General A&P Skeletal Labs #2- Appendicular Skeleton. Have someone in your group read the following out loud, while the others read along:

Transcription

1 1 General A&P Skeletal Labs #2- Appendicular Skeleton Guide Have someone in your group read the following out loud, while the others read along: In this "Walk About", we will be looking at the important features found in the Appendicular Skeleton. These features are most often accommodations for where muscles attach to bones, or where 2 bones articulate. The muscles move a joint when they contract. Let's take a look at this image: We see 3 bones, connected by 2 articulations. The articulations are places where the skeleton can move! Locate the bones and joints on the drawing to the left. In order to make them move, muscles CROSS THE JOINTS, attaching to the bones via tendons. Find this on the drawing to the left. Continued on next page

2 2 What will happen if we contract the muscle? Bone "C" will move towards bone "B" around joint "2":" Find this on the image to the right. Many of the processes you will be looking at are places for these tendons to attach. Below is a photo of the 2 main bones of the shoulder joint: the scapula and the humerus. Find them on an articulated skeleton. I drew in a fictitious muscle, with its tendons, on the left side of the image. On the right side, I drew the scapula and humerus and pointed to the 2 processes. In this "Walk About", we will take you through the Appendicular Skeleton, focusing on the JOINTS. Your lab book and text book do not present it this way. However, it ill make studying the skeleton a LOT easier!! Also, we will be studying an articulated skeleton next to disarticulated bones, putting everything in context!! The Steps found in this first "Walk About Guide" do NOT have to be done in the order they are found. However, please do all

3 the questions within a step before moving on to another step! 3

4 4 Step 1. Identify the Girdles, and their associated bones. On the articulated skeleton, please locate the 2 girdles. Answer these questions: Q1. What is the name of the superior-most girdle? Name the limb bones, moving PROXIMAL to DISTAL: "Shoulder Blade": "Upper Arm Bone": "Forearm Bone, Thumb-side": "Forearm Bone, Pinkie-side": "Wrist Bones (group name)": "Palm Bones (group name)": "Finger Bones (group name)": Read this out loud: NOTE: In this "Walk About", we will study the hands and wrist ARTICULATED ONLY! You do not have to know the bones "disarticulated"!! Also, in this "Walk About" we will not concern ourselves with the names of the individual carpal, metacarpal, or phalangeal bones. If you instructor wants you to know any of those, you should include those names in the blank below: Q 2. What is the name of the inferior-most girdle? Name the limb bones, moving PROXIMAL to DISTAL: "Entire Hip Bone": "The 3 individual hip bones": "Upper Leg Bone": "Lower Leg Bone, Lateral": "Lower Leg, Medial": "Ankle Bones (group name)": "Sole of Foot Bones (group name)": "Toe Bones (group name)": Read this out loud: NOTE: In this "Walk About", for the most part, we will study the ankle and foot as we studied the hand and wrist: articulated, and focusing on group names (tarsal, metatarsal, and phalangeal bones). However, there are 2 exceptions: we will look at these 2 tarsal bones disarticulated: Calcaneus Tarsus If your instructor wants you to know any other individual names, write them in the blank below:

5 5 Step 2. Identify the Pectoral Girdle, and its associated structures On the articulated skeleton, please locate the pectoral girdle. Answer these questions: Q 3. Name the bones involved in the pectoral girdle and the upper limb that your instructor wants you to know by name (this may differ slightly from instructor to instructor): Remove these bones from the disarticulated skeleton box. Label the bones and joints indicated on the diagram below. You may use images from the lab book or lecture book: Joints (label on the articulated image below ONLY; indicate by circling) - Shoulder (which is actually several joints), Elbow (which is actually 3 separate joints), Wrist, (actually a LOT of little joints) Intercarpal articulations (where the palm meets the wrist), Metacarpo-phalangeal joints (where the fingers meet the palm) Bones (label these on both the articulated and disarticulated image; indicate with arrows) Scapula, Clavicle, Humerus, Radius, Ulna, Carpals, Metacarpals, Phalanges I did not make you circle every joint. Which joints did I not make you circle at the distal end? (HINT: you use them in typing)

6 6 Q 4. Your instructor wants you to know some features associated with the individual bones of the pectoral girdle and upper limb. Highlight them or underline them on the images in your lab or lecture book! At the same time, list them below, writing "none" if you do not have to know any off a specific bone. If you are not sure if a feature is associated with a joint, put it in the "other features" category. You are not being graded on your ability to analyze the joints; we are simply making you look! You can change your mind later, when you study the muscles! Scapula - Features associated with the shoulder joint: Other Features: Clavicle - Sternal End: Acromial End: Humerus - Features associated with the shoulder joint: Features associated with the elbow joint: Other Features: Radius - Features associated with the elbow joint: Features associated with the wrist joint: Other Features: Ulna - Features associated with the elbow joint: Features associated with the wrist joint: Other Features: Carpals, Metacarpals, and Phalanges:

7 7 Q 5. Label the features you listed in Q4. We are showing you different angles of some of the bones. Q 6. Now, find them all on the articulated skeleton, comparing them to the disarticulated bones!

8 8 Team Assessment for STEP 2 Before moving onto the next step, make sure everyone in your group gets at least a "75%" on this assessment. That means they have to get 7-8 out of 10 on the score-sheet below. If you move on before doing this assessment, you will only end up spending more time later! It is better to know the pectoral girdle WELL before moving on to another part of the skeleton. Repeat this procedure in a couple of days...but before the next lab session. You will find that through this process you will do much less "cramming" for the quiz or exam. Instead...you will simply know the material! Using the diagram you labeled on the previous page as a key, quiz your teammates on both the disarticulated bones and the articulated skeleton. Point at every bone and feature, and ask "name this bone" or "name this bump" or "name this groove", etc. Only give them a few seconds to answer. If they haven't in 5 seconds,, say "time's up!" and give them the answer. Then RE-ASK THE SAME FEATURE in a few questions. If they haven't gotten it correct the third time you return to a feature, make them write it out 5 times on a piece of paper. Then, ask them again later Score Sheet: Teammate #1 Teammate #2 Teammate #3 How many did they get right?: Words they are struggling with: Percent Correct: HINT: to make this challenge harder, jump "between bones" when asking questions!!

9 9 Step 3. Identify the Pelvic Girdle, and its associated structures Q 7. Label the bones and joints indicated on the diagram below. You may use images from the lab book or lecture book: Joints (label on the articulated image below ONLY; indicate by circling) - Hip, Knee, Ankle, Intertarsal articulations (where the sole meets the ankle), Metatarso-phalangeal joints (where the fingers meet the sole) Bones (label these on both the articulated and disarticulated image; indicate with arrows) Coxae (which is actually 3 separate bones), Femur, Patella, Tibia, Fibula, Tarsals, Calcaneus, Tarsus, Metatarsal, Phalanges I did not make you circle every joint. Which joints did I not make you circle at the distal end? (HINT: you use them curling your toes!)

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11 Q 8. Your instructor wants you to know some features associated with the individual bones of the pelvic girdle and lower limb. Highlight them or underline them on the images in your lab or lecture book! At the same time, list them below, writing "none" if you do not have to know any off a specific bone. If you are not sure if a feature is associated with a joint, put it in the "other features" category. You are not being graded on your ability to analyze the joints; we are simply making you look! You can change your mind later, when you study the muscles! 11 Os Coxae - Name the 3 individual bones: Name 2 features that are made of more than one bone (HINT: the hole and the socket!) Ilium Features: Ischium Features: Pubic Features: Femur - Features associated with the hip joint: Features associated with the knee joint: Other Features: Tibia - Features associated with the knee joint: Features associated with the ankle joint: Other Features: Fibula - Features associated with the knee joint: Features associated with the ankle joint: Other Features: Tarsals, Metatarsals, and Phalanges: label all on the diagram

12 Q 9. Label the features you listed in Q4. We are showing you different angles of some of the bones. 12 Q 10. Now, find them all on the articulated skeleton, comparing them to the disarticulated bones!

13 13 Team Assessment for STEP 3 Before moving onto the next step, make sure everyone in your group gets at least a "75%" on this assessment. That means they have to get 7-8 out of 10 on the score-sheet below. If you move on before doing this assessment, you will only end up spending more time later! It is better to know the pelvic girdle WELL before moving on to another part of the skeleton. Repeat this procedure in a couple of days...but before the next lab session. You will find that through this process you will do much less "cramming" for the quiz or exam. Instead...you will simply know the material! Using the diagram you labeled on the previous page as a key, quiz your teammates on both the disarticulated bones and the articulated skeleton. Point at every bone and feature, and ask "name this bone" or "name this bump" or "name this groove", etc. Only give them a few seconds to answer. If they haven't in 5 seconds, say "time's up!" and give them the answer. Then RE-ASK THE SAME FEATURE in a few questions. If they haven't gotten it correct the third time you return to a feature, make them write it out 5 times on a piece of paper. Then, ask them again later Score Sheet: Teammate #1 Teammate #2 Teammate #3 How many did they get right?: Words they are struggling with: Percent Correct: HINT: to make this challenge harder, jump "between bones" when asking questions!!

14 14 Additional Activities to be done near the end of lab. Ask your instructor if you should do these activities. Q 11. In the room, there may be a male and female pelvis for you to distinguish. Ask your instructor if you need to be able to do this. There is a table in your lab book entitled "Comparison of the Male & Female Pelvis (or something similar). This table gives you several ways to distinguish an adult male from a female pelvis. The easiest, fastest way is to look at the pubic angle or arch. Simply put: if it is less than 90 o, it is a male's hip. If it is 90 o or greater, it is a female hip. Female hip Also notice the difference in the angle of the basin. Male hip Q 12. In your lab book, there may be an activity called "Palpating the Surface Anatomy of the Skeleton" (or something similar). Do it! Q 13. In your lab book, there may be an activity called "Constructing a Skeleton" (or something similar). Do it!