Pre-Lab 1 PDF

Exported for Ema Arnold on Tue, 03 Dec 2024 01:52:00 GMT Unit 1: Introduction to Anatomical Terms MRI, x-ray, dissection, and artwork of a human body. Learning Objectives When you have completed this unit, you should be able to: 1. Describe the sci...

Exported for Ema Arnold on Tue, 03 Dec 2024 01:52:00 GMT Unit 1: Introduction to Anatomical Terms MRI, x-ray, dissection, and artwork of a human body. Learning Objectives When you have completed this unit, you should be able to: 1. Describe the scientific method. 2. Demonstrate and describe anatomical position. 3. Apply directional terms to descriptions of body parts. 4. Use regional terms to describe locations on the body. 5. Locate and describe the divisions of the major body cavities and the membranes lining each cavity. 6. Demonstrate and describe anatomical planes of section. 7. Identify the organ systems, their functions, and the major organs in each system. Exercises The bullet entered the right posterior scapular region, 3 centimeters (cm) lateral to the vertebral region, 4 cm inferior to the cervical region, and penetrated deep to the muscle and bone, but superficial to the lung and parietal pleura... Would you believe that by the end of this unit, you’ll be able to translate the above sentence and also locate the hypothetical wound? Unit 1 introduces you to the world of anatomy and physiology, or A&P, which is the study and science of the structure and function of the human body. We start this unit with an introduction to science and the scientific method. We then move on to the language of A&P. Like learning any new language, this may seem overwhelming at first. The key to success is repetition and application: The more you use the terms, the easier it will be for them to become part of your normal vocabulary. From terminology, we move on to the organization of the internal body into spaces called body cavities, and to how we can examine the body’s cavities and organs with specific cuts known as anatomical sections. Finally, we look at how the body’s organs are combined into functional groups called organ systems. When you have completed this unit, return to the opening statement, and challenge yourself to use your new knowledge of anatomical terms, body cavities, and organs to locate the precise position of the bullet wound on an anatomical model. The Scientific Method We tend to treat the word “science” as a noun, but, in practice, science is actually best viewed as a verb—the process we use to gain knowledge. The process of science occurs through a systematic series of steps collectively known as the ­scientific method. The scientific method has seven steps: 1. Make observations. We observe the world around us all the time and plan our lives based on those observations. When you observe there are dark clouds and it’s thundering, you know rain is usually approaching and you don’t plan outdoor activities. Similarly, if you observe that classmates who regularly attend class make higher grades, you are more likely to attend class. The scientific method starts with observations like these. From these observations, we can make predictions that we can test in the next steps. 2. Do research. Before moving on to the next step, background research is needed to see whether your observation already has been explored. Say you’re curious about the correlation between class attendance and grades. Background research could let you know that many studies have found that better attendance is correlated with better grades. This background research wouldn’t preclude you from further testing and observing this phenomenon, but it gives you a good place to start. 3. Develop a hypothesis. Our observations can be used to develop a hypothesis, which is a statement about how we think the world works. It’s important to note that a hypothesis must be testable—a hypothesis that is not testable is little more than a guess. What’s more, the best hypotheses are testable under multiple conditions. If you hypothesize that class attendance and grades are correlated, you could test this with different student populations, different class sizes, and different teaching styles. 4. Perform an experiment. The next step in the scientific method is to design an experiment, which is a carefully controlled manipulation of certain natural variables. In this sense, the term variable refers to factors that might change during an experiment. If you are studying class attendance and grades, variables may include the students’ ages; the students’ educational backgrounds; and the format of the courses. In a controlled experiment, the researcher controls all possible variables so that only one—the independent variable—changes and is tested. To control your experiment, you could ensure that all students were in a similar age range; that all students had a similar educational background; and that all students were ­taking the same type of course. Many experiments we do in this manual use a scientific control, which is a sample that doesn’t include the variable being tested. A key point in experimental design is that you should aim to falsify your hypothesis—you should aim to prove ­yourself wrong, not prove yourself right. This means that at least one of the possible outcomes of the experiment could demonstrate the hypothesis is incorrect. 5. Analyze the experimental data. After you have performed your experiment, you must analyze the data you collected and check your experiment for possible flaws that could have affected your data. At this time, you compare the outcome to your hypothesis. If the evidence falsified the hypothesis, you could either reject the hypothesis, try to design a new, better experiment to test it, or modify the hypothesis. If you failed to falsify your hypothesis, you have some evidence that it’s likely to be correct. Note here that your experiment won’t have proved your hypothesis correct or incorrect. A single ­experiment can provide good evidence that something is likely to be true or false, but it cannot definitively prove something. 6. Publish conclusions. The field of science relies on scientists sharing data and findings—this is crucial for Step 2 of the ­scientific method. If your experiment provided good evidence that your hypothesis was  correct, it’s important to share these data. However, it’s equally important to share the data if your experiment provided evidence that your hypothesis was false. All newly gathered information is valuable and adds to the general body of knowledge. 7. Repeat the experiment. A single experiment is a good first step, but it’s only a first step. For any hypothesis to gain credibility—or to be fully debunked—the results must be repeated by other scientists. Scientists may repeat the experiment exactly or they may try to improve on the initial study. In this way, experiments that lead to flawed results are eventually corrected. At this stage, scientists often debate and argue over their findings. This is not only expected, but encouraged. It’s only through this process of ongoing debate and experimentation that we can have good confidence in our conclusions. The importance of repeatability cannot be understated. History is full of hypotheses that were supported by the results of an initial experiment but that ultimately failed the test of repeatability. It’s only after many scientists have failed to falsify a hypothesis that it will gain general acceptance. After a hypothesis has gained a significant amount of experimental evidence demonstrating its truth, it may become a theory. Many people use the word theory to mean an educated guess or simple speculation. But to scientists, a theory is a hypothesis that has been repeatedly tested over time and that explains a wide range of scientific findings. Calling a hypothesis a theory is the highest “promotion”—or the biggest endorsement from the overall scientific community—that a hypothesis can receive. It’s important to remember in our study of science that hypotheses and even theories may be modified. Science as a process is ongoing, and new and better information may be discovered. This is part of the beauty of science: It’s an inherently self-correcting process. The answer to an incorrect hypothesis isn’t a distrust of science—it’s more science, as the process allows for the correction of these mistakes. Anatomical Position In the study of the human body, most specimens are presented in a standard position called ­anatomical position. In anatomical position, shown in Pre-Lab Figure 1.1, the body is presented facing ­forward, with the toes pointing forward, the feet shoulder-width apart, and the palms facing ­forward. This presentation of the human body creates a standard point of reference that facilitates communication among scientists and healthcare professionals.  Pre-Lab Figure 1.1: Woman standing in anatomical position. Long Text Description Directional Terms Another strategy that makes communication easier and less prone to errors is to use directional terms to define the location of body parts and body markings. For example, when describing a wound on the chest, we could say either of the following: The wound is near the middle and top of the chest; or The wound is on the right anterior thoracic region, 4 cm lateral to the sternum, and 3 cm inferior to the acromial region. The second option is precise and allows the reader to pinpoint the wound’s exact location. Remember that these descriptions are referring to a body in anatomical position. Most directional terms are arranged into pairs of opposite directions. Some of the common pairs you’ll use in this course are illustrated in Pre-Lab Figure 1.2, and include the following: Anterior/Posterior. The term anterior (an-TEER-ee-ur; ante- = “before”), also known as ventral, refers to the front of the body or of a body part. For example, we could say that the nose is on the anterior side of the body, or we may describe the surface of a bone that faces the front of the body as its anterior surface. However, we may also use the term anterior to describe a structure whose anatomical course takes it toward the front of the body. For example, branches of spinal nerves called anterior rami (RAY-mee; ramus = “branch”) are named this way because they travel toward the anterior side of the body. The opposite term of anterior/ventral is posterior/dorsal (post- = “after”). Just as with the term anterior, the term posterior can have two meanings. It may refer to the back side of the body or of a body part, or to a structure that travels toward the back side of the body (such as the posterior rami). Superior/Inferior. The directional term superior (super- = “above”) is used to describe structures toward or closer to the head. The opposite term of superior is inferior (infer- = “below”), which means away from the head or toward the tail. Both superior and inferior may be used to describe a structure’s absolute position in the body or the position of a structure relative to another structure. For example: The two largest veins in the body are the superior vena cava and the inferior vena cava. The superior vena cava is the vessel located nearer the head, and the inferior vena cava is the one located farther away from the head (or closer to the tail). We can describe the head as being superior to the neck, and we can say that the abdomen is inferior to the chest. With superior and inferior, we must remember a very important rule: These terms are used to describe structures only on the head, neck, and trunk. This is a part of the body known as the axial region. With very few exceptions, we do not use superior and inferior on the upper and lower limbs, a part of the body known as the appendicular region.  Pre-Lab Figure 1.2: Directional terms. Long Text Description Proximal/Distal. When discussing the appendicular region, we use the terms proximal and distal instead of superior and inferior. The directional term proximal (PRAHKS-ih-muhl; prox- = “near”) refers to the closeness—or proximity—of a structure to its point of ­origin. For the upper limb, this refers to the shoulder; for the lower limb, this refers to the hip. You know this from the everyday term approximate, which refers to closeness. The opposite term, distal (dist- = “far”), refers to the farness—or distance—of a structure from the shoulder or hip. As with superior and inferior, the terms can describe a structure’s absolute position, or the position of a structure relative to another structure. Here are a couple of examples: The part of the femur (thigh bone) that is closest to the hip is called the proximal end of the bone. The end of the femur that is farthest away from the hip is its distal end. We can describe the knee as being proximal to the ankle, because it is closer to the hip than is the ankle. Similarly, the fingers are distal to the wrist because they are farther away from the shoulder than is the wrist. Medial/Lateral. The terms medial and lateral reference an imaginary line running down the middle of the body called the midline. A structure is described as medial (MEE-dee-uhl; med- =“middle”) when its position is closer to this midline, and its position becomes more lateral (LAT-er-uhl; lat- = “side”) as it moves ­farther away from the midline. Again, we can use these terms to describe a structure’s absolute location or its location relative to another structure. For example:  The ulna, or the inner forearm bone, is the medial bone of the forearm because it is closest to the midline of the body. The radius, or the outer forearm bone, is the lateral bone of the forearm because it is farthest away from the midline of the body. We can describe the ears as being lateral to the eyes because the ears are farther away from the midline than are the eyes. Conversely, we could say that the eyes are medial to the ears for the same reason. Superficial/Deep. You are probably already familiar with the final pair of directional terms just from your everyday ­language: superficial and deep. As you might expect, the term superficial refers to a position that is closer to the surface of the body or closer to the skin. Structures that are deep are farther away from the skin’s surface. Hints & Tips: Sorting Out Superior and Inferior versus Proximal and Distal One of the most common problems students have with respect to directional terms is how to use the terms superior/inferior and proximal/distal. Superior and inferior are easy enough on the head, neck, and trunk, but many students forget the rules and want to use them on the upper and lower limbs. So, to start, here’s a mnemonic to help: “Use your superior mind to remember when to use superior and inferior.” This will remind you to use these terms only on the head, neck, and trunk, as these are the locations in the body that house structures associated with your “mind” (the brain and spinal cord). Now, let’s think about proximal and distal for a minute. To start, why even have different terms on the upper and lower limbs? Well, stand with your hands by your side. If we were to use superior and inferior, we would say that your hand is inferior to your shoulder. But lift your arm in the air above your head—where is your hand now? It’s superior to your shoulder, right? This is the problem with limbs: They can change position. Ideally, every specimen we describe is in anatomical position, but we can’t guarantee that every patient we treat or body we find will be in anatomical position. So, for the upper and lower limbs, we need a different set of terms. Once you understand the “why” of proximal and distal, all that’s left is to understand how to apply them. That part is easy, because both are words that you already know, even if you don’t immediately recognize them. You use words with the word root prox- all the time, such as “proximity” and “approximate.” The word root dist- is also very common—you use it in words such as “distant,” “distinct,” ­“distance,” and “distend.” Knowing the meanings of the word roots for the terms proximal and distal makes it very simple to come up with mnemonics for their use. Here are a couple of easy ones: The more proximal structure is the one in the ­closest proximity to the hip (or shoulder). The more distal structure is the one that is the most ­distant from the hip (or shoulder). However, don’t forget that these terms are only used on the upper and lower limbs, with very few exceptions. Just as you can’t use superior and inferior on the upper and lower limbs, you also can’t use proximal and distal on the head, neck, and trunk. Regional Terms You may have noticed in the example of Exercise 1-2 that we said thoracic region and acromial region instead of using generic words such as “chest” and “shoulder.” These more specific words are known as regional terms. We use regional terms to make descriptions as specific as possible and to reduce the potential for errors in communication. Think about it—the “shoulder” could consist of a large area, whereas the “acromial region” refers to one specific location. The following regional terms, illustrated in Pre-Lab Figure 1.3 and defined in Pre-Lab Table 1.1 and Pre-Lab Table 1.2, are among the more common terms you’ll encounter in your study of anatomy and physiology. Note that most of these terms are adjectives rather than nouns. This means the term is not complete unless it is paired with the term “region.” For example, we cannot say, “The wound is in the antebrachial.” We instead must say, “The wound is in the antebrachial region.”  Pre-Lab Figure 1.3: Regional terms: (A) anterior view; (B) posterior view. Long Text Description Term Word Root Definition Area over the abdomen that is Abdominal region Abdomin- = “abdomen” inferior to the diaphragm and superior to the bony pelvis Area over the lateral part of the Acrom- = “highest point,” Acromial region shoulder that contains the “peak” acromion of the scapula Antebrachial region Brach- = “arm” Anterior forearm Anterior upper limb between Antecubital region Cubit- =“elbow” the forearm and arm, over the elbow joint Area in and around the axilla Axillary region Axill- = “armpit” (armpit) Anterior and posterior arm Brachial region Brach- = “arm” (between the elbow and the shoulder)  Lateral portions of the face Buccal region Bucca- = “cheek” corresponding to the cheeks Calcaneal region Calcan- = “heel” Heel of the foot Carpal region Carp- = “wrist” Wrist Entire head from the chin to Cephalic region Cephal- = “head” the top of the head Cervical region Cerv- =“neck” Neck Top of the head, or the portion Cranial region Cran- = “head,” “skull” of the skull that encases the brain Crural region Crur- = “leg” Anterior leg (or the shin) Digital region Digit- =“fingers” Fingers or the toes Femoral region Fem- = “thigh” Thigh Frontal region Fron- = “forehead” Forehead Gluteal region Glut- = “the rump” Buttock Area along the inguinal Inguinal region Inguin- = “groin” ligament that divides the pelvis from the thigh Lumbar region Lumb- = “loin” Lower back Mammary region Mamm- =“breast” Area around the breast Manual region Manu- = “hand” General area of the hand Mental region Ment- =“chin,” “mind” Chin Nasal region Nas- = “nose” Nose Ridge that runs along the back of the skull at the superior Nuchal region Nuch- = “nape” boundary of the occipital region General area of the back of the Occipital region Occipit- = “back of the skull” skull Oral region Or-= “mouth” Mouth Orbital region Orbit-= “circle” Area around the eye Otic region Ot- = “ear” Area around the ear Anterior hand (the palm of the Palmar region Palm- = “palm of the hand” hand)  Anterior part of the knee over Patellar region Patell- = “little plate” the patella (kneecap) Pedal region Ped- = “foot” Foot Pelvic region Pelv- = “basin” or “bowl” Anterior pelvis Plantar region Plant- = “sole” Bottom of the foot Popliteal region Poplit- = “knee” Posterior side of the knee joint Area over the pubic bone of Pubic region Pub- = “genital area/groin” the pelvis Area over the scapula in the Scapular region Scapul- = “shoulder” superior back Area in the middle of the chest Sternal region Stern- = “chest” over the sternum Posterior part of the leg (the Sural region Sur- = “calf” calf) Tarsal region Tars- = “ankle” Proximal foot and ankle region Thoracic region Thorac- = “chest/thorax” General chest area Area around the umbilicus Umbilical region Umbil- = “navel” (belly button) Area over the vertebral column Vertebral region Vertebr- = “spine” (spine) Pre-Lab Table 1.1: Regional Terms: Adjectives. Term Definition Portion of the upper limb from the elbow to the Arm shoulder Portion of the upper limb from the elbow to the Forearm wrist Portion of the lower limb from the knee to the Leg ankle Entire portion of the body from the hip to the Lower limb digits of the foot Portion of the lower limb from the hip to the Thigh knee Entire portion of the body from the shoulder to Upper limb the digits of the hand  Pre-Lab Table 1.2: Regional Terms: Nouns. The list may look daunting, but you are probably familiar with several of the terms already. For example, you likely know the locations of the “oral,” “nasal,” and “abdominal” regions. Watch for other terms that you may know. Body Cavities and Membranes The body is divided into several cavities, many of which are fluid-filled and each of which contains specific organs. In this exercise, you will identify the body cavities and the organs contained within each cavity. Several of the fluid-filled body cavities are formed by thin sheets of tissue called serous membranes (SEER-uhs; ser- =“liquid”). Cells of these membranes produce a thin, watery liquid called serous fluid that lubricates organs so they move within the cavity with little friction. Serous membranes are composed of two layers: an outer parietal layer (puh-RY-ih-tuhl; pariet- = “wall”) that is attached to the body wall and surrounding structures, and an inner visceral layer (VISS-er-uhl; viscer- =“organ”) that is attached to specific organs. Between the parietal and visceral layers is a thin potential space that contains serous fluid. This potential space is referred to as a cavity. As you can see in Pre-Lab Figure 1.4, there are two major body cavities, each of which is subdivided into smaller cavities, as follows: 1. Posterior (dorsal) body cavity. As implied by its name, the posterior body cavity is largely on the posterior side of the body (Pre-Lab Fig. 1.6A). It is divided into two smaller cavities: a. Cranial cavity. The cranial cavity is the area encased by the skull. It contains the brain and a fluid called cerebrospinal fluid. b. Vertebral (or spinal) cavity. The vertebral cavity is the area encased by the vertebrae. It contains the spinal cord and is also filled with cerebrospinal fluid.  Pre-Lab Figure 1.4: Body cavities: (A) posterior body cavity; (B) anterior body cavity; (C) peritoneal cavity (subdivision of abdominopelvic cavity); (D) photo of dissected body showing body cavities. Long Text Description 2. Anterior (ventral) body cavity. The anterior body cavity is largely on the anterior side of the body (Pre- Lab Fig. 1.4B). It has two main divisions: the thoracic and abdominopelvic cavities, each of which is divided into smaller subcavities. a. Thoracic cavity. The thoracic cavity (thoh-RĂ-sik1) is located superior to a muscle called the diaphragm where it ­encompasses the area encased by the ribs. We find the following smaller cavities within the thoracic cavity: 1. Pleural cavities. Each pleural cavity (PLOO-ruhl; pleur- = “side of the body,” “rib”) surrounds one of the lungs, and is located between two layers of a serous membrane called the pleural membrane. The parietal pleurae are attached to the body wall and the surface of the diaphragm, and the visceral pleurae are attached to the surface of the lungs. Between the two layers we find a thin layer of serous fluid. 2. Mediastinum. The cavity between the pleural cavities, called the mediastinum (mee-dee-uh-STY-num; media- = “middle”), contains the great vessels, the esophagus, the trachea and bronchi, and other structures. It houses another cavity formed by a second double-layered serous membrane called the pericardial membrane (pehr-ee-KAR-dee-uhl; peri- = “around;” card- = “heart”). The parietal pericardium  is attached to surrounding structures, and the inner visceral pericardium is attached to the heart muscle. Between the two layers, we find the pericardial cavity, which is filled with a thin layer of serous fluid. b. Abdominopelvic cavity. The abdominopelvic cavity (ab-dahm-ih-noh-PEL-vik) is located inferior to the diaphragm and extends into the bony pelvis. There are three subcavities within the abdominopelvic cavity: 1. Abdominal cavity. The area superior to the bony pelvis, called the abdominal cavity, houses many organs including the liver, gallbladder, small intestine, stomach, pancreas, kidneys, adrenal glands, spleen, and much of the colon (large intestine). 2. Pelvic cavity. The cavity housed within the bony pelvis, the pelvic cavity, contains certain sex organs, the urinary bladder, the rectum, and part of the colon. 3. Peritoneal cavity. The third subcavity of the abdominopelvic cavity, shown in Pre-Lab Figure 1.4C, is formed by a serous membrane called the peritoneal membrane (pehr-ih-toh-NEE-uhl; “stretched around”). The outer parietal peritoneum is attached to the body wall and surrounding structures, and the inner visceral peritoneum is attached to the surface of many of the abdominal and pelvic organs. Between these two layers of peritoneal membrane we find the peritoneal cavity, which is filled with serous fluid. Organs that are within the peritoneal cavity are intraperitoneal (in-trah-pehr-ih-toh-NEE-uhl; intra- = “within”), and include the liver, most of the small intestine, much of the colon, the stomach, the spleen, and part of the pancreas. Those organs that are posterior to the peritoneal cavity are said to be retroperitoneal (reh-troh-pehr-ih-toh-NEE-uhl; retro- = “behind”), and include the kidneys, adrenal glands, the sex organs, the urinary bladder, part of the colon, and part of the pancreas. We often divide the abdominopelvic cavity into four surface quadrants: the right upper, right lower, left upper, and left lower quadrants, as shown in Pre-Lab Figure 1.5. Take note in the figure of which organs are located in each quadrant, as you will be identifying them in an upcoming procedure. Be aware, though, that certain structures are deep to the labeled organs and so aren’t visible in the figure. These deeper organs are listed to the side of each quadrant.  Pre-Lab Figure 1.5: Quadrants of the abdominopelvic cavity. Long Text Description We can also divide the abdominopelvic cavity into nine regions based on a series of lines drawn over the surface of the abdomen. The regions are listed and labeled in Pre-Lab Figure 1.6.  Pre-Lab Figure 1.6: Regions of the abdominopelvic cavity. Long Text Description Notes 1. The phonetic symbol Ă (or ă) references the sound the “a” makes in the word “apple.” Planes of Section Often, in anatomy and physiology, we need to obtain different views of the internal structure of an organ or a body cavity. These views are obtained by making an anatomical section along a specific plane. The commonly used planes of section, shown in Pre-Lab Figures 1.7 and 1.8, are as follows: 1. Sagittal plane. A section along the sagittal plane (SAJ-ih-tuhl) divides the specimen into right and left parts. The sagittal ­s­ection has two variations: a. Midsagittal sections (mid-SAJ-ih-tuhl; mid- = “middle”) divide the specimen into equal right and left halves. b. Parasagittal sections (pehr-uh-SAJ-ih-tuhl; para- = “next to”) divide the specimen into unequal right and left parts. 2. Frontal plane. The frontal plane, also known as the coronal plane (koh-ROH-nuhl), divides the specimen into an anterior (front) part and a posterior (back) part. 3. Transverse plane. The transverse plane, also known as a cross section or the horizontal plane, divides the specimen into a superior (or proximal) part and an inferior (or distal) part. Pre-Lab Figure 1.7: Anatomical planes of section. Long Text Description  Pre-Lab Figure 1.8: Planes of anatomical section visible on computed tomography scans of the brain: (A) midsagittal section; (B) frontal section; (C) transverse section. Long Text Description Note that there is a single midsagittal plane, but there are a near infinite number of possible parasagittal, frontal, and transverse planes. In your study of anatomy and physiology, you will see many different examples of these planes of section. Organs and Organ Systems The organs that you have identified in this lab are organized into functional groups called organ systems. The human body has 11 organ systems, each with specific organs and functions. Pre-Lab Exercises Pre-Lab 1-1 Key terms Define the following terms. You should be familiar with the following terms before coming to lab. Pre-Lab Question 1.1 Mark as: None Review Directional Terms Match each term to the following definition. Drag and drop options on the right-hand side and submit. For keyboard navigation... SHOW MORE Anterior Toward or on the front of the body Posterior Toward or on the back of the body Toward the head or away from the tail; Superior generally used on the head¸neck¸and trunk only Away from the head or toward the tail; Inferior generally used on the head¸neck¸and trunk only Closer to the point of origin; generally of a Proximal limb  Away from the point of origin; generally of a Distal limb Closer to the midline of the body or body Medial part Farther away from the midline of the body Lateral or body part Superficial Toward the body surface; closer to the skin Away from the body surface; further away Deep from the skin Show Submitted Answer Show Correct Answer Your Check My answer Answer Pre-Lab Question 1.2 Mark as: None Review Body Cavities and Membranes Match each term to the following definition. Drag and drop options on the right-hand side and submit. For keyboard navigation... SHOW MORE The area encased by the skull that contains Cranial cavity the brain and cerebrospinal fluid The area encased by the vertebrae that Vertebral cavity contains the spinal cord and cerebrospinal fluid The area superior to the diaphragm that is Thoracic cavity encased by the ribs The area inferior to the diaphragm that Abdominopelvic cavity extends into the bony pelvis  Double-layered membrane that produces Serous membrane serous fluid to lubricate the organs in the cavity Your answer Show Submitted Answer Show Correct Answer Check My Answer Pre-Lab Question 1.3 Mark as: None Review Planes of Section Match each term to the following definition. Drag and drop options on the right-hand side and submit. For keyboard navigation... SHOW MORE A section that divides a body part into equal Midsagittal plane right and left halves A section that divides a body part into Parasagittal plane unequal right and left parts A section made parallel to the body’s Frontal (coronal) plane longitudinal axis; divides the body into an anterior part and a posterior part A section made perpendicular to the body’s Transverse plane longitudinal axis; divides the body into a superior part and an inferior part Your answer Show Submitted Answer Show Correct Answer Check My Answer Exported for Ema Arnold on Tue, 03 Dec 2024 01:52:00 GMT Study with Ace