Anatomy and Physiology Coloring Workbook, 12th Edition PDF

GLOBAL EDITION Anatomy and Physiology Coloring Workbook A Complete Study Guide TWELFTH EDITION Elaine N. Marieb Simone Brito ANATOMY & PHYSIOLOGY COLORING WORKBOOK A Complete Study Guide TWELFTH EDITION GLOBAL EDITION Elaine N. Marieb, R.N., Ph.D. Holyoke Community College Simone Brito, M.S. Fresno City College 330 Hudson Street, NY, NY 10013 Courseware Portfolio Manager: Lauren Harp Assistant Project Editor, Global Edition: Content Producer: Susan Malloy Sulagna Dasgupta Managing Producer: Nancy Tabor Media Production Manager, Global Edition: Vikram Kumar Courseware Director, Content Development: Barbara Yien Senior Manufacturing Controller, Production, Global Edition: Trudy Kimber Courseware Editorial Assistant: Nicky Montalvo Romano Compositor: iEnergizer Aptara®, Ltd. Full-Service Vendor: iEnergizer Aptara®, Ltd. Design Manager: Mark Ong Senior Project Manager: Kelly Ricci Cover Photo Credit: Lightspring/Shutterstock Copyeditor: Jenifer F. Walker Illustrators: ImagineeringArt.com Inc. Acquisitions Editor, Global Edition: Manufacturing Buyer: Stacey Weinberger Sourabh Maheshwari Executive Marketing Manager: Allison Rona Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsonglobaleditions.com © Pearson Education Limited 2018 The rights of Elaine N. Marieb and Simone Brito to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Authorized adaptation from the United States edition, entitled Anatomy and Physiology Coloring Workbook, 12th edition, ISBN 978-0-134-45936-3, by Elaine N. Marieb and Simone Brito, published by Pearson Education © 2018. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior written permission of the publisher or a license permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC 1N 8TS. All trademarks used herein are the property of their respective owners. The use of any trademark in this text does not vest in the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks imply any affiliation with or endorsement of this book by such owners. ISBN 10: 1-292-21414-7 ISBN 13: 978-1-292-21414-6 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library 10 9 8 7 6 5 4 3 2 1 Typeset by iEnergizer Aptara®, Ltd. Printed and bound by Jiwaburu www.pearsonglobaleditions.com PREFACE Although never a simple task, the study of the human body is always fascinating. Over the years, thousands of students have benefited in their studies and enjoyed the process of working through this book. Whether you are taking a one- or two-semester course, you will find this book invaluable to the study of anatomy and physiology. What’s New to This Edition? The twelfth edition of the Anatomy & Physiology Coloring Workbook continues to serve as a review and reinforcement tool to help health professional and life- science students master the basic concepts of human anatomy and physiology. We have helped students by making the following revisions: New crossword puzzle exercises have been added to every chapter. New streamlined presentation of exercises has been created. Updated terminology has been added throughout the book. Seventeen figures have been revised. New figure illustrating the skeletal muscle has been added. New exercise and figure illustrating the blood flow through the heart have been added. New groupings of terms have been added to the elimination-type exercises. Direct instructions for coloring exercises were introduced, replacing “as you wish” coloring sections. Scope Although this book reviews the human body from microscopic to macroscopic levels (that is, topics range from simple chemistry and cells to body organ systems), it is not intended to be encyclopedic. In fact, to facilitate learning, this workbook covers only the most important and useful aspects of human anatomy and physiology. Pathophysiology is briefly introduced with each system so that students can apply their learning. Where relevant, clinical aspects (for example, muscles used for injection sites, the role of ciliated cells in protection of the res- piratory tract, and reasons for skin ulcer formation) are covered. To encourage a view of the human body as a dynamic and continually changing organism, devel- opmental aspects of youth, adulthood, and old age are included. Learning Aids As in previous editions, multiple pedagogical devices are used throughout the book to test comprehension of key concepts. The integration of a traditional study guide approach with visualization and coloring exercises is unique. The variety of exercises demands learning on several levels, avoids rote memoriza tion, and helps maintain a high level of interest. The exercises include completion from a selection of key choices, matching terms or descriptions, and labeling diagrams. Elimination questions require the student to discover the similarities or dissimilarities among a number of structures or 3 4 Anatomy & Physiology Coloring Workbook objects and to select the one that is not appropriate. Correctable true/false ques- tions add a new dimension to the more traditional form of this exercise. Also, students are asked to provide important definitions. In the completion sections, the answer lines are long enough so that the student can write in either the key letter or the appropriate term. Both responses are provided in the answer section. Coloring exercises are a proven motivating, effective approach to learning. Each illustration has been carefully prepared to show sufficient detail for learning without students becoming bored with coloring. There are more than 120 coloring exercises distributed throughout the text that should prove valuable to all students. Students who are visually oriented will find these exercises particularly beneficial. When completed, the color diagrams provide an ideal reference and review tool. At least one crossword puzzle is found within each chapter of this book. These crossword puzzle exercises were created to increase student learning in a new and fun way. Visualization exercises are a truly unique feature of this book. With the exception of the introductory chapter on terminology, each chapter contains an “Incredible Journey.” Students are asked to imagine themselves in miniature, traveling within the body through various organs and systems. These visualization exercises are optional, but they often summarize chapter content, allowing students to assimi- late what they have learned in unusual and amusing ways. Thought-provoking “At the Clinic” questions challenge students to apply their newly acquired knowledge to clinical situations. Additionally, the twelfth edition features a finale to each chapter with challenging multiple-choice questions. Acknowledgments To those educators, colleagues, and students who have provided feedback and suggestions during the preparation of all twelve editions of this workbook, we are sincerely grateful. In particular, we want to thank the following reviewers for their valuable comments and suggestions: Laura Bianco (Delaware Technical Commu- nity College), Allen Crooker (Hartwick College), Jackie Hedgpeth (Everett Com- munity College), Sara Kalifa (Northern Virginia Community College), Karen Martin (Fulton Montgomery Community College), Kathy Monroe (Blue Ridge Community and Technical College), Laura Ritt (Burlington County College), Trish Sevene (CSU Monterey Bay), and Laura Sweet (Eastern Michigan University). For this edition, special thanks to Joshua Parker, Fresno City College; and Patricia Mote and Janna Blum, Georgia State University—Perimeter College. The staff at Pearson Education has continuously supported our efforts to turn out a study tool that will be well-received and beneficial to both educator and student audiences. For this edition, Kelly Ricci at Aptara and Susan Malloy, Brooke Suchomel, and Tiffany Mok at Pearson Education deserve special mention. Acknowledgments for the Global Edition Pearson would like to thank and acknowledge the contributor, Christiane Van den Branden (Vrije Universiteit Brussel), and the reviewers, Hemant Kumar, Asha Sharma, and Anne D Souza (Manipal University), for their valuable work on this book. INSTRUCTIONS FOR THE STUDENT— HOW TO USE THIS BOOK Dear Student, The Anatomy & Physiology Coloring Workbook has been created particularly for you. It is the outcome of years of personal attempts to find and create exercises helpful to our own students when they study and review for a lecture test or lab- oratory quiz. We never cease to be amazed by how remarkable the human body is, but we would never try to convince you that studying it is easy and, like learning a new language, it requires a lot of dedication. The study of human anatomy and physi- ology has its own special terminology. It also requires that you become familiar with the basic concepts of chemistry to understand physiology, and often (sadly) it requires rote memorization of facts. It is our hope that this workbook will help simplify your task. To make the most of the exercises, read these instructions carefully before starting work. Labeling and Coloring. Some of these questions ask you only to label a diagram, but most also ask that you do some coloring of the figure. You can usu- ally choose whichever colors you prefer. Soft-colored pencils are recommended so that the underlying diagram shows through. Most figures have several parts to color, so you will need a variety of colors—18 should be sufficient. In the color- ing exercises, you are asked to choose a particular color for each structure to be colored. That color is then used to fill in both a color-coding circle found next to the name of the structure or organ, and the structure or organ on the figure. This allows you to identify the colored structure quickly and by name in cases where the diagram is not labeled. In a few cases, you are given specific coloring instruc- tions to follow. Matching. Here, you are asked to match a key term denoting a structure or physiological process with a descriptive phrase or sentence. Because you must write the chosen term in the appropriate answer blank, the learning is more enduring. Completion. You select the correct term to answer a specific question, or you fill in blanks to complete a sentence. In many exercises, some terms are used more than once and others are not used at all. Definitions. You are asked to provide a brief definition of a particular structure or process. True or False. One word or phrase is underlined in a sentence. You decide if the sentence is true as it is written. If not, you correct the underlined word or phrase. 5 6 Anatomy & Physiology Coloring Workbook Elimination. Here, you are asked to find the term that does not “belong” in a particular grouping of related terms. You will also have to identify a key word, or in some cases a phrase, that the remaining terms have in common and that defines them as a group. In this type of exercise, you must analyze how the vari- ous terms are similar to or different from the others. Crossword Puzzle. Here, you fill in the crossword puzzle with one or two words from the key choices that answer each clue. In some exercises, more choices than clues are provided. When the answer to a puzzle is composed of two words, the words are used in the puzzle without a space. Visualization. The “Incredible Journey” is a special type of completion exercise, found in every chapter except the first one. For this exercise, you are asked to imagine that you have been miniaturized and injected into the body of a human being (your host). Anatomical landmarks and physiological events are described from your miniaturized viewpoint, and you are then asked to identify your observations. Although this exercise is optional, our students have found them fun to complete and we hope you will too. At the Clinic. “At the Clinic” sections ask you to apply your newly acquired knowledge to clinical situations. The Finale: Multiple Choice. The multiple-choice questions test you from several vantage points, and 1, 2, 3, or all of the answers may be correct—an approach that really tests your understanding of what you have studied. Each exercise has complete instructions, which you should read carefully before beginning the exercise. When there are multiple instructions, complete them in the order given. At times, it may appear that information is duplicated in the different types of exercises. Although there is some overlap, the understandings being tested are different in the different exercises. Remember, when you understand a concept from several different perspectives, you have mastered that concept. We sincerely hope that the Anatomy & Physiology Coloring Workbook challenges you to increase your knowledge, comprehension, retention, and appreciation of the structure and function of the human body. Good luck! Elaine Marieb Simone Brito Pearson Education Pearson Education 1301 Sansome Street 1301 Sansome Street San Francisco, CA 94111 San Francisco, CA 94111 CONTENTS Chapter 1 THE HUMAN BODY: Chapter 5 THE SKELETAL AN ORIENTATION 11 SYSTEM 85 An Overview of Anatomy and Physiology 11 Bones—An Overview 85 Levels of Structural Organization 12 Axial Skeleton 89 Maintaining Life 17 Skull 89 Homeostasis 18 Vertebral Column 93 The Language of Anatomy 18 Thoracic Cage 96 At the Clinic 23 Appendicular Skeleton 97 The Finale: Multiple Choice 25 Bone Fractures 106 Joints 107 Chapter 2 BASIC CHEMISTRY 27 Homeostatic Imbalances of Bones and Joints 109 Concepts of Matter and Energy 27 Developmental Aspects of the Skeleton 109 Composition of Matter 28 Incredible Journey: A Visualization Exercise Molecules, Chemical Bonds, and Chemical for the Skeletal System 110 Reactions 30 At the Clinic 111 Biochemistry: The Composition of Living Matter 33 The Finale: Multiple Choice 113 Incredible Journey: A Visualization Exercise for Biochemistry 38 Chapter 6 THE MUSCULAR At the Clinic 40 SYSTEM 115 The Finale: Multiple Choice 41 Overview of Muscle Tissues 115 Chapter 3 CELLS AND TISSUES 43 Microscopic Anatomy of Skeletal Muscle 117 Skeletal Muscle Activity 119 Cells 43 Muscle Movements, Types, and Names 122 Overview 43 Gross Anatomy of the Skeletal Muscles 124 Anatomy of a Generalized Cell 44 Muscles of the Head 124 Cell Physiology 48 Muscles of the Trunk 126 Body Tissues 56 Muscles of the Hip, Thigh, and Leg 130 Tissue Repair 61 Muscles of the Arm and Forearm 132 Developmental Aspects of Cells and Tissues 62 Incredible Journey: A Visualization Exercise General Body Muscle Review 133 for the Cell 63 Developmental Aspects of the Muscular System 138 At the Clinic 64 Incredible Journey: A Visualization Exercise The Finale: Multiple Choice 66 for the Muscular System 138 At the Clinic 139 Chapter 4 SKIN AND BODY The Finale: Multiple Choice 141 MEMBRANES 69 Chapter 7 THE NERVOUS Classification of Body Membranes 69 SYSTEM 143 Integumentary System (Skin) 71 Basic Functions of the Skin 71 Organization of the Nervous System 144 Basic Structure of the Skin 72 Nervous Tissue—Structure and Function 144 Appendages of the Skin 74 Central Nervous System 151 Homeostatic Imbalances of the Skin 77 Brain 151 Developmental Aspects of the Skin and Body Protection of the CNS 157 Membranes 78 Brain Dysfunctions 158 Incredible Journey: A Visualization Exercise Spinal Cord 159 for the Skin 78 Peripheral Nervous System 162 At the Clinic 80 Structure of a Nerve 162 The Finale: Multiple Choice 82 Cranial Nerves 163 7 8 Anatomy & Physiology Coloring Workbook Spinal Nerves and Nerve Plexuses 164 At the Clinic 241 Autonomic Nervous System (ANS) 166 The Finale: Multiple Choice 244 Developmental Aspects of the Nervous System 168 Chapter 12 THE LYMPHATIC S YSTEM Incredible Journey: A Visualization Exercise AND BODY DEFENSES 247 for the Nervous System 168 The Lymphatic System 247 At the Clinic 170 Lymphatic Vessels 247 The Finale: Multiple Choice 173 Lymph Nodes and Other Lymphoid Chapter 8 SPECIAL SENSES 175 Organs 249 Body Defenses 252 The Eye and Vision 175 Nonspecific (Innate) Body Defenses 252 The Ear: Hearing and Balance 180 Specific (Adaptive) Body Defenses: The Immune Chemical Senses: Smell and Taste 184 System 255 Developmental Aspects of the Special Disorders of Immunity 264 Senses 187 Developmental Aspects of the Lymphatic Incredible Journey: A Visualization Exercise for the Special Senses 188 System and Body Defenses 264 Incredible Journey: A Visualization Exercise for At the Clinic 189 the Immune System 265 The Finale: Multiple Choice 191 At the Clinic 267 Chapter 9 THE ENDOCRINE The Finale: Multiple Choice 269 SYSTEM 193 Chapter 13 THE RESPIRATORY The Endocrine System and Hormone Function— SYSTEM 271 An Overview 193 Functional Anatomy of the Respiratory The Major Endocrine Organs 195 System 271 Other Hormone-Producing Tissues Respiratory Physiology 279 and Organs 200 Respiratory Disorders 283 Developmental Aspects of the Endocrine Developmental Aspects of the Respiratory System 201 System 284 Incredible Journey: A Visualization Exercise for Incredible Journey: A Visualization Exercise for the Endocrine System 201 the Respiratory System 284 At the Clinic 202 At the Clinic 286 The Finale: Multiple Choice 203 The Finale: Multiple Choice 287 Chapter 10 BLOOD 205 Chapter 14 THE DIGESTIVE SYSTEM AND Composition and Functions of Blood 205 BODY METABOLISM 289 Hemostasis 210 Blood Groups and Transfusions 211 Anatomy of the Digestive System 289 Developmental Aspects of Blood 211 Physiology of the Digestive System 301 Incredible Journey: A Visualization Exercise Nutrition and Metabolism 305 for the Blood 212 Nutrients Used by Body Cells 305 At the Clinic 213 Metabolic Processes 306 The Finale: Multiple Choice 215 Developmental Aspects of the Digestive System 310 Chapter 11 THE CARDIOVASCULAR Incredible Journey: A Visualization Exercise SYSTEM 217 for the Digestive System 311 At the Clinic 312 The Heart 217 The Finale: Multiple Choice 314 Anatomy of the Heart 217 Physiology of the Heart 222 Chapter 15 THE URINARY Blood Vessels 224 SYSTEM 317 Microscopic Anatomy of Blood Vessels 224 Kidneys 318 Gross Anatomy of Blood Vessels 225 Location and Structure 318 Physiology of Circulation 235 Nephrons, Urine Formation, and Control Developmental Aspects of the Cardiovascular of Blood Composition 320 System 239 Ureters, Urinary Bladder, and Urethra 325 Incredible Journey: A Visualization Exercise for Fluid, Electrolyte, and Acid-Base Balance 327 the Cardiovascular System 240 Developmental Aspects of the Urinary System 330 Anatomy & Physiology Coloring Workbook 9 Incredible Journey: A Visualization Exercise Mammary Glands 350 for the Urinary System 330 Survey of Pregnancy and Embryonic At the Clinic 332 Development 350 The Finale: Multiple Choice 333 Developmental Aspects of the Reproductive System 355 Chapter 16 THE REPRODUCTIVE Incredible Journey: A Visualization Exercise for SYSTEM 337 the Reproductive System 356 Anatomy of the Male Reproductive System 337 At the Clinic 358 Male Reproductive Functions 340 The Finale: Multiple Choice 360 Anatomy of the Female Reproductive System 343 Answers 363 Female Reproductive Functions and Cycles 345 This page intentionally left blank THE HUMAN 1 BODY: AN ORIENTATION Most of us have a natural curiosity about our bodies, and a study of anatomy and physiology elaborates on this interest. Anatomists have developed a univer sally acceptable set of reference terms that allows body structures to be located and identified with a high degree of clarity. Initially, students might have diffi culties with the language used to describe anatomy and physiology, but without such a special vocabulary, confusion is bound to occur. The topics in this chapter enable students to test their mastery of terminology commonly used to describe the body and its various parts, and concepts con cerning functions vital for life and homeostasis. Body organization from simple to complex levels and an introduction to the organ systems forming the body as a whole are also covered. AN OVERVIEW OF ANATOMY AND PHYSIOLOGY 1. Match the terms in Column B to the appropriate descriptions provided in Column A. Enter the correct letter or its corresponding term in the answer blanks. Column A Column B _________________________ 1. The branch of biological science that A. Anatomy studies and describes how body parts work or function B. Homeostasis _________________________ 2. The study of the shape and structure C. Metabolism of body parts D. Physiology _________________________ 3. The tendency of the body’s systems to maintain a relatively constant or balanced internal environment _________________________ 4. The term that indicates all chemical reactions occurring in the body 11 12 Anatomy & Physiology Coloring Workbook 2. Use a highlighter to identify the terms or phrases that correctly relate to the study of physiology. Use a different color highlighter to identify those terms or phrases that relate to the study of anatomy. Color the coding circles. ○ Physiology ○ Anatomy A. Measuring an organ’s size, shape, and weight H. Dynamic B. Can be studied in dead specimens I. Dissection C. Often studied in living subjects J. Experimentation D. Chemistry principles K. Observation E. Measuring the acid content of the stomach L. Directional terms F. Principles of physics M. Static G. Observing a heart in action LEVELS OF STRUCTURAL ORGANIZATION 3. The structures of the body are organized into successively larger and more complex structures. Fill in the answer blanks with the correct terms for these increasingly larger structures. Chemicals Organism 4. Circle the term that does not belong in each of the following groupings. Then, fill in the answer blanks with the correct group name. Follow the example below. E.g. Atom Cell Tissue Alive Organ Group: Levels of structural organization 1. Brain Stomach Heart Liver Epithelium Group: _________ 2. Neuron Erythrocyte Fibroblast Muscle Oocyte Group: ________ 3. Human Digestive system Horse Pine tree Amoeba Group: _________ 5. Using the key choices, complete the crossword puzzle by naming the organ system that correctly answers each of the clues provided. Key Choices Cardiovascular Integumentary Nervous Skeletal Digestive Lymphatic (Immune) Reproductive Urinary Endocrine Muscular Respiratory Chapter 1 The Human Body: An Orientation 13 Across 1. Protects the body; destroys bacteria and tumor cells. 4. Removes carbon dioxide from the blood. 6. Rids the body of nitrogen-containing wastes; conserves body water or eliminates excesses. 7. Includes the brain, nerves, and sensory receptors. 8. Moves the limbs; allows facial expression. 9. Provides support and levers on which the muscular system can act. 10. Is affected by the removal of the thyroid gland. Down 2. Delivers oxygen and nutrients to the body tissues. 3. Protects underlying organs from drying out and from mechanical damage. 4. Includes the testis, vas deferens, and urethra. 5. Includes the esophagus, large intestine, and rectum. 1 2 3 4 5 6 7 8 9 10 6. Figures 1–1 to 1–6, on pages 14–16, represent the various body organ systems. Complete the following: (A) Identify and name each organ system by labeling the organ system under each illustration. (B) Select a different color for each organ and use it to color the coding circles and corresponding structures in the illustrations. 14 Anatomy & Physiology Coloring Workbook ○ Blood vessels ○ Nasal cavity ○ Heart ○ Lungs ○ Trachea Figure 1–1 Figure 1–2 Organ System: ______________________ Organ System: ______________________ Chapter 1 The Human Body: An Orientation 15 ○ Brain ○ Kidneys ○ Spinal cord ○ Ureters ○ Nerves ○ Bladder Figure 1–3 Figure 1–4 Organ System: ______________________ Organ System: ______________________ 16 Anatomy & Physiology Coloring Workbook ○ Stomach ○ Esophagus ○ Ovaries ○ Intestines ○ Oral cavity ○ Uterus Figure 1–5 Figure 1–6 Organ System: ______________________ Organ System: ______________________ Chapter 1 The Human Body: An Orientation 17 MAINTAINING LIFE 7. Match the terms that relate to functional characteristics of organisms in Column B with the appropriate descriptions in Column A. Fill in the answer blanks with the appropriate letter or term. Column A Column B _________________________ 1. Keeps the body’s internal environment A. Digestion distinct from the external environment B. Excretion _________________________ 2. Provides new cells for growth and repair at a cellular level C. Growth _________________________ 3. Occurs when constructive activities occur D. Maintenance of at a faster rate than destructive activities boundaries _________________________ 4. The tuna sandwich you have just eaten is E. Metabolism broken down to its chemical building blocks F. Movement _________________________ 5. Elimination of carbon dioxide by the lungs and elimination of nitrogenous wastes by G. Responsiveness the kidneys H. Reproduction _________________________ 6. Ability to react to stimuli; a major role of the nervous system _________________________ 7. Production of feces to get rid of indigestible food residues _________________________ 8. All chemical reactions occurring in the body _________________________ 9. At the cellular level, membranes; for the whole organism, the skin 8. Using the key choices, correctly identify the survival needs that correspond to the following descriptions. Insert the correct letter or term in the answer blanks. Letters or terms can be used more than once. Key Choices A. Appropriate body temperature C. Nutrients E. Water B. Atmospheric pressure D. Oxygen _________________________ 1. Includes carbohydrates, proteins, fats, and minerals _________________________ 2. Essential for normal operation of the respiratory system and breathing _________________________ 3. Single substance accounting for more than 60% of body weight _________________________ 4. Required for the release of energy from foodstuffs _________________________ 5. Provides the basis for body fluids of all types _________________________ 6. Needs to be maintained within a small range to ensure that metabolic reactions occur at appropriate rates to sustain life 18 Anatomy & Physiology Coloring Workbook HOMEOSTASIS 9. The following statements refer to homeostatic control systems. Complete each statement by inserting your answers in the answer blanks. _________________________ 1. There are three essential components of all homeostatic con trol mechanisms: control center, receptor, and effector. The _________________________ 2. (1) senses changes in the environment and responds by sending information (input) to the (2) along the (3) _________________________ 3. pathway. The (4) analyzes the input, determines the appro- priate response, and activates the (5) by sending informa _________________________ 4. tion along the (6) pathway. When the response causes the _________________________ 5. initial stimulus to decline, the homeostatic mechanism is referred to as a (7) feedback mechanism. When the _________________________ 6. response enhances the initial stimulus, the mechanism is called a (8) feedback mechanism. (9) feedback mecha- _________________________ 7. nisms are much more common in the body. _________________________ 8. _________________________ 9. THE LANGUAGE OF ANATOMY 10. Complete the following statements by filling in the answer blanks with the correct term. _________________________ 1. The abdominopelvic and thoracic cavities are subdivisions of the (1) body cavity; the cranial and spinal cavities are parts _________________________ 2. of the (2) body cavity. The (3) body cavity is totally sur- rounded by bone and provides very good protection to the _________________________ 3. structures it contains. 11. Circle the term or phrase that does not belong in each of the following groupings. Then, fill in the answer blanks with the correct group name. 1. Transverse Distal Frontal Sagittal Group: _________ 2. Lateral Distal Frontal Proximal Group: _________ 3. Sural Brachial Femoral Popliteal Group: _________ 4. Epigastric Hypogastric Right iliac Left upper quadrant Group: _________ 5. Orbital cavity Nasal cavity Ventral cavity Oral cavity Group: _________ Chapter 1 The Human Body: An Orientation 19 12. Select different colors for the dorsal and ventral body cavities and color the coding circles below. Complete the following in Figure 1–7: (A) Color the corresponding cavities in figure A. (B) Label the body cavity subdivisions that have a leader line in figure A. (C) Label each of the abdominal regions indicated by a leader line in figure B. ○ Dorsal body cavity ○ Ventral body cavity A B Figure 1–7 20 Anatomy & Physiology Coloring Workbook 13. Select the key choices that identify the following body parts or areas. Enter the appropriate letter or corresponding term in the answer blanks. Key Choices A. Abdominal E. Buccal I. Inguinal M. Pubic B. Antecubital F. Cervical J. Lumbar N. Scapular C. Axillary G. Femoral K. Occipital O. Sural D. Brachial H. Gluteal L. Popliteal P. Umbilical _________________________ 1. Armpit _________________________ 2. Thigh region _________________________ 3. Buttock area _________________________ 4. Neck region _________________________ 5. Shoulder blade _________________________ 6. Genital area _________________________ 7. Anterior aspect of elbow _________________________ 8. Posterior aspect of head _________________________ 9. Area where trunk meets thigh _________________________ 10. Back area from ribs to hips _________________________ 11. Pertaining to the cheek 14. Using the key terms from Exercise 13, correctly label all body areas indicated with leader lines on Figure 1–8. In addition, identify the sections labeled A and B in the figure. Section A: _________________________ Section B: _________________________ Chapter 1 The Human Body: An Orientation 21 A B B A Figure 1–8 22 Anatomy & Physiology Coloring Workbook 15. From the key choices, select the body cavities and the cavity subdivision where the following surgical procedures would occur. Insert the correct letter(s) or term(s) in the answer blanks. Be precise. Items may have more than one answer. Key Choices A. Abdominal C. Dorsal E. Spinal G. Ventral B. Cranial D. Pelvic F. Thoracic _________________________ 1. Insertion of a shunt for hydrocephalus (water on the brain) _________________________ 2. A gall bladder operation _________________________ 3. Removal of a lung tumor _________________________ 4. Investigation of an ovarian cyst _________________________ 5. Removal of a kidney stone 16. Complete the following statements by choosing an anatomical term from the key choices. Enter the appropriate letter or term in the answer blanks. Key Choices A. Anterior D. Inferior G. Posterior J. Superior B. Distal E. Lateral H. Proximal K. Transverse C. Frontal F. Medial I. Sagittal _________________________ 1. In the anatomical position, the face and palms are on the (1) body surface, the buttocks and shoulder blades are on _________________________ 2. the (2) body surface, and the top of the head is the most (3) part of the body. The ears are (4) to the shoulders _________________________ 3. and (5) to the nose. The heart is (6) to the spine and (7) to the lungs. The elbow is (8) to the fingers but _________________________ 4. (9) to the shoulder. In humans, the dorsal surface can also _________________________ 5. be called the (10) surface; however, in four-legged animals, the dorsal surface is the (11) surface. _________________________ 6. _________________________ 7. _________________________ 8. _________________________ 9. _________________________ 10. _________________________ 11. Chapter 1 The Human Body: An Orientation 23 _________________________ 12. If an incision cuts the heart into right and left parts, the section is a (12) section, but if the heart is cut so that ante _________________________ 13. rior and posterior parts result, the section is a (13) section. You are told to cut an animal along two planes so that the _________________________ 14. paired kidneys are observable in both sections. The two sections that meet this requirement are the (14) and (15) _________________________ 15. sections. 17. Using the key choices, identify the body cavities where the following body organs are located. Enter the appropriate letter or term in the answer blanks. Letters or terms can be used more than once. Key Choices A. Abdominopelvic B. Cranial C. Spinal D. Thoracic _________________________ 1. Stomach _________________________ 7. Bladder _________________________ 2. Small intestine _________________________ 8. Trachea _________________________ 3. Large intestine _________________________ 9. Lungs _________________________ 4. Spleen _________________________ 10. Pituitary gland _________________________ 5. Liver _________________________ 11. Rectum _________________________ 6. Spinal cord _________________________ 12. Ovaries 18. Number the following structures, from darkest (black) to lightest (white), as they would appear on an X-ray. Number the darkest one 1, the next darkest 2, etc. (Hint: Denser structures appear lighter). _________________________ A. Soft tissue _________________________ B. Femur (bone of the thigh) _________________________ C. Air in lungs _________________________ D. Gold (metal) filling in a tooth AT THE C L INIC 19. A man is carrying some heavy groceries upstairs to his second-floor apartment. Which organ systems need to respond? 24 Anatomy & Physiology Coloring Workbook 20. An 18-year-old student reports to the medical center complaining of a severe headache, and the appearance of a rash across his body. The staff suspects he has meningitis. Which systems are affected as a result of his symptoms? 21. Some parts of the body cannot be as easily diagnosed as others. Suppose you are obliged to collect a sample of cerebrospinal fluid from the spinal cavity. What does the spinal cavity contain and why is obtaining the fluid not so easy? 22. Sylvia has had her lymph nodes removed from her left armpit. She is also having a lump removed from her left breast, and will have targeted radiotherapy in this region. Identify the correct anatomical terms for the affected areas. 23. While helping his dad with gardening, little Jake got a nasty cut on his forearm. He kept crying until he noticed that the bleeding stopped rather quickly. What mechanism was at work? Is this an example of a positive or a negative feedback mechanism? 24. Jim is suffering from chronic kidney disease. His condition is serious and requires hemodialysis. Since Jim is severely anemic, he is administered erythropoietin (EPO). Jim asks his doctor to explain why he needs EPO, a product that Jim knows to be a forbidden drug used by sportspeople for improving athletic performance. Do you think EPO is required and through which mechanism does it operate? Chapter 1 The Human Body: An Orientation 25 25. The following advanced imaging techniques are discussed in the text: CT, DSA, PET, and MRI. Which of these techniques uses X-ray? Which uses radio waves and magnetic fields? Which uses radioisotopes? Which displays body regions in sections? (You may have more than one answer for each question.) 26. A patient reports a crushing sensation across the chest and down their left arm. Which organ is most likely to be affected? 27. Tyler has to have an injection for tetanus after falling from his skateboard. The nurse tells him that he will be injected in his gluteal region. Which clothing should Tyler remove to have his injection? 28. Mrs. Gallo's physician suspects that she is showing the initial signs of multiple sclerosis, a disease characterized by the formation of hardened plaques in the insulating sheaths surrounding nerve fibers. What medical imaging technique will the physician probably order to determine if such plaques are present? THE F I NALE: M U L T IP L E C H OIC E 29. Select the best answer or answers from the choices given. 1. Which of the following activities would not 2. The process that results in the production of represent an anatomical study? small molecules from large ones is: A. Making a section through the heart to A. digestion C. respiration observe its interior B. excretion D. anabolism B. Drawing blood from recently fed labora tory animals at timed intervals to deter 3. Which of the following is (are) involved in mine their blood sugar levels maintaining homeostasis? C. Examining the surface of a bone A. Effector D. Feedback D. Viewing muscle tissue through a B. Control center E. Lack of change microscope C. Receptor 26 Anatomy & Physiology Coloring Workbook 4. When a capillary is damaged, a platelet 10. Which organ system is affected by the plug is formed. The process involves common cold? platelets sticking to each other. The more A. Endocrine D. Digestive platelets that stick together, the more the plug attracts additional platelets. This is an B. Reproductive E. Cardiovascular example of: C. Respiratory A. negative feedback. 11. The position of the heart relative to the B. positive feedback. structures around it would be described accurately as: 5. A sagittal section through the body would pass: A. deep to the sternum (breast bone). A. through the liver, both kidneys, and B. lateral to the lungs. pancreas C. superior to the diaphragm. B. down the body’s midline D. inferior to the ribs. C. through the heart and the pancreas E. anterior to the vertebral column. D. across the thoracic cavity 12. What term(s) could be used to describe the 6. Which of the following statements is position of the nose? correct? A. Intermediate to the eyes A. The knee is superior to the ankle. B. Inferior to the brain B. The heart is superficial to the kidneys. C. Superior to the mouth C. The sternum is posterior to the coccyx. D. Medial to the ears D. The ankles are rostral to the shoulders. E. Anterior to the ears E. The eyes are inferior to the teeth. 13. The radiographic technique used to provide 7. Which of the following body regions is/are information about blood flow is: associated with the limbs? A. DSR. D. ultrasonography. A. Popliteal D. Olecranal B. CT. E. any X-ray technique. B. Acromial E. Inguinal C. PET. C. Gluteal 14. A patient complains of pain in the upper 8. A neurosurgeon orders a spinal tap for left quadrant. Which system is most likely a patient. Into what body cavity will the to be involved? needle be inserted? A. Lymphatic D. Cardiovascular A. Ventral D. Cranial B. Reproductive E. Nervous B. Thoracic E. Pelvic C. Endocrine C. Dorsal 15. Harry was sweating profusely as he ran in 9. An accident victim has a collapsed lung. the 10K race. The sweat glands producing Which cavity has been entered? the sweat would be considered which part of a feedback system? A. Mediastinal D. Vertebral A. Stimulus C. Control center B. Pericardial E. Ventral B. Effectors D. Receptors C. Pleural BASIC 2 CHEMISTRY 6 p+ 6 n0 Everything in the universe is composed of one or more elements, the unique building blocks of all matter. Although more than 100 elemental substances exist, only four of these (carbon, hydrogen, oxygen, and nitrogen) make up more than 96% of all living material. The student activities in this chapter consider basic concepts of both inorganic and organic chemistry. Chemistry is the science that studies the composition of matter. Inorganic chemistry studies the chemical composition of nonliving substances that (generally) do not contain carbon. Organic chemistry studies the carbon-based chemistry (or biochemistry) of living organisms, whether they are maple trees, fish, or humans. Understanding of atomic structure, bonding behavior of elements, and the structure and activities of the most abundant biological molecules (proteins, fats, carbohy drates, and nucleic acids) is tested in various ways. Mastering these concepts is necessary to understand how the body functions. CONCEPTS OF MATTER AND ENERGY 1. Select all phrases that apply to each of the following statements and insert the letters in the answer blanks. ______ 1. The energy located in the bonds of food molecules: A. is called thermal energy. C. causes molecular movement. B. is a form of potential energy. D. can be transformed to the bonds of ATP (adenosine triphosphate). ______ 2. Heat is: A. thermal energy. C. kinetic energy. B. infrared radiation. D. molecular movement. ______ 3. Whenever energy is transformed: A. the amount of useful energy decreases. C. some energy is created. B. some energy is lost as heat. D. some energy is destroyed. 27 28 Anatomy & Physiology Coloring Workbook 2. Use choices from the key to identify the energy form in use in each of the following examples. Items may have more than one answer. Key Choices A. Chemical B. Electrical C. Mechanical D. Radiant _________________________ 1. Clapping your hands _________________________ 2. Vision (two types of energy, please—think!) _________________________ 3. Knee movements when kicking a ball _________________________ 4. Breaking the bonds of ATP molecules to energize your muscle cells to make that fist _________________________ 5. Getting a tan on the beach COMPOSITION OF MATTER 3. Complete the following table by inserting the missing words. Particle Location Electrical charge Mass 0 0 amu 4. Insert the chemical symbol (the chemist’s shorthand) in the answer blank for each of the following elements. ______ 1. Oxygen ______ 4. Iodine ______ 7. Calcium ______ 10. Magnesium ______ 2. Carbon ______ 5. Hydrogen ______ 8. Sodium ______ 11. Chlorine ______ 3. Potassium ______ 6. Nitrogen ______ 9. Phosphorus ______ 12. Iron 5. Using the key choices, complete the crossword puzzle by answering each of the clues provided. Key Choices Atom Element Ion Molecule Protons Electrons Energy Matter Neutrons Valence Across 4. The smallest particle of an element that retains the properties of the element. 7. Formed when atoms combine chemically. 8. Uncharged subatomic particles, forming part of an atom. 9. Subatomic particles that determine an atom’s chemical behavior or bonding ability. Chapter 2 Basic Chemistry 29 Down 1. A unique substance composed of atoms having the same atomic number. 2. Name given to the electron shell that contains the most reactive electrons. 3. Positively charged particles forming part of an atom. 5. Anything that takes up space and has mass (weight). 6. An electrically charged atom or group of atoms. 9. The ability to do work. 1 2 3 4 5 6 7 8 9 6. For each of the following statements that is true, insert T in the answer blank. If any of the statements are false, correct the underlined term by inserting your correction in the answer blank. _________________________ 1. Na+ and K+ are needed for nerve cells to conduct electrical impulses. _________________________ 2. The atomic number of oxygen is 8. Therefore, oxygen atoms always contain 8 neutrons. _________________________ 3. The greater the distance of an electron from the nucleus, the less energy it has. _________________________ 4. Electrons are located in more or less designated areas of space around the nucleus called orbitals. _________________________ 5. An unstable atom that decomposes and emits energy is called retroactive. _________________________ 6. Iron is necessary for oxygen transport in red blood cells. _________________________ 7. The most abundant negative ion in extracellular fluid is calcium. _________________________ 8. The element essential for the production of thyroid hormones is magnesium. _________________________ 9. Calcium is found as a salt in bones and teeth. 30 Anatomy & Physiology Coloring Workbook MOLECULES, CHEMICAL BONDS, AND CHEMICAL REACTIONS 7. Match the terms in Column B to the chemical equations listed in Column A. Enter the correct letter or term in the answer blanks. Column A Column B _________________________ 1. A + B AB A. Decomposition _________________________ 2. AB + CD AD + CB B. Exchange _________________________ 3. XY X+Y C. Synthesis 8. Figure 2–1 is a diagram of an atom. Select two different colors and use them to color the coding circles and corresponding structures on the figure. Complete this exercise by responding to the questions that follow, referring to the atom in this figure. Insert your answers in the answer blanks provided. ○ Nucleus ○ Electrons 6 p+ 6 n0 Figure 2–1 1. What is the atomic number of this atom? _________________________ 2. What is its atomic mass? _________________________ 3. Which atom is this? _________________________ 4. If this atom had one additional neutron but the other subatomic particles remained the same as shown, this slightly different atom (of the same element) would be called a(n) _________________________ 5. Is this atom chemically active or inert? _________________________ 6. How many electrons would be needed to fill its outer (valence) shell? _____________________ Chapter 2 Basic Chemistry 31 7. Would this atom most likely take part in forming ionic or covalent bonds? _______________________ Why? _______________________ _____________________________________________________________________ 9. Both H2O2 and 2OH – are compound molecules composed of the same two hydrogen atoms and two oxygen atoms. Briefly explain how these molecules are different: __________________________________________________________________________ __________________________________________________________________________ 10. Two types of chemical bonding are shown in Figure 2–2. In the figure, identify each type as a(n) ionic or covalent bond. In the case of the ionic bond, indicate which atom has lost an electron by adding an arrow to show the direction of electron transfer. For the covalent bond, color the shared electrons. p+ 9 p+ 9 p+ 3 p+ A B Type of bond: Type of bond: Figure 2–2 32 Anatomy 22 Anatomy& &Physiology PhysiologyColoring ColoringWorkbook Workbook 11. Figure 11. Figure 2–3 2–3 illustrates illustrates five five water water molecules molecules held held together together by by hydrogen hydrogen bonds. bonds. First, correctly identify the oxygen and hydrogen atoms both by color (A) Select three and by different inserting colors their andsymbols atomic use themontothe color the coding appropriate circles circles and corresponding (atoms). Then labelstructures on the the following figure. in the figure: structures o ○ Oxygen Oxygen o ○ Hydrogen Hydrogen o ○ Hydrogen bonds Positive pole (end) o (B) Label the pole Negative positive and (end) negative poles (ends) in one o of the water molecules. Hydrogen bonds Figure 2–3 Figure 2–3 12. Circle each structural formula that is likely to be a polar covalent compound. Cl H H H Cl H H H A Cl C Cl B H Cl C N D Cl Cl E O A Cl C Cl B H Cl C N D Cl Cl E O Cl H H Cl H H 13. Respond to the instructions following the equation: H2CO3 H + + HCO3– 1. In 1. the space In the provided, space list list provided, the the chemical formula(s) chemical of compounds. formula(s) _______________________ of compounds. _______________________ 2. In 2. the space In the provided, space list list provided, the the chemical formula(s) chemical of ions. formula(s) _______________________ of ions. _______________________ 3. Circle the the 3. Circle product(s) of the product(s) reaction. of the reaction. 4. Modify the the 4. Modify equation by adding equation a colored by adding arrow a colored in the arrow proper in the place proper to indicate place thatthat to indicate the the reaction is reversible. reaction is reversible. Chapter 2 Basic Chemistry 33 BIOCHEMISTRY: THE COMPOSITION OF LIVING MATTER 14. Use the key choices to identify the substances described in the following statements. Insert the appropriate letter or corresponding term in the answer blanks. Key Choices A. Acid(s) B. Base(s) C. Buffer D. Salt(s) __________ 1. __________ 2. __________ 3. Substances that ionize in water; good electrolytes _________________________ 4. Proton (H+) acceptor _________________________ 5. Ionize in water to release hydrogen ions and a negative ion other than hydroxide (OH–) _________________________ 6. Ionize in water to release ions other than H+ and OH– _________________________ 7. Formed when an acid and a base are combined _________________________ 8. Substances such as lemon juice and vinegar _________________________ 9. Prevents rapid/large swings in pH 15. Use the key choices to complete the following statements concerning the properties and biological importance of water. Key Choices A. 70% E. Dehydration H. Hydrolysis K. Polarity B. 90% F. Heat capacity I. Lubricants L. Salts C. Covalent G. Hydrogen J. Peptide M. Water D. Cushioning _________________________ 1. The ability of water to maintain a relatively constant tempera- ture and thus prevent sudden changes is because of its high _________________________ 2. (1). Biochemical reactions in the body must occur in (2). _________________________ 3. About (3) % of the volume of a living cell is water. Water molecules are bonded to other water molecules because of _________________________ 4. the presence of (4) bonds. Water, as H+ and OH– ions, is essential in biochemical reactions such as (5) and (6) _________________________ 5. reactions. Because of its (7) , water is an excellent solvent and forms the basis of mucus and other body (8). _________________________ 6. _________________________ 7. _________________________ 8. 16. Use an X to designate which of the following are inorganic compounds or substances. ______ Carbon dioxide ______ RNA ______ Water ______ Table salt ______ Proteins ______ Glycogen ______ Calcium phosphate ______ Ammonia 34 Anatomy & Physiology Coloring Workbook 17. Using the key choices, fully characterize weak and strong acids. Key Choices A. Act as part of a buffer system E. Ionize at low pH B. Ionize completely in water F. Ionize at pH 7 C. Ionize incompletely in water G. When placed in water, always act to change the pH D. Ionize at high pH Weak acid: _____________________ Strong acid: _____________________ 18. Match the terms in Column B to the descriptions provided in Column A. Enter the correct letter(s) or term(s) in the answer blanks. Items may have more than one answer. Column A Column B _________________________ 1. Building blocks of carbohydrates A. Amino acids _________________________ 2. Building blocks of fat B. Carbohydrates _________________________ 3. Transmission of a nerve impulse C. Lipids (fats) _________________________ 4. Building blocks of nucleic acids D. Fatty acids _________________________ 5. Cellular cytoplasm is primarily E. Glycerol composed of this substance F. Nucleotides _________________________ 6. The single most important fuel source for body cells G. Monosaccharides _________________________ 7. Not soluble in water H. Proteins _________________________ 8. Contain C, H, and O in the ratio CH2O _________________________ 9. Contain C, H, and O, but have relatively small amounts of oxygen _________________________ 10. _________________________ 11. T hese building blocks contain N in addition to C, H, and O _________________________ 12. Contain P in addition to C, H, O, and N _________________________ 13. Used to insulate the body and found in all cell membranes _________________________ 14. Primary component of fish and dairy products _________________________ 15. Primary component of rice and honey _________________________ 16. Primary component of lard and ghee (a type of clarified butter) _________________________ 17. Include collagen and hemoglobin _________________________ 18. Class that usually includes cholesterol _________________________ 19. The alpha helix and beta pleated sheet are both examples of the secondary structure of these molecules. Chapter 2 Basic Chemistry 35 19. Using the key choices, correctly select all terms that correspond to the following descriptions. Insert the correct letter(s) or their corresponding term(s) in the answer blanks. Items may have more than one answer. Key Choices A. Cholesterol D. Enzyme G. Hormones J. Maltose B. Collagen E. Glycogen H. Keratin K. RNA C. DNA F. Hemoglobin I. Lactose L. Starch _________________________ 1. Contains nucleotides _________________________ 2. Complex carbohydrates _________________________ 3. Proteins providing structural function _________________________ 4. Proteins acting as transporters _________________________ 5. Proteins with a metabolic function _________________________ 6. Disaccharides _________________________ 7. A building block for sex hormones _________________________ 8. Contains uracil 20. Five simplified diagrams of biological molecules are represented in Figure 2–4. (A) Identify the molecules and insert the correct names in the answer blanks on the figure. (B) Select a different color for each molecule listed below and use them to color the coding circles and the corresponding molecules on the illustration. ○ Fat ○ Nucleotide ○ Monosaccharide ○ Globular protein ○ Polysaccharide A B C D E Figure 2–4 36 Anatomy & Physiology Coloring Workbook 21. Circle the term that does not belong in each of the following groupings. 1. Uracil Alanine Adenine Cytosine 2. RNA Ribose Deoxyribose Phosphate 3. Lactose Sucrose Fructose Maltose 4. Protein Peptide Nucleotide Amino acid 5. Glycerol Glucose Fatty acids Triglycerides 22. For each true statement, insert T in the answer blank. If any are false, correct the underlined term and insert your correction in the answer blank. _________________________ 1. Phospholipids are polarized molecules. _________________________ 2. Steroids are the major form in which body fat is stored. _________________________ 3. Acids are proton acceptors. _________________________ 4. Nonpolar molecules are generally soluble in water. _________________________ 5. The bases of RNA are A, G, C, and U. _________________________ 6. The universal energy currency of living cells is RNA. _________________________ 7. RNA is single stranded. _________________________ 8. The four elements that make up more than 90% of living matter are C, H, N, and Na. 23. Figure 2–5 shows the molecular structure of DNA, a nucleic acid. A. First, identify the two unnamed nitrogen (N) bases and insert their names and symbols in the two blanks beside the color-coding circles. B. Complete the identification of the bases on the diagram by inserting the correct symbols in the appropriate spaces on the right side of the diagram. C. Select different colors and color the coding circles and the corresponding parts of the diagram. ○ Deoxyribose sugar (d-R) ○ Adenine (A) ○ ( ) ○ Phosphate (P) ○ Cytosine (C) ○ ( ) D. Label one deoxyribose (d-R) sugar unit and one phosphate (P) unit of the “backbones” of the DNA structure by inserting leader lines and labels on the diagram, then circle the associated nucleotide. E. Answer the questions following Figure 2–5 by writing your answers in the answer blanks. Chapter 2 Basic Chemistry 37 C G A A G G A T A C T T Figure 2–5 1. Name the bonds that help to hold the two DNA strands together. __________________________ 2. Name the three-dimensional shape of the DNA molecule. _________________________________ 3. How many base pairs are present in this segment of a DNA model? _______________________ 4. What is the term that describes the pattern or base-pairing? ________________________________ 38 Anatomy & Physiology Coloring Workbook 24. The biochemical reaction shown in Figure 2–6 represents the complete digestion of a polymer (a large molecule as consumed in food) down to its constituent monomers, or building blocks. (A) Select two colors and color the coding circles and the molecules. (B) Select the one correct answer for each statement below and insert your answer in the answer blank. ○ Monomer ○ Polymer Figure 2–6 _________________________ 1. If starch is the polymer, the monomer is: A. glycogen. B. amino acid. C. glucose. D. maltose. _________________________ 2. During polymer digestion, water as H+ and OH– ions would: A. be a product of the reaction. B. act as a catalyst. C. e nter between monomers, bond to them, and keep them separated. D. not be involved in this reaction. _________________________ 3. Another name for the chemical digestion of polymers is: A. dehydration. B. hydrolysis. C. synthesis. D. displacement. _________________________ 4. If the monomers are amino acids, they may differ from each other by their: A. R group. B. amino group. C. acid group. D. peptide bond. I NC R EDI B L E J OU R N E Y A Visualization Exercise for Biochemistry... you are suddenly upended and are carried along in a sea of water molecules at almost unbelievable speed. 25. Complete the narrative by inserting the missing words in the answer blanks. For this journey, you are miniaturized to the size of a very small molecule by colleagues who will remain in contact with you by radio. Your instructions are to play the role of a water molecule and to record any reactions that involve water molecules. Considering water molecules are polar Chapter 2 Basic Chemistry 39 _________________________ 1. molecules, you are outfitted with an insulated rubber wet suit with a (1) charged helmet and two (2) _________________________ 2. charges, one at the end of each leg. _________________________ 3. As soon as you are injected into your host’s bloodstream, you feel as though you are being pulled apart. Some large, attrac- _________________________ 4. tive forces are pulling at your legs from different directions! You look about but can see only water molecules. After a _________________________ 5. moment’s thought, you remember the polar nature of your _________________________ 6. wet suit. You record that these forces must be the (3) that are easily formed and easily broken in water. _________________________ 7. After this initial surprise, you are suddenly upended and car- _________________________ 8. ried along in a sea of water molecules at almost unbelievable speed. You have just begun to observe some huge, red, disc- _________________________ 9. shaped structures (probably (4) ) taking up O2 molecules when you are swept into a very turbulent environment. Your _________________________ 10. colleagues radio that you are in the small intestine. With diffi- culty, because of numerous collisions with other molecules, _________________________ 11. you begin to record the various types of molecules you see. _________________________ 12. In particular, you notice a very long helical molecule made of _________________________ 13. units with distinctive R-groups. You identify and record this type of molecule as a (5) , made of units called (6) that _________________________ 14. are joined together by (7) bonds. As you move too close to the helix during your observations, you are nearly pulled _________________________ 15. apart to form two ions, (8) , but you breathe a sigh of relief as two ions of another water molecule take your place. You watch as these two ions move between two units of the long helical molecule. Then, in a fraction of a second, the bond between the two units is broken. As you record the occurrence of this chemical reaction, called (9) , you are jolted in another direction by an enormous globular protein, the very same (10) that controls and speeds up this chemical reaction. Once again you find yourself in the bloodstream, heading into an organ identified by your col leagues as the liver. Inside a liver cell, you observe many small monomers, made up only of C, H, and O atoms. You identify these units as (11) molecules because the liver cells are bonding them together to form very long, branched polymers called (12). You record that this type of chemical reaction is called (13) , and you happily note that this reaction also produces (14) molecules like you! After another speedy journey through the bloodstream, you reach the skin. You move deep into the skin and finally gain access to a sweat gland. In the sweat gland, you collide with millions of water molecules and some ionized salt molecules that are continually attracted to your positive and negative charges. Suddenly, the internal temperature rises, and molecular collisions (15) at an alarming rate, propelling you through the pore of the sweat gland onto the surface of the skin. So that you will be saved from the fate of evaporating into thin air, you contact your colleagues and are speedily rescued. 40 Anatomy & Physiology Coloring Workbook AT THE C L INIC 26. It is determined that a patient has alkalosis. What does this mean, and would you provide a treatment that would raise or lower the patient’s blood pH? 27. After looking at Serge’s lipid profile, his doctor expressed concern about the cholesterol values measured. Serge wants to know what cholesterol is and why it is so important. Why are the unfavorable values a threat to Serge’s health? 28. Isabella’s mother is warned not to use antibiotics every time her daughter feels a little ill. How do antibiotics work and why should they be used with caution? 29. Explain why the formation of ATP from ADP (adenosine diphosphate) and Pi requires more energy than the amount released for cellular use when ATP is broken down. 30. Explain why the formation of ATP from ADP (adenosine diphosphate) and Pi requires more energy than the amount released for cellular use when ATP is broken down. Chapter 2 Basic Chemistry 41 THE F I NALE: M U L T IP L E C H OIC E 31. Select the best answer or answers from the choices given. 1. Which of the following is (are) true concern- 6. Acidic substances include: ing the atomic nucleus? A. lemon juice. D. gastric juice. A. Contains the mass of the atom B. ammonia. E. water. B. The negatively charged particles are here C. blood. C. Particles can be ejected 7. Which of the following substances is/are D. Contains particles that determine atomic disaccharide(s)? number A. Glycerol D. Glucose E. Contains particles that interact with other atoms B. Fructose E. Maltose C. Galactose 2. Inorganic substances include: A. water. D. sodium chloride. 8. Which is the building block of RNA? B. proteins. E. glucose. A. Glucose D. Glycerol C. oxygen. B. Ribose E. Carbon C. Thymine 3. Important functions of water include: A. cushioning. 9. Which of the following is primarily responsi- ble for the helical structure of a polypeptide B. transport medium. chain? C. participation in chemical reactions. A. Hydrogen bonding D. solvent for sugars, salts, and other B. Tertiary folding solutes. C. Peptide bonding E. reducing temperature fluctuations. D. Quaternary associations 4. Which of the elements listed is the most E. Complementary base pairing abundant extracellular anion? A. Phosphorus D. Chloride 10. Which of the following is (are) not true of RNA? B. Sulfur E. Calcium A. Double stranded C. Potassium B. Contains cytosine 5. The element found at the center of a C. Directs protein synthesis hemoglobin molecule is: D. Found primarily in the nucleus A. calcium E. Can act as an enzyme B. hydrogen C. aluminum 11. DNA: D. copper A. contains uracil. C. is the “genes”. E. iron B. is a helix. D. contains ribose. 42 Anatomy & Physiology Coloring Workbook 12. Glucose is to starch as: 15. Which of the following describe energy? A. a steroid is to a lipid. A. Has mass B. a nucleotide is to nucleic acid. B. Massless C. an amino acid is to a protein. C. Occupies space D. a polypeptide is to an amino acid. D. Puts matter into motion 13. An organic sample is analyzed and shown 16. Which of the following is (are) a synthetic to have C, H, O, N, and P as its constituents. reaction? The organic molecule is identified as a: A. Glucose to glycogen A. carbohydrate. C. lipid. B. Glucose and fructose to sucrose B. protein. D. nucleic acid. C. Starch to glucose 14. Which of the following forms of energy is D. Amino acids to dipeptide the stimulus for vision? A. Mechanical C. Electrical B. Light D. Chemical 3CELLS AND TISSUES The basic unit of structure and function in the human body is the cell. Each of a cell’s parts, or organelles, as well as the entire cell, is organized to perform a specific function. Cells have the ability to metabolize, grow and reproduce, move, and respond to stimuli. The cells of the body differ in shape, size, and in specific roles in the body. Cells that are similar in structure and function form tissues, which, in turn, construct the various body organs. Student activities in this chapter include questions relating to the structure and function of the generalized animal cell and to the general arrangement of tissues and their contribution to the activities of the various body organs. CELLS Overview 1. Answer the following questions by inserting your responses in the answer blanks. _________________________ 1. 1–4. Name the four elements that make up the bulk of living matter. _________________________ 2. 5. Name the single most abundant molecule in living _________________________ 3. matter. _________________________ 4. 6. Name the trace element most important for making bones hard. _________________________ 5. 7. Name the element, found in small amounts in the _________________________ 6. body, that is needed to make hemoglobin for oxygen transport. _________________________ 7. 8–12. Although there are many specific “jobs” that certain cells _________________________ 8. are able to do, name five functions common to all cells. _________________________ 9. _________________________ 11. _________________________ 10. _________________________ 12. 43 44 Anatomy & Physiology Coloring Workbook _________________________ 13. 13–15. List three different cell shapes. _________________________ 14. 16. Name the fluid, similar to seawater, that surrounds and bathes all body cells. _________________________ 15. 17. Name the flattened cells, important in protection _________________________ 16. against damage, that fit together like tiles. (This is just one example of the generalization that a cell’s structure _________________________ 17. is very closely related to its function in the body.) Anatomy of a Generalized Cell 2. Using the list of terms on the following page, correctly label all cell parts indicated by leader lines in Figure 3–1. Then, select different colors for each structure and use them to color the coding circles and the corre- sponding structures in the illustration. Cytosol Vacuole Figure 3–1 Chapter 3 Cells and Tissues 45 ○ Plasma membrane ○ Mitochondrion ○ Centriole(s) ○ Nuclear membrane ○ Chromatin thread(s) ○ Nucleolus ○ Golgi apparatus ○ Rough endoplasmic reticulum (Rough ER) ○ Microvilli ○ Smooth endoplasmic reticulum (Smooth ER) 3. Figure 3–2 is a diagram of a portion of a plasma membrane. Select four different colors and color the coding circles and the corresponding structures in the diagram. Then, respond to the questions that follow, referring to Figure 3–2, and insert your answers in the answer blanks. ○ Phospholipid molecules ○ Carbohydrate molecules ○ Protein molecules ○ Cholesterol molecules A Cell exterior B C Cell interior Figure 3–2 1. Name the carbohydrate-rich area at the cell surface (indicated by bracket A). _______________ 2. Which label, B or C, indicates the hydrophobic part of the phospholipid molecule? ____________ 3. Is the hydrophobic part of the phospholipid molecule polar or non-polar? _________________ 4. Name an integral protein and a transmembrane protein. ___________________________________ 46 Anatomy & Physiology Coloring Workbook 4. Based on Figure 3–3, answer the following: (A) Label the specializations of the plasma membrane. (B) Color the coding circles and the corresponding cell parts. (C) Answer the questions provided below. ○ Nucleus ○ Nucleolus ○ Mitochondrion ○ ER A B C Figure 3–3 1. What type of cell function(s) does the presence of microvilli typically indicate? __________________________________________________________________________________ 2. Which cell junction forms an impermeable barrier? _________________________________________ 3. Which cell junction is an anchoring junction? _______________________________________________ 4. Which junction has linker proteins spanning the intercellular space? ________________________ 5. Which cell junction is not illustrated, and what is its function? ______________________________ ______________________________________________________________________________________________ 6. Which two types of membrane junctions would you expect to find between cells of the heart? _______________________________________________ and ____________________________________________ Chapter 3 Cells and Tissues 47 5. Relative to cellular organelles, circle the term or phrase that does not belong in each of the following groupings. Then, fill in the answer blanks with the correct group name. 1. Peroxisomes Enzymatic breakdown Centrioles Lysosomes Group: _________ 2. Microtubules Intermediate filaments Microfilaments Cilia Group: _________ 3. Microvilli Flagella Microfilaments Cilia Group: _________ Group: _________ 4. Double membrane Cristae ATP production Vitamin A storage 5. Centrioles Mitochondria Cilia Flagella Group: _________ 6. ER Ribosomes Transport vesicles Golgi apparatus Group: ________ 7. Nuclear pores DNA Lysosomes Chromatin Nucleolus Group: _________ 6. Name the cytoskeletal element (microtubules, microfilaments, or intermediate filaments) described by each of the following phrases. _________________________ 1. Give the cell its shape _________________________ 2. Resist tension placed on a cell _________________________ 3. Help forming desmosomes _________________________ 4. Involved in moving intracellular structures _________________________ 5. Are the most stable _________________________ 6. Have the thickest diameter 7. Different organelles are abundant in different cell types. Match the cell types with their abundant organelles by selecting a letter or letters from the key choices. Items may have more than one answer. Key Choices A. Golgi apparatus C. Lysosomes E. Mitochondria G. Rough ER B. Intermediate filaments D. Microfilaments F. Peroxisomes H. Smooth ER ______ 1. Cell lining the small intestine (assembles fats) ______ 2. A liver cell involved in metabolism; a hepatocyte ______ 3. A kidney cell ridding us of free radicals ______ 4. Muscle cell (contractile cell) ______ 5. Mucus-secreting cell (secretes a protein product) ______ 6. Cell at external skin surface (withstands friction and tension) ______ 7. Phagocytes attacking invasive microbes 48 Anatomy & Physiology Coloring Workbook Cell Physiology Membrane Transport 8. Figure 3–4 shows a semipermeable sac, containing 4% NaCl, 9% glucose, and 10% albumin, suspended in a solution with the following composition: 10% NaCl, 10% glucose, and 40% albumin. Assume the sac is permeable to all substances except albumin. Using the key choices, insert the letter indicating the correct event in the answer blanks. Key Choices A. Moves into the sac B. Moves out of the sac C. Does not move _________________________ 1. Glucose _________________________ 3. Albumin _________________________ 2. Water _________________________ 4. NaCl Solution contains: 10% NaCl 10% Glucose 40% Albumin Sac contains: 4% NaCl 9% Glucose 10% Albumin Figure 3–4 9. Figure 3–5 shows three microscopic fields (A–C) containing red blood cells. Arrows indicate the direction of net osmosis. Respond to the following questions, referring to Figure 3–5, by inserting your responses in the spaces provided. 1. Which microscopic field contains a hypertonic solution? ___________________________________ The cells in this field are said to be ________________________________________________________ 2. Which microscopic field contains an isotonic bathing solution? _____________________________ What does isotonic mean? _________________________________________________________________ ___________________________________________________________________________________________ 3. Which microscopic field contains a hypotonic solution? ____________________________________ What is happening to the cells in this field and why? ______________________________________ Chapter 3 Cells and Tissues 49 A B

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