Body Organization Chapter 1

Objectives Define the terms anatomy and physiology. Describe the process of science. Identify the classic characteristics of life. List and discuss in order of increasing complexity the levels of organization of the body. List and discuss the major organ systems of the body and their functions Explain the interaction between structure and function. Discuss the concept of body type (somatotype). Define homeostasis. Explain the importance of homeostatic control mechanisms and the operation of negative and positive feedback loops. Describe the anatomical position. Discuss and contrast the axial and appendicular subdivisions of the body by identifying the specific anatomical regions in each area. List the nine abdominal regions and the four abdominal quadrants. List and define the principle directional terms and body planes used in describing the body and the relationships of its parts. Name the cavities of the body and identify the major organs in each.

Basics Anatomy Gross Microscopic Developmental Pathological Systemic Cytology Histology Developmental Pathological Systemic

Basics Physiology Anatomical Position Organism involved Organization level Systemic function Anatomical Position

Characteristics of Life (p. 6) Responsiveness Conductivity Growth Respiration Digestion Absorption Secretion Excretion Circulation Reproduction To do: in a group of 2-3 you need to discuss and in your own words define the term assigned, to be spoken to the class

Levels of Organization (Fig. 1-3) Chemical level Organelle level Cellular level Tissue level Organ level System level (Table 1-1) Organism level

System Level Organization Outer protection Support and movement Communication, control, and integration Transportation and defense Processing, regulation, and maintenance Reproduction and development To do: in groups of 4-5 list the systems responsible for each function

Body Regions (Fig. 1-6, Table 1-3) and Body Cavities (Fig. 1-5) Ventral cavity (Table 1-2) Thoracic cavity Abdominopelvic cavity Dorsal cavity Cranial cavity Spinal cavity Abdominal regions (Fig. 1-7) Abdominopelvic quadrants (Fig. 1-8) Found in Table 1-3 (let’s look!)

Draw and label the frontal view

Directional terms (p.14) Superior and inferior Anterior and posterior Ventral and dorsal Medial and lateral Proximal and distal Superficial and deep You need to choose 2 more words to learn in addition to your 5.

Body Planes and Sections (Fig. 1-9) Sagittal Coronal Transverse

Interaction of Structure and Function Body type and disease (Fig. 1-11) Endomorph Mesomorph Ectomorph

STOP Book questions p. Review Critical

Homeostatic Control Mechanisms (p. 21) Basic components of control mechanisms (Fig. 1-14) Afferent (sensory) mechanism (towards) Integrating or control center Effector (motor) mechanism (away) Feedback mechanisms Negative feedback control systems Positive feedback control systems

Homeostasis Temperature regulation Regulation of carbon dioxide level Regulation of blood glucose level

Negative Feedback Inhibitory Stabilizing Produce an opposite action Maintain homeostasis More common

Negative Feedback

Positive Feedback Stimulatory Amplify the action Destabilizing effects Disturb homeostasis Bring body function to a completion

Positive Feedback (Box 1-3)

Cycle of Life: Life Span Considerations (p. 26) Our body’s structure and function change over time Develop and age Infancy and old age are the least functional years Young adults have the most efficient homeostatic capabilities Our bodies atrophy as we advance in age

Mechanisms of Disease (p. 28) Genetic mechanisms Pathogenic organisms (Fig. 1-15) Prions Viruses Bacteria Fungi (yeast cells) Fungi (mold) Protozoans Pathogenic animals

Mechanisms of Disease (p. 28) Tumors and cancer Physical and chemical agents Malnutrition Autoimmunity Inflammation Degeneration

Disease Terminology (Box 1-4) Terms Pathology Diagnosis Symptoms Syndrome Acute Chronic Idiopathic Communicable Pathogenesis Epidemiology

Medical Imaging of the Body (Box 1-1) Radiography Computed tomography (CT) Magnetic resonance imaging (MRI) Ultrasonography

The End

Teaching Tips and Learning Activities Divide the class into ten groups of two or three students each, assigning an organ system to each group. Give the groups ten minutes or so to prepare a brief explanation of the contributions of their assigned organ system. After hearing from each team, recommend that each group keep these presentations in mind for comparison later when the chapter on that organ system is covered. Next, have the students rank, by initial impression, the relative complexity of the ten organ systems. Last, you may ask whether the groups have additional information they want to add; also ask them which systems strike them as being more complex than they had originally thought. A human torso model may also be used to identify organs, body regions, and body cavities (Fig 1-6).