining of the body cavity. Now pull
apart the flaps of skin covering incision #4 to expose the posterior portion of the abdominal cavity. Use
pins to hold back the flaps of skin (see Figure 4). PIC!
8. Locate the liver near the anterior of the abdominal cavity. Record the number of lobes in the liver.
9. Using aprobe, lift the lobes and locate the saclike gall bladder. Follow the thin duct from the gall
bladder to the coiled small intestine.
10. Locate the J-shaped stomach beneath the liver. Using forceps and a probe, lift the stomach and locate
the esophagus attached near its anterior end. Locate the small intestine at the posterior junction of
the stomach. The coiled small intestine is held in place by mesentery (a thin, somewhat transparent,
connective tissue). Note the blood vessels that transport digested nutrients from the intestine to the
liver.
11. Using a probe and forceps, lift the junction between the stomach and small intestine, removing
supporting tissue. Uncoil the junction and locate the creamy-white pancreas.
12. Locate the spleen, the elongated organ found around the outer curvature of the stomach.
13. Using a scalpel, remove the stomach from the pig by making transverse (crosswise) cuts near the
junction of the stomach and the esophagus, and near the junction of the stomach and small intestine.
Make a cut along the midline of the stomach, and open the cavity. Rinse as instructed by your teacher.
Part 3: Thoracic Cavity
14. Carefully fold back the flaps of skin that cover the thoracic cavity. You may use dissecting pins to
attach the ribs to the dissecting tray. Examine the organs found in the thoracic cavity.
15. Locate the heart. Using forceps and a probe, remove the pericardium from the outer surface of the
heart. Locate the inferior and superior vena cavae.
16. Trace the blood flow through the heart.
17. Make a diagonal incision across the heart and expose the heart chambers.
18. Locate the spongy lungs on either side of the heart and find the trachea leading into the lungs.
CLEAN-UP
19. Clean your work area, wash your hands thoroughly, and dispose of all specimens, chemicals, and
materials as instructed by the teacher.
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Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
QUALITATIVE OBSERVATIONS
Shape
Size
Texture
Other
Liver
Gall Bladder
Stomach
Esophagus
Small Intestine + Inner
Lining
Spleen
Large Intestine
Heart
Right Ventricle
Left Ventricle
Lungs
Trachea
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Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
ANALYSIS
1. What role does the pancreas have in the digestive system?
2. What do you think is the advantage of having a small intestine lined with villi as opposed to one with a
smooth inner lining?
3. What is the spleen’s role in the circulatory system?
4. What are the two major organs that occupy the thoracic cavity?
5. Which ventricle was thickest? Why?
6. How did the lungs feel when you probed them? Why?
7. What makes up the rings of the trachea? Why do these rings exist?
8. Why would you not expect to find food in the stomach of the fetal pig?
CONCLUSION
How did this lab experience help improve your understanding about the cardiac, respiratory and digestive
systems? What new knowledge did you gain? Did anything surprise you? Did you enjoy the experience?
Part 3—Final Report
11
Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
You will use the research that all group members have compiled and your findings during the
dissection to submit a report about what you think is wrong with Tom Hathaway.
What you need to consider in your final report:
-
What type of disease is Tom suffering from? What tissues and organs does this disease
affect? Give a complete and detailed reasoning behind your answer.
-
What has caused Tom’s disease? Can this cause affect other tissues and organs that we have
discussed in this unit?
-
How can each body system discussed in this unit (Circulatory, respiratory, digestive) be
independent but still interconnected and dependent on the other body systems to function?
-
Explain and give the reasoning behind two treatment options for Tom’s disease.
-
Limit your report to 4-5 pages, excluding references. Ensure that you cite all sources.
Teacher Instructions
12
Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
1. Students will be asked to examine and study a patient’s case who is suffering from
several symptoms including burning pain in the upper abdomen and ingestion. Hand out
given to the students for the “Anniversary at the Hospital” a case study.
2. Students will be working in groups of four to five. Each student in the group will assume
certain responsibility, be involved in the research and the study of the patient. Within
each group students must assume a role, such as group leader, secretary, discussion
facilitator, and editor. Groups are to submit to the teacher the role and responsibility of
each student.
3.
Teacher will ask guided questions during group discussions like;

Which acid is produced in the stomach? Why is it important for digestion?

Where does most of the chemical digestive process take place?

What does Halicobacter Pylori have to do with digestive system disorder and
diseases?
As students arrive to a conclusion for this case, they are required to make a KWL chart
for the assessment of the patient’s symptoms.
4. Students will conduct the foetal pig dissection to examine and understand the functions
of circulatory, respiratory and digestive system. Students will observe how each body
system is independent by itself but still rely on the other body systems to function. The
dissection and examination of foetal pig will serve as “hands on” example for comparison
to the human body. This activity will enable students to explain the connection between
the system, disease and conditions of that system. They will also learn the importance of
health maintenance.
A hand out for the background information of stomach diseases is given to the students
for guidance.
5. The students will then submit a detailed report regarding the patient illness. The findings
of the dissection will guide students to assess and evaluate the symptoms, prevention and
probable treatment of the patient.
Answer Key to Case Study
13
Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
Tom Hathaway has a peptic ulcer that has been caused by his smoking history. When a person
smokes, the smoke not only enters the lungs, but also the stomach. In the stomach, the nicotine
in cigarettes causes irritation and causes increased production of gastric acids. This increased
exposure to great amounts of acids damages the stomach linings and prolonged exposure
increased gastric acids causes peptic ulcers.
Symptoms of peptic ulcers can include:
• loss of appetite
• burning pain in upper abdomen (usually after eating)
• vomiting
• nausea
• weight loss
Reference Reading for Stomach Disorders
It is a common belief that ulcers develop when digestive juices produced in the stomach,
intestines and digestive glands damage the lining of the stomach and the duodenum.
The two important digestive juices are hydrochloric acid and the enzyme pepsin. Both
substances are important and required for the breakdown of starch, fat and proteins in the
food.
The stomach protects itself from these acids by producing a lubricant like mucus that coats the
stomach and protects stomach tissue. The stomach produces a chemical called bicarbonate that
neutralizes digestive fluids and breaks them down into less harmful substances.
Blood circulation in the lining of the stomach, cell renewal and repair help protect the stomach.
Today, however, research in medicine shows that ulcer develop as a result of infection with a
bacterium known as Helicobacter pylori. The Helicobacter pylori is found in the stomach and
along with the acid secretions can damage the tissue resulting in inflammation and ulcers.
Ulcers located at the end of the stomach may cause swelling and narrowing of the intestinal
opening that may prevent the food to leave the stomach and enter the small intestine. As a
result the patient suffers from nausea and vomiting.
If ulcer is left untreated, it can cause serious complications such as bleeding, perforation of the
stomach or duodenal walls and obstruction of the digestive tract. Gastric ulcers in the stomach
and duodenal ulcers are usually known as peptic ulcers. Peptic ulcers may have variety of
symptoms which vary from patient to patient.
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Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
Cause of Patient’s Peptic Ulcer:

Smoking
Cigarette smoking can cause peptic ulcer, heart disease and lung cancer. If ulcer patients do not
quit smoking, their ulcer takes a very long time to heal or it may not heal altogether. Smoking
increases the chances for the infection with the bacteria Heliobacter Pylori and increases the
risk of ulcer from alcohol and over the counter pain relievers.
Nicotine is the chemical that is released in the smoke of the cigarette and causes the rise in
blood pressure, heart rate etc. It causes an increased production of gastrin and histamine acids
and results in acidity in stomach.
Tar, a sticky black residue is released from burning tobacco and is responsible for staining
teeth, lungs and fingers. It damages the cleansing system of the lungs and can cause throat and
lung cancers. There are more than fifty chemicals found in cigarettes that can cause cancer.
Assessment Tools for Culminating Task
1. Student behaviour, and participation in group discussion, and fetal pig dissection, will be
noted by teacher (K/U, C, T/I, A)
2. Student submission of fetal pig dissection (K/U, C, T/I)
3. Student submission of final report (K/U, C, T/I, A)
Assessment Rubric for Final Report
15
Culminating Task for Animal Structure and Function
SBI 3U
Lorraine Garofalo, Riffat Amin, Mary Michael
Knowledge and
Understanding*
Knowledge of
Disease
Makes mistakes when
presenting case
specific
Information.
States correct
information and show
some knowledge of
disease
Understanding of
Disease Symptoms
Makes mistakes in
evaluation of symptoms.
Identifies the
symptoms and show
some knowledge of
disease.
Thinking and Inquiry*
Processing skills, drawing
Inferences, interpreting
and analysing
Critical / creative thinking
Processes
Use processing skills
with limited
effectiveness.
Creative/ critical
thinking very limited
Communication*
Logical organization of
oral and written forms,
Expression, interaction
with the group,
Gather information and
Focus research and
Organization of data
Use of vocabulary
And Terminology in oral
& Written form
Application*
Application of Knowledge
And skills
Transfer of knowledge
And skills from fetal pig
dissection
Making connection within
and between various
contexts.
Demonstrate
considerable
knowledge of
disease. Discuss
expected signs.
Demonstrate
considerable
knowledge of the
symptoms and
disease
Demonstrate
In depth
knowledge of
disease.
Use processing skills
with considerable
effectiveness
Some degree of
critical thinking
considerable degree
of effectiveness
High degree of
effectiveness
Considerable
degree of critical
literacy
High degree of
critical
literacy
Limited expression
oral/ written, offers
little or no assistance
to the group
Cannot form a problem
list for patient, and
other research data.
Limited use of the
vocabulary/
terminology
Some interaction/
oral / written with
the group.
Communicates well
with the group,
offer answer to the
qs.
Planning skills very
effective
High degree of
communication
Skills,
Considerable use of
vocabulary/
terminology
Maximum use
of Science
vocabulary.
Limited application,
Cannot formulate the
information.
Some application of
Information to reach
conclusion
Applies knowledge
and skills with
considerable
effectiveness
Limited effectiveness
Transfer knowledge
to some degree.
Limited ability to make
connections
Some ability to
connect knowledge
with contexts.
Considerable
effective transfer
of knowledge
Considerable ability
to make connection
within and various
contexts
Applies
knowledge/
skills with high
degree of
effectiveness
High degree of
transfer of
knowledge
Makes
connection
within and
between with
High degree
Use planning skills
with limited
effectiveness
Some use of
vocabulary/
terminology
Demonstrates
thorough
understanding
of symptoms
and disease
High degree of
effectiveness.
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