ST. CATHERINE UNIVERSITY
BIOLOGY DEPARTMENT
BIOL 2510: Human Anatomy with Lab, Section D03, CRN 10155
Day Section, Fall 2013
COURSE INFORMATION:
CREDIT HOURS: 4 Semester Hours
CONTACT HOURS: 45 Lecture, 30 Laboratory (based on a 15 week semester)
PRE-REQUISITE: Sophomore status or permission of the instructor
CO-REQUISITE: Not applicable
PRE-REQUISITE WITH CONCURRENCY: Not applicable
RECOMMENDED: Not applicable
FACULTY NAME: Jean R. Omodt, PT, MHS, DPT
CONTACT INFORMATION: jromodt@stkate.edu
OFFICE HOURS: Arranged with students.
CATALOG DESCRIPTION:
This course covers the anatomical structure of the human body as well as
fundamentals of cell structure and function and major tissues of the body and their
organization to form the organ systems – skeletal, muscular, nervous, circulatory,
respiratory, digestive, urinary and reproductive. This course does not fulfill the
requirements for the biology major. Three lecture hours and two laboratory hours
per week, with additional time for lab practicals. Offered fall semester and during
the summer.
DAYS/TIME COURSE IS OFFERED:
Lecture
Mendel Hall, room 101
Instructor: Jean Omodt
Lecture (CRN 10155)
Tuesdays, Thursdays
9:55 – 11:35 a.m.
Laboratory
Mendel Hall, room 43
Instructor: Jean Omodt
Lab 7 or D56 (CRN 10169)
Lab 8 or D57 (CRN 10172)
Lab 9 or D58 (CRN 10170)
3:25 – 5:15 p.m.
1:30 – 3:20 p.m.
10:10 a.m. – noon
Wednesday
Wednesday
Wednesday
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COURSE GOALS:
Upon completion of the course, the student will be able to name and identify on
models and/or dissection examples a lengthy series of anatomical structures
beginning with the cell and including microscopic slides of various types of
tissues. The anatomical word list includes many structures from the
integumentary, skeletal, muscular, nervous, cardiovascular, lymphatic,
respiratory, digestive, urinary, and reproductive systems. Students will be able to
describe the functions of all these anatomical structures.
STUDENT LEARNING OUTCOMES (OR OBJECTIVES):
1. Acquire in-depth knowledge of human body structures at both the gross and
microscopic level.
2. Recognize, name, and describe the functions of anatomical structures.
3. Describe clinical applications of anatomy in health and disease.
4. Develop anatomical laboratory skills.
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STUDENT LEARNING OUTCOMES (OR
OBJECTIVES):
Upon successful completion of this course, the student
will be able to:
INSTRUCTIONAL
STRATEGIES:
Teaching strategies and tactics
used to facilitate learning.
1.
Acquire in-depth knowledge of human body structure Lecture, case studies, lab activities,
at both the gross and microscopic level.
small group activities
2.
Recognize, name and describe the functions of
anatomical structures.
Lecture, case studies, lab activities,
small group activities
3.
Describe clinical applications of anatomy in health
and disease.
Lecture, case studies, lab activities,
small group activities
4. Develop anatomical laboratory skills.
Lecture, case studies, lab activities,
small group activities
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METHOD OF
ASSESSMENT:
Outcome measurement tools
Written lecture exams, lab
practicals and quizzes, inclass assignments,
homework assignments
Written lecture exams, lab
practicals and quizzes, inclass assignments,
homework assignments
Written lecture exams, lab
practicals and quizzes, inclass assignments,
homework assignments
Written lecture exams, lab
practicals and quizzes, inclass assignments,
homework assignments
TEACHING/LEARNING ACTIVITIES:
Instructional/facilitation methods include lecture, skills laboratory sessions, casestudy learning, small and large group discussion, and a significant amount of
independent study.
TEXTBOOKS AND OTHER REQUIRED MATERIALS:
Required Textbooks
1. Marieb EN, Hoehn K: Anatomy & Physiology, Fourth Edition. PearsonBenjamin Cummings, San Francisco, 2010.
2. Marieb EN, Mitchell S: Integrate: The benjamin cummings custom laboratory
program for anatomy & physiology for Human Anatomy Lab, BIOL 2510 at St.
Catherine University. Pearson Custom Publishing, New York, 2010.
3. Olson KH, Pellegrini J: Biology 2510 Lab Course Packet, St. Catherine
University, 2013.
4. Omodt J: Biology 2510 Lecture Course Packet, St. Catherine University, 2013.
LEARNING RESOURCES:
Please go to the D2L course site for course announcements and course learning
resources, including course documents and websites related to course content.
Please check D2L daily.
More on Resources:
Lecture notes, PowerPoint presentations, textbook, lab manual, and notes on the
board will likely constitute all the materials that you need to succeed in this
course. There are also several excellent anatomy and physiology resources
available. These include the CD that came with your textbook and web links
available off the textbook site. Find the resources that work well for you and use
your time efficiently.
EVALUATION ACTIVITIES for BIOL 2510 (Subject to change):
Lecture Exams:
1. Lecture exams include multiple choice, matching, and true/false questions. There
are also fill-in-the-blank, short answer, and essay questions. Each lecture exam
covers material from the lecture notes, textbook readings, PowerPoint
presentations, and whatever I write on the board.
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2. Each lecture exam has a group component and an individual component.
a. I randomly divide the class into groups of 3-4 students for the group part
of the exam. Each student’s score on the group exam is added to their
individual exam score.
b. This type of cooperative learning is structured to improve performance on
the individual exam. During the group part of the exam, students are
allowed to discuss and review the physiology concepts while answering
the questions. Each student is expected to contribute significantly and to
the best of their ability when completing the group exam.
3. If a student cannot take an exam at the scheduled time, they must notify me prior
to the exam to schedule a makeup exam at the O’Neil Center. Failure to notify
me ahead of time or rescheduling multiple times will result in point reduction
from the exam score. Students who miss an exam take the group exam and the
individual exam by themselves.
Lab Practicals
4. Three timed laboratory exams are given. Questions are set up at numerous
stations, and students move from station to station at timed intervals. Each lab
practical contains 80 questions and take approximately one hour to complete.
Note that the lab practical exams are scheduled on Fridays for all BIOL 2510
students! Exams start as early as 8:00 a.m. and go until 5:30 p.m. Please
plan accordingly.
Lab (and Lecture) Quizzes:
5. Quizzes are given at the beginning of each laboratory session and cover the
content from the previous week’s lab. Quizzes include multiple choice, matching,
and true/false questions. There are also fill-in-the-blank and short answer
questions.
6. If you must miss your scheduled lab time, please attend one of my other labs that
same week.
7. Quizzes may also be given during lecture.
Required Homework Assignments and In-Class Writing:
There are two required assignments in the course so far (more may be added), as well as
potentially some extra credit in-class writing.
Skeletal Muscle Assignment
Lymphatic System Assignment
NOTE: When studying for lecture exams, concentrate on the lecture course
packet, PowerPoint presentations, and whatever I write on the board. When
studying for lab practicals and quizzes, concentrate on the key word list and
lab manual.
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GRADING POLICIES for BIOL 2510 (Subject to Change):
Weighting
Lecture Exams 1-4 (10 percent each)
Lab Practicals 1-3 (11 percent each)
Lab Quizzes 1-12 (1 percent each)
Assignments 1-2 (1 percent each)
Final Comprehensive Exam
Grading Scale
A
=
A=
B+
=
B
=
B=
C+
=
C
=
C=
D+
=
D
=
F
=
40 percent
33 percent
12 percent
2 percent
13 percent
93-100
90-92.9
87-89.9
83-86.9
80-82.9
77-79.9
73-76.9
70-72.9
67-69.9
63-66.9
below 62.9
Final course grades are determined based on the weighted scores on lecture exams,
lecture and laboratory quizzes, assignments, and the final comprehensive exam.
Late Assignments, Missed Exams or Quizzes
Assignments that are late (unexcused) may be docked 20 percent for each
academic day it is late. In the case of an excused absence, make-up of course
requirements (exams, quizzes, practical exam, assignments) must be scheduled at
a mutually convenient time. It is the student's responsibility to arrange a makeup schedule with the course instructor PRIOR to the absence. In the case of an
unexcused absence, make-up of course requirements that were missed must be
completed by the student within three (3) school days of their original date. If
not completed within this timeframe, the total point value of the course
requirement may be forfeited.
INCOMPLETE GRADE: (from St. Catherine University Catalog)
A grade of incomplete is given only when unusual circumstances deem it
appropriate. Ordinarily, such circumstances would involve matters that are not
wholly within your control, such as illness. If you wish to receive an incomplete
grade, you must complete a Petition for Incomplete Grade form (available online)
no later than the last day of the term in which course requirements are due. You
must be making satisfactory progress in the course and you must have completed
75 percent of the course at the time the petition is filed. Incompletes are awarded
at the instructor’s discretion. If granted, the normal deadline for completion of
the work is no more than eight weeks after the last day of classes in the session or
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sub-session in which the course is offered. The instructor may establish a due
date after the normal deadline if you request it and special circumstances warrant
it. The instructor will submit an alternate grade that will automatically be
recorded if you do not complete the requirements for the course by the deadline.
If you complete the course requirements in the time allotted, the instructor must
submit the final grade by the deadline. Extensions to the due date originally
agreed to by you and your instructor must be approved by the appropriate
academic dean.
STUDENT ATTENDANCE EXPECTATIONS: (from Educational Policies
Committee, St. Catherine University)
St. Catherine University defines attendance as participating in the faculty and
student interaction required by the course. The manner of participation used for
attendance is defined by the format of the course. For in-class learning,
attendance means that (1) students are expected to arrive at class on time and stay
for the duration of the class; and (2) students, whether present or not, are
responsible for in-class content. For online courses, attendance means following
the communication requirements and due dates on the syllabus. For hybrid
courses, students must follow both the in-class and online attendance
requirements. For individualized study (e.g. independent study, directed study,
research credits), communication during the first week is required to establish
attendance. Failure to attend, for any reason, may be taken into account in the
evaluation of the student's work. Each instructor will include the
attendance/participation policy in the course syllabus.
It is not required that attendance be reported throughout the semester. However,
it is required that registered BIOL 2510 students attend the first day of class,
or first week for online/individualized study/off campus courses that do not meet
on a specific day. Regular class attendance (for in-class), or online
communication (for online learning) is expected of all students.
Students who do not attend the first day/first week of class will be withdrawn
from the course by the Registrar’s Office. Faculty members who elect to take
attendance have the option to request course withdrawal for students who do not
attend the class for 14 consecutive calendar days. Under all other circumstances,
the student must initiate withdrawal from a course. Even if a student does not
attend class meetings or does not log into the online course, the student remains
financially responsible for paying tuition for the course, up to the date of formal
withdrawal. The academic calendars on the University's website contain the add,
drop and withdrawal deadlines.
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ACCOMMODATIONS:
For St. Paul campus:
St. Catherine University is committed to equal access for all and recognizes that
disability is an aspect of diversity. The University’s goal is to create learning
environments that are usable, equitable, inclusive and welcoming. If there are
aspects of the instruction or design of this course that result in barriers to the
learning environment, accurate assessment or your achievement, please contact
the Resources for Disabilities office as soon as possible. Access Consultants can
be reached in the O’Neill Center at 651-690-6563 to discuss academic
adjustments or accommodations.
LIBERAL ARTS GOALS:
The BIOL 2510: Human Anatomy course advances the attainment the
University’s “Goals of a Liberal Arts Education”, specifically as this course
prepares students to explore the nature of critical thinking in Biology. Specific
liberal arts goals addressed in this course include Critical and Creative Inquiry,
Discipline-Based Competence, Effective Communication and Lifelong Learning
and Leadership and Collaboration.
ST. CATHERINE UNIVERSITY BIOLOGY DEPARTMENT’S COMMITMENT
TO CATHOLIC IDENTITY:
The Biology Department Education Program at St. Catherine University is
committed to the traditions of Catholic heritage and identity. These include the
intellectual tradition, which places value on critical inquiry; the social tradition,
which demonstrates commitment to the poor and outcast; and the sacramental
tradition, which emphasizes the integration of the material and spiritual. In
particular, emphasis is placed on the following principles of providing hospitality
and a caring community, demonstrating concern for the dear neighbor without
distinction, addressing the needs of the time, striving for excellence in all
endeavors, and making a difference in both the local and world community. By
drawing on these principles, faculty members seek to promote a common search
for wisdom and an integration of these traditions into the educational experience.
In the spirit of hospitality so central to the Sisters of St. Joseph in the founding of
the university, the faculty members refrain from excluding other religious and
spiritual traditions in their attempt to discover how the Catholic heritage enhances
the work that we do and the people we serve.
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PHILOSOPHY ON LEARNING ENVIRONMENTS:
All members of the campus community are entitled to live, learn and work in an
environment in which the dignity and worth of each individual is acknowledged
and appreciated. As such, the faculty members are committed to maintaining an
educational environment that promotes respect for cultural values and racial
differences, and will not knowingly discriminate on the basis of race, color,
national or ethnic origin, sexual orientation, age, religion, creed, disability, body
size, or gender. It is expected that students will join in this endeavor.
ACADEMIC INTEGRITY:
Please refer to the “Academic Integrity Policy” in the Undergraduate or Graduate
Academic Catalog. Students are expected to exhibit academic integrity in BIOL
2510. A student found cheating on an exam or other course activities will receive
a failing grade on the exam (or other course activity). Further action will be
determined by the Associate Academic Dean.
CONDUCT AND ACADEMIC INTEGRITY PLEDGE:
Each student is expected to adhere to all Biology Department Student
Policies and Procedures including the following Biology Department
Conduct and Academic Integrity Pledge.
I, __________________________, pledge to uphold the ideals of St.
Catherine University that learning be pursued in a spirit of excellence, life
be lived with a commitment to values of justice and caring, and leadership
be carried out appropriately, actively and positively. Having read the
Biology Department Policies and Procedures, which includes the Policy
on Academic Integrity, I hold myself bound to respect and obey it in all
matters of personal conduct and academic integrity. (Students may be
asked to sign this learning contract at the beginning of the semester to
indicate their acceptance of these expectations.)
Reaffirmation of Conduct and Academic Integrity Pledge
I re-affirm the St. Catherine University Biology Department Conduct and
Academic Integrity Pledge for this evaluation activity.
Student signature ________________
Date ______________
(Students may be required to re-sign this Reaffirmation of Conduct and Academic
Integrity Pledge on all exams, tests and written assignments indicating their
adherence to this pledge.)
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THOUGHTS AND SUGGESTIONS FOR SUCCESS IN BIOL 2510:
Most of you that are taking BIOL 2510: Human Anatomy now will take BIOL
2520: Human Physiology during spring semester. Please keep in mind that the
study of human anatomy involves a different set of intellectual skills than
physiology. Anatomy involves memorization and recitation of large
amounts of relatively discreet factual information describing the body's
structure. Physiology involves the integration and application of conceptual
information describing the body's function. Some students find anatomy easier
than physiology, while others find it more difficult. Either way, I think you
will find both anatomy and physiology fascinating. It is the language of
medicine! Here are some helpful hints:
1. Read the lecture course packet notes for the upcoming class before coming to
lecture. If you have heard the terms and seen the diagrams before lecture, the
time you spend in class is much more effective.
2. Study a few pages of your anatomy lecture course packet daily. Your test scores
will be higher if you study anatomy in repeated short bursts as opposed to one
long marathon.
3. Locate and identify the lab terms for the week in your Integrate lab manual
before coming to lab. This will make your time in lab more productive.
In addition to the lab course packet, bring an Integrate lab manual with you
to lab (at least one per lab group).
4. Study in the lab for the lab quiz the following week and for upcoming practicals.
The lab is also open during the day whenever there is not another lab scheduled:
5. Use your Marieb textbook well. Each chapter of your textbook contains an
outline, a summary, and review questions. Test yourself by answering the
questions at the end of the chapter. Access the textbook website and the
CD that comes with your book. Take practice tests, especially ones with
multiple choice questions.
6. Use your Integrate manual well. Each exercise in your lab manual includes
review questions. Use them to test yourself.
7. Use the supplementary instructors. The supplementary instruction tutorial session
schedule is announced early in the semester. The students who lead these
sessions are students who did well in anatomy.
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8. Work with your classmates in study groups. Review your notes with one another
and fill in gaps. Make up challenging test questions for each other from the notes.
You can quiz each other to make learning anatomy more fun.
9. We learn best when we are active, so participate and SPEAK UP! Work
with the teaching assistants and supplemental instructors. Ask me
questions. Seek my help. That is why I am here: I want you to succeed.
10. Please do not fall behind. If you are having difficulty, seek help early.
11. Have fun! Most students find that if they put adequate time into studying, they
really enjoy anatomy.
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BIOL 2510: HUMAN ANTOMY COURSE SCHEDULE, DAY SECTION, FALL
2013 (SUBJECT TO CHANGE)
DATE
Week
One
Sept 5
LECTURE TOPIC, ASSIGNMENTS,
EXAMS
READING ASSIGNMENTS
Introduction to Anatomy, Regions,
Organ Systems
Chapter 1: 1-8, 11-18
No Lab This Week!
Week
Two
Sept 10
Cytology, Histology
Sept 12
Lab One: Microscope, Cell and Mitosis,
Tissues
Histology, Integumentary System
Week
Three
Sept 17
Bone Tissue, Axial Skeleton
Sept 19
Lab Two: Tissues, Integumentary
System
Axial Skeleton
Chapter 7: 189-206
Week
Four
Sept 24
Appendicular Skeleton, Joints
Chapter 7: 206-216; Chapter 8
Chapter 3: 54-70, 75-91; Chapter
4
Chapter 6: 150-163; Chapter 7:
171-189
Lab Three: Bone, Skull
Sept 26
Chapter 4: Chapter 5: 132-146
LECTURE EXAM ONE:
Introduction through Bone Tissue
12
Week
Five
Oct 1
Introduction to Muscle, Axial Muscles
Chapter 9: 241-243
Oct 3
Lab Four: Axial and Appendicular
Skeleton
Appendicular Muscles
Chapter 10
Week
Six
Oct 8
Introduction to the Nervous System
Chapter 11: 342-351
Lab Five: Joints, Muscles
Oct 10
Brain, Cranial Nerves
Oct 11
LAB PRACTICAL ONE: Microscope
through Skeleton
Week
Seven
Oct 15
Chapter 12: 380-404; Chapter 13:
473-481
Spinal Cord, Peripheral Nerves
Chapter 12: 411-427
Lab Six: Muscles
Oct 17
Week
Eight
Oct 22
LECTURE EXAM TWO: Bone,
Skeleton, Joints, Muscles
Spinal Cord, Peripheral Nerves
Chapter 13: 481-491
Lab Seven: Brain, Cranial Nerves
Oct 24
Eye, Ear
Chapter 13: 437-446, 459-464
Skeletal Muscle Assignment Due
13
Week
Nine
Oct 29
Heart
Chapter 17: 576-587
Oct 31
Lab Eight: Spinal Cord, Peripheral
Nervous System, Eye, Ear
Blood Vessels
Chapter 18: 604-611, 629-654
Week
Ten
Nov 5
Lymphatic System
Chapter 19
Lab Nine: Heart
Nov 7
Respiratory System
Nov 8
LAB PRACTICAL TWO: Muscle,
Nervous System, Sensory Systems
Week
Eleven
Nov 12
Nov 14
Week
Twelve
Nov 19
Nov 21
Chapter 21: 700-710
LECTURE EXAM THREE: Muscles,
Brain, Spinal Cord, Nerves
Lab Ten: Blood Vessels, Fetal Pig
Respiratory System
Digestive System
Lymphatic System Assignment Due
Lab Eleven: Respiratory System,
Digestive System
Digestive System
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Chapter 21: 710-715
Chapter 22: 740-753
Week
Thirteen
Nov 26
Urinary System
Chapter 22: 753-784
No Lab This Week!
Nov 28
Thanksgiving – No Class!
Chapter 24: 836-845
Week
Fourteen
Dec 3
Urinary System
Chapter 24: 860-866
Dec 5
Lab Twelve: Urinary System,
Reproductive System
Male Reproductive System
Chapter 26: 889-896
Week
Fifteen
Dec 10
Female Reproductive System
Chapter 26: 905-913
Lab: Review for Lab Practical Three
Dec 12
LECTURE EXAM FOUR: Ear/Eye,
Cardiovascular System, Lymphatic
System, Respiratory System
Dec 13
LAB PRACTICALTHREE: Heart,
Blood Vessels, Respiratory System,
Digestive System, Urinary System,
Reproductive System
Finals
Week
Dec 19
10:30
a.m. –
12:30
p.m.
COMPREHENSIVE EXAM: Includes
Digestive, Urinary and Reproductive
Systems
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Please do NOT ask to take the
final exam earlier. Plan
accordingly!
BIOL 2510: Human Anatomy with Lab
Jean R. Omodt, PT, MHS, DPT
Skeletal Muscle Homework Assignment
Includes pages 118-153 in Lecture Notes
1. Be sure to make a muscle chart listing the name of the muscle, location of the
muscle, and ALL its actions. On one of the lecture exams, one whole page of the
group test will be a chart that asks for muscle location and actions. There are also
several questions on the individual exam on muscle location and actions.
2. So in addition to knowing the location and actions of the muscles, answer the
following questions. Copy and paste this document so ALL questions are
included with your answers.
3. Remember that when you lift you arm above your head, the scapula protracts,
elevates, and upwardly rotates. When you bring your arm down to your side,
your scapula retracts, depresses, and downwardly rotates.
4. What is the difference between the actions of the pectoralis minor and the serratus
anterior? Which muscle likely contracts more when you lift your arm above your
head?
5. List all the actions of the trapezius muscle on the neck. List all the actions of the
trapezius muscle on the scapula.
6. What actions do the pectoralis major, latissimus dorsi and teres major have in
common?
7. List the four rotator cuff muscles. What function do they have together?
8. If you hold a weight in your hand and flex your elbow, what three muscles are
you exercising?
9. What three muscles supinate the forearm? What two muscles pronate the
forearm?
10. Remember to review what four joints make up the shoulder, what three joints
make up the elbow and what joints make up the wrist and hand. Review what
motions occur at all these joints.
11. Pay attention to how the antebrachium is divided into an anterior and posterior
compartment. Note which muscles are attached at the medial epicondyle and
which are attached to the lateral epicondyle.
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12. If your patient complained of pain during wrist flexion, what five muscles could
be contributing to the pain? What are the four wrist extensors?
13. Which finger flexor has tendons that go all the way to the distal phalanx?
14. What actions are the same for the abductor pollicis longus and the extensor
pollicis brevis?
15. Review the joints and motions of the hip, knee, and foot/ankle. You do NOT
need to know about the medial and lateral rotation that occurs at the knee.
16. Perform the motions of the sartorius and the tensor fascia lata. Which one is
considered the “leg crossing” muscle?
17. When you swing your leg forward to take a step, you are using your hip flexors to
do this. List the four hip flexors.
18. What four muscles are located at the medial thigh? What action do they have in
common? Note that these are the muscles that are injured in a “groin pull”.
19. The gluteus maximus is the “sit muscle”. When we sit, we are on our gluteus
maximus muscles. What is the “sit boney structure” on the pelvis”?
20. Compare the locations and actions of the deltoid muscle and the gluteus medius
muscle. How are they the same?
21. List the four knee muscles that extend the knee. What one hip muscle also
extends the knee?
22. List the three knee muscles that flex the knee. What two hip muscles also flex the
knee? What one muscle of the foot/ankle also flexes the knee?
23. Walk up a flight of stairs. When your forward leg is resting on the step above,
your hip and knee are in a _________________ (flexed, extended) position.
What hip muscle group and what knee muscle group are contracting when you
step up onto the next stair?
24. List the four muscles located on the anterior crus (anterior group). What one
action do they all have in common?
25. What actions do the two muscles located in the lateral crus (lateral group) have in
common?
26. Does the gastrocnemius or the soleus muscle cross the knee? How are the actions
of the gastrocnemius and soleus different?
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27. What actions are different between the flexor digitorum longus and the flexor
hallucis longus?
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BIOL 2510: Human Anatomy with Lab
Jean R. Omodt, PT, MHS, DPT
Lymphatic System Homework Assignment
We will not have time in lecture to talk about the lymphatic system. This homework
assignment will help you understand and study the required information for this system.
To complete the assignment, see pages 238-252 in the lecture notes and the Lymphatic
System Power Point presentation. It can be handwritten or typed. This lymphatic system
content WILL be on a lecture exam. Copy and paste this document so ALL questions
are included with your answers.
1. List the four parts of the lymphatic system.
2. List and describe the three functions of the lymphatic system. Pay particular
attention to the fluid recovery function.
3. Describe lymph. Remember that it is specialized extracellular fluid.
4. Look at the pictures of the lymphatic vessels in the Power Point presentation. Be
able to list these vessels from smallest to largest.
5. Describe the anatomy of the lymphatic capillaries. Describe how the extracellular
fluid (interstitial fluid) flows into the capillaries.
6. Describe the function of lymph nodes along the collecting vessels.
7. The collecting vessels converge to form six lymphatic trunks. The names of these
trunks are:
a. Jugular (found in the neck, drain lymph from the neck area)
b. Subclavian (found under the clavicle, drain lymph from the clavicle area)
c. Bronchomediastinal (found in the mediastinun or middle of the thoracic
cavity, drain lymph from the mediastinal and bronchial areas)
d. Intercostal (found between the ribs, drain lymph from between the ribs)
e. Intestinal (found in small intestine area, drain lymph from the small
intestines)
f. Lumbar (found in the lumbar or low back area, drain the lumbar region
and both lower extremities)
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8. The six lymphatic trunks converge to from two collecting ducts.
a. The right lymphatic duct empties into the right subclavian vein. Which
trunks empty into the right lymphatic duct? The right lymphatic duct
receives lymphatic drainage from where?
b. The thoracic duct empties into the left subclavian vein. What is the
cisterna chyli? Which trunks empty into the right lymphatic duct? The
right lymphatic duct receives lymphatic drainage from where?
9. How are veins and lymphatic vessels alike? How are they different?
10. Describe the six mechanisms that facilitate lymph flow.
11. Describe the six types of lymphatic cells. Know the functions of each type of
cell.
12. The two types of defense provided by the lymphatic cells are Non-Specific
Defense and Specific Immunity.
a. Describe Non-Specific Defense. Other mechanisms of Non-Specific
Defense are:
1) Physical barriers to infection like skin and mucous membranes
2) Antimicrobial proteins called interferons
3) Processes such as inflammation and fever
b. Describe and give an example of Specific Immunity.
13. Lymphatic tissues are defined as groups of lymphocytes found in the connective
tissue of mucous membrane and various organs.
a. Describe diffuse lymphatic tissue and give examples of where it is found.
b. Describe lymphatic nodules and give examples of where it is found.
14. List the six lymphatic organs. Which two are considered primary lymphatic
organs? Note that the other four are secondary lymphatic organs.
15. List the locations of red bone marrow. What are the functions of red bone
marrow?
16. Where is the thymus gland located in the body? Describe its functions.
17. Describe the anatomy of a lymph node. Remember that the collecting vessels
empty into lymph nodes at regular intervals. What is the function of lymph
nodes?
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18. Lymph nodes are widespread but especially concentrated in the locations listed
below.
a. Cervical – found superficial and deep in the neck. Located near the
sternocleidomastoid muscle and the mandibular angle of the mandible.
Monitor and clean lymph from the head and neck.
b. Axillary – located in the axilla (armpit). Monitor and clean lymph from
the upper extremity and female breast.
c. Thoracic – located in the thoracic cavity. Monitor and clean lymph from
the lungs, airways, and mediastinum.
d. Abdominal – located in the abdominal cavity. Monitor and clean lymph
from the urinary and reproductive systems.
e. Intestinal and mesenteric – located in and around the digestive tract.
Monitor and clean lymph from the digestive tract (stomach, small and
large intestines).
f. Inguinal – found in the groin (femoral triangle). Monitor and clean lymph
from the entire lower extremity.
g. Popliteal – found behind the knee. Monitor and clean lymph from the
lower leg.
Where do physicians typically palpate for swollen lymph nodes? If swollen, it
suggests that the nodes are filled with bacteria, viruses, and other materials that
the node is trying to destroy.
19. What are the functions of tonsils? List the three types of tonsils and their
location.
20. Describe the location of the spleen. Describe its functions.
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