Support and Motion KEY (1) PDF

8. Describe an example of a muscle contraction in a lower appendage joint and identify the bones of origin and insertion involved. 9. Be able to classify a joint structurally and functionally, including the articulating bones, when given a description, picture or physical specimen to reference. Do...

8. Describe an example of a muscle contraction in a lower appendage joint and identify the bones of origin and insertion involved. 9. Be able to classify a joint structurally and functionally, including the articulating bones, when given a description, picture or physical specimen to reference. Dorsiflexion/plantar flexion Inversion/eversion Concept 3: The Muscular System Objectives: Vocabulary: 1. Defend the claim that a muscle is considered an organ. Insertion Origin Prime mover (agonist) Antagonist Synergist Fixator Myofibrils Myofilaments Sarcomeres Muscle fibers Fascicles Epimysium Perimysium Endomysium Resting membrane potential Action potential Neuromuscular junction Motor unit Twitch Graded muscle contraction Summation Tetanus Recruitment Threshold stimulus Muscle tone Muscle tension Muscle fatigue Lever Fulcrum Effort Load 2. List the overall functions of the muscular system. 3. Describe the functions of the muscles of the shoulder. 4. Explain the role of the diaphragm and summarize how it works to accomplish this role. 5. Describe the functions of the main upper limb muscles (biceps brachii, brachialis, brachioradialis, and triceps brachii.) 6. Describe the functions of the main lower limb muscles (sartorius, adductors, quadriceps femoris, hamstrings, calf muscles, and tibialis anterior.) 7. Describe the functions of the main posterior muscles (trapezius, latissimus dorsi, erector spinae, and gluteal muscles.) 8. Describe the functions of the main head and neck muscles (epicranius, masseter, temporalis, buccinators, and trapezius.) Include what makes this group of muscles unique from all the others. 9. Differentiate skeletal muscle tissue from cardiac and smooth. 10. Sketch and label a diagram of the structure of skeletal muscle. 11. Describe the unique structure of a muscle cell, and justify the importance of two of its most abundant components: the presence of lots of mitochondria and the presence of lots of myofibrils. 12. Differentiate between myosin and actin, both structurally and functionally. 13. Summarize the process of muscle contraction using the sliding filament model. 14. Summarize the importance of the nervous system in muscle contractions. 15. Draw a picture of a motor neuron and a skeletal muscle in a neuromuscular junction and label the key parts. 16. Explain the role of acetylcholine in a muscle contraction. 17. List how muscles can increase the force of their contraction. 18. Explain how muscles can act with bones to form lever systems. 19. Be able to identify all of the main superficial muscles of the body when given a description, picture or diagram to reference. 20. Be able to interpret and explain a diagram of a muscle contraction. Support and Motion Unit © It’s Not Rocket Science® 2019 2 Discovery Stations: Skeletal System Assemble the Big Body Diagram (BBD) for the skeletal system. Then take your BBD and these questions around the room to read and discover more about this system. At each station, make sure to label any bones on your BBD that are labeled on the station card. Also make sure to read the station completely so that you can answer any corresponding questions below. Do not leave the station until you have answered all of the questions below and have labeled your BBD, as needed. You do not have to go in order, just make sure you get to every station. Station 1: Axial and Appendicular Skeletons 1. Mark the human skeleton to the right to show the difference between what is included in the axial skeleton vs. the appendicular skeleton. Axial marked in blue, appendicular in green 2. Based on what you read and looking at the picture you just labeled to the right, what do you think the main purpose is of the bones in the axial skeleton? What about the main purpose for the bones in the appendicular skeleton? Axial = protect organs Appendicular = movement 3. Define tendon, ligament, cartilage and joint. Tendon = cords of dense connective tissue that connect muscle to bone. Ligament = bands of dense connective tissue that connect bone to bone. Cartilage = flexible connective tissue throughout the body. Joint = junction between 2 or more bones Station 2: Upper Limbs 4. List two things that make your thumb unique from all of your other digits. It only has 2 phalange bones, rather than 3, and the joint allows the thumb to be opposable. Station 3: Pectoral Girdle 5. Describe the role of the clavicle bones and its points of attachment in the body. The clavicles act as braces that hold the arms out laterally and anchor many muscles. The medial end of each is attached to the sternum and the lateral end of each is attached to each scapula. 6. Describe the role of the scapula bones and its points of attachment in the body. The scapulae helps the clavicle attach the upper limbs to the body's trunk, allowing lots of mobility and flexibility. They connect the humerus bone to the clavicle and are attached to the rib cage and vertebral column by muscles. Station 4: Lower Limbs 7. Why do you think the bones of the lower limbs are thicker than the bones of the upper limbs? Because they have to carry the weight of the entire standing body and endure much greater force Support and Motion Unit © It’s Not Rocket Science® 2019 3 8. Compare and contrast the bones and their arrangement in the hand to those in the foot. Similarities = Both have 3 sections (carpals/tarsals, metacarpals/metatarsals, and phalanges) Each toe and finger have 3 phalange bones except the big toe and thumb, which only have 2 Differences = 8 carpal bones vs. 7 tarsal bones Phalanges in the hand are much longer than the phalanges in the feet Station 5: Pelvic Girdle 9. List two similarities and two differences between the pelvic and pectoral girdles in terms of structure and function. Similarities = both serve as attachment points for the limbs to the axial skeleton, both have irregular shapes for muscle attachment Differences = The pelvic girdle is structured to be more sturdy in order to bear more weight, while the pectoral girdle has greater mobility 10. One of the major themes in anatomy and physiology is that form dictates function. Analyze the pictures of the male and female pelvic girdles at the station and then relate this theme to the differences you observe. The female pelvic girdle's form is designed to serve its function of growing a fetus and bearing a child, unlike the male pelvic girdle. This is why the female has a wider birth canal, wider pubic arch, and wider coxal (hip) bones. Station 6: Rib Cage 11. The thoracic cage is a fascinating structure. How do you think its unique shape helps it accomplish its function? It provides protection for the heart and lungs by creating a case around them, while also having space for muscle attachments to provide mobility to our core. Station 7: Vertebral Column 12. How do you think the function of the spine would change if there weren’t intervertebral discs? It wouldn't have anything cushioning or absorbing shock, which would cause long term damage when tension or torsion was applied to the spine. It wouldn't be able to safely allow as much movement as it does. 13. List the five regions of the vertebral column. Next to each write 1-2 words to associate with each region to help you remember their location and function. Answers will vary, as students come up with their own memory tools for cervical, thoracic, lumbar, sacral, and coccyx Support and Motion Unit © It’s Not Rocket Science® 2019 4 - Bone is a rigid but living organ made up of all 4 types of tissues! - Connective tissue: the majority is bone (osseous) tissue but cartilage and dense connective tissue cover the bone’s external surface - Nervous tissue: in its nerves - Epithelial tissue: in its blood vessels, which provide nourishment - Muscle tissue: skeletal muscle tissue - Support - Framework holding up the entire body - Protection - Guards the body’s most vital organs, like the skull protecting the brain and the rib cage protecting the heart - Movement - Skeletal muscles are connected to bones via tendons and use bones as levers at joints to produce movements - Storage - Stores minerals like calcium and phosphate, which can be released into the blood when needed - Stores energy in the form of fat in yellow bone marrow - Blood cell formation = hematopoiesis - In red bone marrow of certain bones - Hormone production - Critical for helping to maintain homeostasis - Ex. Produces osteocalcin which regulates insulin secretion, glucose regulation, an energy usage - Ex. Helps to regulate blood calcium levels - Bones are classified by their location (in the axial vs. appendicular skeletons) and shape - A bone’s shape dictates its function!! - 4 main types: 1. Long bones: longer than they are wide - Tend to have a long shaft with either end being a bit wider - Mostly located in the limbs - Act as levers to aid in movement - Examples: - Arm bones (humerus, radius, and ulna) - Hand bones (metacarpals and phalanges) - Leg bones (femur, tibia, and fibula) - Foot bones (metatarsals and phalanges) 2. Short bones: more cube shaped - Tend to be as wide as they are long - Provide support and stability with little movement - Examples: - Wrists (carpals) - Ankles (tarsals) - Special type of short bone = sesamoid bones - Means to be shaped like a sesame seed - Are embedded within tendons - Ex. Knee cap (patella) 3. Flat bones: thin and flat bones - Often have a bit of a curve - Have a large surface area for attaching to muscles - Examples: - Breastbone (sternum) - Shoulder blades (scapula) - Ribs - Most of the cranial bones in the skull 4. Irregular bones: everything else - Have highly specialized shape and structure - Examples: - Hip bones - Vertebrae Despite the variety in shape, most bones have the same basic internal structure. - A dense and smooth layer of compact (cortical) bone tissue on the outside surrounding the more porous spongy bone tissue on the inside. - Made of osteons = the basic structural unit; long cylinders that act as tiny weight-bearing pillars in the bone. - Made of a group of hollow tubes called lamella - Filled with tiny salts and collagen fibers that allow the bone to resist torsion stress - The Haversian canal (or central canal) runs through the middle of each osteon and contains small blood vessels for nourishment and nerve fibers for signaling. Osteon Lamella Haversian Canal - Less organized than compact bone - No osteons - Do have trabeculae = tiny bone struts that are key for helping the bone to resist stress; also where bone marrow is - Remember: Red bone marrow makes blood cells and yellow bone marrow stores energy in the form of fat! - The external surface of a bone is rarely smooth, and often has distinct bone markings that correspond to how the bone and its attached muscles and ligaments work together. - 3 types of markings: - Projections where muscle and ligaments attach - Surfaces that form joints - Depressions and openings for blood vessels and nerves to run through - Osteocytes: maintain healthy bone structure - Housed in the lacunae = gaps between the lamellae - Think of them as like the foremen at a construction site – they monitor, maintain quality, and command the workers (which in this case are the osteoblasts and osteoclasts) in response to stimuli (like stress, strain, or lack thereof like astronauts experience) - Osteoblasts: build and construct bones by calcifying bone as it forms - Osteoclasts: critical in the regeneration of bone through bone remodeling by absorbing bone tissue wherever it is not needed or is degenerating - Ossification (osteogenesis) = the process of bone tissue formation - Key for forming your skeleton as an embryo (beginning at week 8) - Essential for bone growth from childhood up until early adulthood - Later in life is used for bone remodeling and repair - Two Types: - Intramembranous ossification = bone develops from a fibrous membrane à membranous bone; Ex. Clavicle and skull bones - Endochondral ossification = bone develops by replacing cartilage à endochondral bone; Ex. All other bones - Cartilage remains in 2 places – the articular cartilage on the ends of bones and the epiphyseal plates which is where bone growth comes from as bones elongate - - Bone is constantly being remodeled This is important because if it didn’t happen, the calcium in our bones would crystallize and make the bones more brittle à more likely to fracture The Process Osteocytes release chemical signals to tell osteoclasts to go to the damage. Osteoclasts release enzymes there that allow them to digest the calcium phosphate, putting the calcium and phosphate back into the blood = resorption Macrophages promote bone tissue remodeling. Osteoblasts come in an build new bone before they undergo apoptosis - Fracture = Break - Treatment = reduction (realignment of the broken bone ends) and immobilization (keeping bone stable so it has time to heal itself) - Repair = - Hematoma forms due to hemorrhaged blood clots (from where blood vessels in the bone were torn during the break) - Fibrocartilaginous callus forms that spans the break and connects the broken ends - Osteoblasts begin forming spongy bone and replacing the cartilaginous callus - Bone remodeling occurs Research and Report: The Anatomy of a Long Bone Articular cartilage = covers the end of bones where they form joints; decreases friction in joints Spongy bone = found in the ends of bones and in joints; holds marrow (that makes blood cells), blood vessels, and nerves which carry nutrients and signals to the bone. Compact bone = stronger and more solid than spongy bone; also houses blood vessels and nerves, stores inorganic salts, and provides strength to the bone Medullary cavity = central cavity in the bone shaft that stores red bone marrow (for making blood cells) and yellow bone marrow (for making fats) Epiphyses = the ends of bones that help to distribute pressure across joints to make mobility easier; also are made of red bone marrow and are the main producers of RBCs in the bone Diaphysis = the main midsection/shaft of a long bone; made of spongy and compact bone with the hollow medullary cavity on the inside Periosteum = the thin but tough outermost layer of bones made of collagen fibers that provide support and connection to other structures in the joint Endosteum = thin connective tissue that lines the medullary cavity inside of the bone; aids in the growth of bone Yellow bone marrow = produces fat Red bone marrow = produces red blood cells, platelets, and white blood cells Nutrient artery = runs through the medullary cavity and nourishes the bone with blood and the nutrients blood carries Nerves in the bone = coordinate movement, since skeletal muscles only contract involuntarily Support and Motion Unit © It’s Not Rocket Science® 2019 10 Lab Stations: Exploring the Skeletal System Answer the questions from each station in the boxes on the next few pages. Make sure you get to every station! Sketches will be much simpler when done by hand Station 1 Label: Limb Bones 1. The bones in the lower limb are thicker and are designed to carry more weight and more force. The phalanges in the finer are also much longer than those in the toes. 2. The 8 wrist bones (carpals), 5 palm bones (metacarpals) and 14 finger bones (phalanges). The carpals are short bones while the metacarpals and phalanges are long bones. The carpal bones compose the wrist and are critical for movement of the hand and connecting it to the rest of the arm. The metacarpals anchor the phalanges to the wrist. The phalanges make up your fingers and allow our hands to do so many different things! Station 2 Measure: The Relationship between Bone Length and Height 5. Answers may vary, but typically the femur calculation is the most accurate measurement to determine the height from. 6. Answers will vary, but no this would not be an accurate strategy for determining the height of people of all ages. This is because children especially still grow so much, and all hit puberty/growth spurts at different times. Elderly people could also have accumulated significant bone damage over the years. Support and Motion Unit © It’s Not Rocket Science® 2019 11 Station 3 Examine: Tissues of the Skeletal System Answers will vary, depending on the slides provided for the students. Support and Motion Unit © It’s Not Rocket Science® 2019 12 Station 4 Practice: Bone Names Answers will vary, based on the students' scores Station 5 Application: Bone Breaks and the Healing Process 1. Cancer and osteoporosis 2. Fracture 3. Callie has a closed, complete and displaced fracture. It is most likely a transverse or oblique fracture as well. 4. See if your friend is dizzy and look for bruising, stiffness, swelling, warmth and weakness around the suspected fracture. 5. A blood clot begins to form which leads to swelling. 6. It forms as collagen moves in and replaces the blood clot. It will serve as the precursor to more sturdy bone growth later. 7. Osteoblasts; anywhere from 6-12 weeks after the bone is broken. 8. Re-align, immobilize, and manage the pain. 9. It can help to immobilize the injury until proper medical attention can be provided, which can also help in reducing pain if no further movement is applied to the fractured area. 10. Answers will vary but could include curtains, t-shirts, lab coats, rulers, meter sticks, workbooks – just look around your classroom! Station 6 Extension: To Infinity, and Beyond! 1. Bone is living tissue that continually regenerates and replenishes itself. 2. Gravity applies a constant load which causes healthy bones to maintaint heir density. Without gravity, the bones no longer have to support the body, so the production of osteoblasts decreases, leading to a loss in bone density. 3. They experienced permanent bone loss in their shinbones, equal to a decade of aging. 4. Because your lower limbs are built to carry weight while you upper limbs aren’t constantly doing that, so your lower limbs are experiencing a greater change in the environment they are used to than your upper limbs. 5. 1-2%!! 6. Increased risk for fractures, with hip, wrist and spine fractures being the most common. 7. The creation of new bone doesn't keep up with the loss of old bone. 8. By age 30. 9. Eat plenty of calcium, get plenty of vitamin D, and engage in regular exercise. Support and Motion Unit © It’s Not Rocket Science® 2019 13 Real World Reading: Prosthetic Limbs Read the short article below, in its entirety, and then answer the corresponding questions on the following page. A prosthesis (plural: prostheses) is a device that replaces a missing body part in order to restore the functionality of the body part in an artificial way. The first replacement body parts are believed to have been rudimentary wooden structures made by the Egyptians, as they have unearthed 3,000-year-old mummies with prostheses made out of wood and leather. Modern prosthetic technology is now far more advanced than simply wooden peg legs. The advancements especially in the last several decades with the development of 3D printing and the ability to use lightweight but strong materials like polypropylene plastic and carbon fiber have completely revolutionized the way prostheses work today. Prostheses also includes more than just artificial limbs – any artificial replacement falls into this category, including fingers, eyes, ears, and noses! Despite the wide range in prostheses, they are most commonly associated with artificial limbs used after surgical removal of an arm, hand, leg or foot, called an amputation. There are many reasons for amputation such as diagnosis of a cancerous tumor in a limb’s muscle or bone or a severe infection that is unresponsive to antibiotic treatment, but the most common reason is due to circulatory issues in a limb as the result of the narrowing (or damaging) of essential arteries. Amputation is also being explored as a treatment option for patients suffering from nervous system disorders such as CRPS, or complex regional pain syndrome. When an amputation is done to prepare a lost limb for an artificial replacement, all damaged tissue must be removed as well as any bones in the amputated limb. The remaining bone must be smoothed out and any blood vessels or nerves that went into the removed bone must be sealed off. The muscles and skin around the new stump, or residual limb, must also be shaped in preparation for a prosthesis to eventually be attached. It is important that enough muscle is left behind to cover and attach to the end of the limb (whether it be bone or tendon) so that it can remain a functioning muscle and provide necessary cushioning for the prosthesis. Patients often stay in the hospital for 1-2 weeks after an amputation surgery and some can begin being measured and fit for their new prosthesis anywhere from 2-3 weeks later. Every prosthetic limb has three main components – the pylon, socket, and suspension system. The pylon is the “skeleton” of the limb and provides the main structural support, just like a bone would. The socket is the part of the artificial limb that connects to the patient’s residual limb, and its structure is incredibly significant as it transmits forces applied to limb to the rest of the patient’s body. Lastly, the suspension system keeps the prosthesis attached to the body and can be a combination of harnesses, straps, and sleeves. Recently, suction has been used as the primary suspension mechanism with a simple seal holding the artificial limb in place. Every prosthesis must be custom fit and built specifically for the patient’s body. The most critical part of the prosthesis is the socket where the residual limb will attach. Getting the right fit can be tricky as the area is often very swollen after surgery. However, if too much time is lost between surgery and fitting the new limb, the muscles in the residual limb can start to atrophy and shrink, affecting the fit of the socket. Once a prosthesis is correctly fit and built for the patient, lots of physical therapy is to be expected moving forward. Most patients need anywhere from 6 months to a year in rehabilitation support in order to master using their new limb to accomplish nearly all of the same functions of life as they could have prior to surgery. Support and Motion Unit © It’s Not Rocket Science® 2019 14 1. What organ systems must be understood in detail by the medical doctors and bioengineers who develop amputation techniques in preparation for prostheses? Explain why for each system. Skeletal system, for mimicking the supportive structure of the replace bones as much as possible. Muscular system for enabling movement. Circulatory system and nervous system so that any blood vessels or nerves cut off at the stump are able to properly clot and heal. Integumentary system to make sure the skin where the prosthetic attaches will heal correctly and be able to handle the attachment. 2. Why do you think smoothing out the remaining bone in the limb is an important part of the amputation process? So that there aren't any sharp ends that would be stabbing the muscle and tissues surrounding the end. It would really hurt when attached to the prosthesis if not. 3. What are artificial limbs currently made out of? Why are these current materials much improved from those used in the past? They are currently made out of polypropylene plastic and carbon fiber which are much more lightweight and strong than traditional materials, like metals and wood. 4. Despite the similarities in all prosthetic limbs, there are also many differences, especially with regards to where the prosthesis will be located. For example, a different type of artificial limb is needed after a transfemoral amputation vs. a transtibial amputation vs. a transhumeral amputation. Just looking at these three terms, predict the difference in the types of amputations and the structure of the prosthetic limb each would require. Transfemoral most likely refers to an above the knee amputation, into the femur. This prosthetic limb would need to have an artificial knee joint as well. Transtibial most likely refers to below the knee amputation, into the tibia and fibula. This prosthetic would not need to include a knee joint but would need to attach to the knee securely. Transhumeral most likely refers to an amputation in the arm, into the humerus bone. This prosthetic would need to have an artificial elbow joint and something to replace a functioning hand. 5. Consider a prosthetic limb designed for an upper limb versus a lower limb. Based on what you know so far in this course, what similarities do you think the prostheses would have in design? What differences in structure would be necessary in order for each limb to accomplish its specific functions? Justify your answers with reasoning. Similar layout since the layout of the upper and lower limbs are so similar. Differences in functionality as a lower limb prosthesis would need to bear the weight of the entire upper body. Support and Motion Unit © It’s Not Rocket Science® 2019 15 - Joints (articulations) = the meeting places between 2 or more bones - They give the skeleton mobility and hold it together - Body movements happen when muscles contract across joints, moving one bone toward another - Important connective tissues: - Ligaments: attach bones to bones - Tendons: attach muscles to bones - Joints can be classified by structure or function - Based on what they do and how much movement they allow - Note: The less movable the joint, the more stable it is - 3 Types: - Synarthroses = Non-moving joints - Ex. The part of the skull that protects the brain = cranium - Amphiarthroses = Slightly-moving joints - Ex. Where pubic bones meet in the pelvis - Diarthroses = Freely moving joints - Ex. Like knee and elbow joints, mainly in our limbs - Based on what binds the bones together in the joint and if a cavity is present - 3 Types: - Connect bones with the collagen fibers of dense connective tissue - Mostly immovable - Ex. Bones in the skull are held together = fibrous joints called sutures - Ex. Fibula and tibia in your lower leg are held together by ligaments only = fibrous joints called syndesmoses - Ex. The way teeth are embedded in their sockets = fibrous joints called gomphoses - Connect bones with cartilage - Can be rigid but also slightly movable - Ex. An immovable joint made of a bar/plate of hyaline cartilage between the sternum and the first rib = synchondrosis - Ex. A slightly movable joint made of fibrocartilaginous intervertebral discs that act as a shock absorbers between vertebrae = symphysis - Connect bones with dense connective tissues AND a fluid filled joint cavity - Allows them to be freely movable (all are diarthroses) - Articular cartilage that covers the opposing bone surfaces Joint (articular) cavity A fibrous joint (articular) capsule that encloses the cavity Synovial fluid in the cavity that acts as a lubricant Bandlike ligaments for reinforcement Sensory nerve fibers and blood vessels (in the joint capsule and synovial membrane) - Also known as a “plane” joint - Allow gliding movements - When one flat bone surface glides or slips over another (back and forth or side to side) - Ex. Intercarpal joints (in wrist) and intertarsal joints (in ankle) - Only moves in one direction (like a door hinge!) - Allow angular movements like flexion and extension - Flexion: bending in a way that decreases the angle of the joint so the articulating bones get closer - Extension: reverse of flexion - Hyperextension: going beyond the anatomical position - Ex. Elbow and interphalangeal (finger) joints - Allow rotation as well as twisting movements back and forth - Supination = turn/twist forward - Pronation = turn/twist backward - Ex. Where humerus meets radius and ulna at the elbow - Like a pedestal with a joint on top - Allows movements like flexion/extension, as well as abduction and adduction - Abduction: “moving away”; moving a limb away from the median plane, along the frontal plane - Adduction: “moving toward”; opposite of abduction - Ex. In the wrist - Allows opposition movements as well as flexion/extension, abduction/adduction - Ex. Thumb joints - Lots of maneuverability - Allow rotational movements, abduction/adduction, flexion/extension - Rotation: turning of the bone around its own long axis - Ex. Shoulder and hip joints - Circumduction: moving limb in a circle: Ex. Making circles with arms - Elevation and depression: Lifting (then lowering) a body part superiorly; Ex. Shrugging your shoulders, jaw dropping - Protraction and retraction: Ex. Sticking jaw out (to make and under bite) and back in - Dorsiflexion and plantar flexion: Lifting foot up and down at the ankle - Inversion an eversion: Turning the foot towards the midline of the body vs. turning away form the midline of the body - Bones can’t move without the joints that connect them and the muscles that stretch over those joints - Movement occurs when muscles contract - They always pull, never push - Isotonic = causes a change in the length of the muscles - Ex. Lifting a box or doing push-ups - Isometric = no change in length - Ex. Standing with good posture or doing a plank - Insertion = the movable bone during a muscle contraction - Origin = the bone that moves less or not at all - Ex. In a bicep curl, the radius is the insertion point and pulls towards the scapula, which is the origin Practice: Joint Classification Part 1: Read each description and then complete the table. Make sure to be as specific as possible when listing the names of the articulating bones and classifying the structural type of joint. 1. The metacarpophalangeal joint in your knuckle is considered freely moving and allows flexion, extension, abduction, and adduction. 2. The skull joint connects the two main sets of bones in the head that protect the brain and create the framework for the face with the upmost stability. 3. The pubic symphysis joint is connected only with cartilage and allows very slight movement – more so in pregnant women. 4. The ankle joint connects the lower leg bones with the talus and can only move in one direction, allowing for dorsiflexion and plantar flexion of the foot. 5. The costovertebral joint allows for a gliding motion in the ribs. 6. The sacroiliac joint in the pelvic girdle is fully moveable in childhood, allowing gliding movements. In adulthood it becomes more and more fibrous, allowing less and less movement. 7. The shoulder joint connects the scapula to the only bone in the upper arm. This joint has some of the most movement in the entire body, allowing flexion, extension, abduction, adduction, circumduction, and rotation. Articulating Bones Functional Type Structural Type Metacarpal and phalange Diarthrosis Synovial (Condylar) Cranial and facial Synarthrosis Fibrous (Sutures) 2 pubic bones Amphiarthrosis Cartilaginous Tibia/fibula and talus Diarthrosis Synovial (Hinge) Ribs and vertebrae Diarthrosis Synovial (Plane) Sacrum and ilium Diarthrosis Synovial (Plane) Amphiarthrosis Fibrous Scapula and humerus 8. The inferior tibiofibular joint connects the two bones of the lower leg on the distal end with ligaments only. This allows no movement. Tibia and fibula 9. The sternocostal joint is immovable, connecting the first rib with cartilage. 10. The distal radioulnar joint allows for supination and pronation in the forearm. Support and Motion Unit Diarthrosis Synovial (Ball and socket) Synarthrosis Fibrous (Syndesmosis) Sternum and 1st rib Synarthrosis Cartilaginous Radius and ulna Diarthrosis Synovial (Pivot) © It’s Not Rocket Science® 2019 20 Part 2: Analyze the picture of the knee’s anatomy below and then answer the questions that follow. 11. List the three bones pictured in the diagram. What leg bone is not seen in this picture? femur, patella and tibia fibula not pictured 12. The meniscus is a piece of cartilage that provides cushioning between two of the leg bones pictured. List which two. femur and tibia 13. What do the two ligaments connect? one connects the patella to the tibia, the other connects the femur to the tibia 14. One tendon is labeled in this picture. What two structures does it connect? quadriceps muscle to the patella Based on what you know about tendons, add arrows to the diagram to show where you think other tendons are shown, but not labeled. tendons connect muscle to bone, so students should add arrows in those places 15. The knee joint actually contains two joints – the tibiofemoral joint and the femoropatellar joint. Both of them are classified as synovial joints. What would be their functional classification? diarthroses 16. What features of synovial joints are not shown in this picture? synovial fluid in joint cavity, nerve fibers and blood vessels 17. What are the two articulating bones in the femoropatellar joint? the femur and the patella 18. In this joint, the only movement allowed is the gliding motion of the patella. What type of synovial joint is this? plane 19. What are the two articulating bones in the tibiofemoral joint? the tibia and the femur 20. This joint is a bit more complex. Structurally it is considered a condyloid joint, however it is actually classified as a modified hinge joint. If it acts as a hinge, what movements does it allow? flexion and extension Support and Motion Unit © It’s Not Rocket Science® 2019 21 Project: Movement Video Overview: Human beings are constantly engaging in some form of motion. This provides ample opportunities to observe and apply some of the characteristics of movement that we have been learning about in class, but especially fun connections can be made when analyzing viral dances. In this project, you will be creating a video that analyzes a popular dance to show the types of movements, joints, and articulating bones that are incorporated into various moves. An interactive presentation will be shared with the class, prior to showing the video that will show some of the group members demonstrating the moves and others narrating the connections to our studies. A one-page summary handout will also be created that identifies the main motions and the different anatomical movements, joints, and articulating bones. Project Requirements: ¨ Video is submitted on time and in a high-quality format that can be played by the teacher without issue. Video includes: o A demonstration of the dance in its entirety with clean music and moves that were pre-approved by the teacher (must have approval signature at the bottom of this page!) o A breakdown of 10 movements within the dance that accurately highlights the type of anatomical movement shown, the joint in use (including its classification), and the articulating bones in the joint o Appropriate volume – we need to be able to clearly hear what is being said! o All group members utilized in some capacity ¨ One-page summary handout is typed, organized, accurate. It includes a list of 10 moves highlighted in the video with the following information about each move: o The anatomical movement represented o The joint in use – including its functional and structural classifications o Justification – a brief description of the reasoning behind how determined your classifications o The articulating bones within the joint in use ¨ Presentation to the class is engaging, organized, appropriate, rehearsed, and interactive. ¨ All group members are able to participate in the presentation and can answer questions about the content with clarity and knowledge ¨ Video and presentation are within the time limit of ¨ Overall project demonstrates accuracy ¨ Evident that all group members contributed equally to the project Alternative Project: If your group does not want to dance, you can put together a unique workout routine that includes 10 different exercises. All requirements listed above must be included and you will be evaluated in the same manner as other groups. Evaluation: On the following pages you will see the criteria that will be used to evaluate this project. The information is provided as both a rubric and a checklist. This will count as a 100-point grade. The main components you will be graded on are: ¨ ¨ ¨ ¨ ¨ Video Handout Presentation Group work/Peer evaluation Overall Project Due: Support and Motion Unit Topic: Teacher Approval: © It’s Not Rocket Science® 2019 22 Support and Motion Unit © It’s Not Rocket Science® 2019 Comments: Overall Project Group Work/Peer Evaluation Presentation Handout Video All information is detailed, factual, and organized on one page. All of the required components listed on the project description page are included and covered fully. 10 different movements are covered. • Project demonstrates excellent student effort and time put into its completion. Group does not exceed time limit and uses time wisely. Evidence of preparation and rehearsal is evident. Overall project demonstrates complete understanding of topics related to movement. • • • • • • • • • Clear evidence of students’ effort and participation. Group is fully prepared. Each group member actively participates and has a role. Presentation is entirely clear and interactive. All group members are able to answer questions with knowledge, understanding, and confidence. Student receives positive feedback from all group members. Student receives an average score between 4.5-5 on peer evaluation form. • • • • • All of the required video components listed on the project description page are included and covered fully. All information in the movement breakdown is accurate. 10 different moves are highlighted. • Excellent (20 points) • • • • • • • • • • • • • • Project demonstrates satisfactory student effort and time put into its completion. Group does not exceed time limit and uses time wisely. Evidence of preparation and rehearsal is mostly evident. Overall project demonstrates understanding of topics related to movement. Student receives positive feedback from most group members. Student receives an average score between 3.6-4.4 on peer evaluation form. Evidence of students’ effort and participation. Presentation is mostly clear and interactive. Most group members are able to answer questions with knowledge, understanding, and confidence. The majority of the required components listed on the project description page are included and covered fully. The majority of the information in the movement breakdown is accurate. 8-10 different moves are highlighted. The majority of the information is detailed, factual, and organized on one page. The majority of the required components listed on the project description page are included and covered fully. 8-10 different movements are covered. Satisfactory (19-16 points) • • • • • • • • • • • • • • • Student receives positive feedback from some group members. Student receives an average score between 2.5-3.5 on peer evaluation form. Some evidence of students’ effort and participation. Project demonstrates a lack of student effort and time put into its completion. Group does not exceed time limit and somewhat uses time wisely. Evidence of preparation and rehearsal is somewhat evident. Overall project demonstrates some understanding of topics related to movement. Some evidence of students’ effort and participation. Presentation is somewhat clear and interactive. Only one group member is able to answer questions with knowledge, understanding, and confidence. Some of the information is detailed, factual, and may or may not be organized on one page. Some of the required components listed on the project description page are included and covered fully. 5-7 different movements are covered. Some of the required components listed on the project description page are included and covered fully, but most are not. Some of the information in the movement breakdown is accurate. 5-7 different moves are highlighted. Needs Improvement (15-10 points) Student does not receive positive feedback from group members. Student receives an average score less than 2.5 on peer evaluation form. Little evidence of students’ effort and participation. Project demonstrates unsatisfactory student effort and time put into its completion. Group exceeds time limit and/or does not use time wisely. Lack of preparation and rehearsal is evident. Overall project demonstrates a lack in understanding of topics related to movement. The majority of the required components listed on the project description page are NOT included or covered fully. The majority of information in the movement breakdown is NOT accurate. 4 or less different moves are highlighted. The majority of the information is NOT detailed, factual, and may or may not be organized on one page. The majority of the required components listed on the project description page are NOT included or covered fully. 4 or less different movements are covered. Lack of evidence of students’ effort and participation. Presentation is not clear or interactive. None of the group members are able to answer questions with knowledge, understanding, and confidence. Total Score: • • • • • • • • • • • • • • • Unacceptable (9-0 points) Movement Video Project Rubric 23 Movement Video Project Checklist Use this list to make sure your group has completed every aspect of the project. You may also use the rubric I will be using as a reference too. It’s a good idea for your group to practice your presentation and to submit your video early so you know that everything will run smoothly on presentation day. Video (20 points) ¨ Video is submitted on time and in a high-quality format that can be played by the teacher without issue. ¨ All of the required components listed below are included and covered fully and accurately: • A demonstration of the dance in its entirety with clean music and moves that were pre-approved by the teacher (must have approval signature at the bottom of this page!) • A breakdown of 10 movements within the dance that accurately highlights the type of anatomical movement shown, the joint in use (including its classification), and the articulating bones in the joint • Appropriate volume – we need to be able to clearly hear what is being said! • All group members utilized in some capacity ¨ 10 different moves are highlighted. Handout (20 points) ¨ All information is detailed, factual, typed, and organized on one page. ¨ A list of 10 moves highlighted in the video with the following information about each move: o The anatomical movement represented o The joint in use – including its functional and structural classifications o Justification – a brief description of the reasoning behind how determined your classifications o The articulating bones within the joint in use Presentation (20 points) ¨ Clear evidence of students’ effort and participation. ¨ Presentation to the class is engaging, organized, appropriate, rehearsed, and interactive. ¨ All group members are able to answer questions with knowledge, understanding and confidence. Group Work/Peer Evaluation (20 points) ¨ Student receives positive feedback from all group members. ¨ Student receives an average score between 4.5-5 on peer evaluation form. Overall Project (20 points) ¨ ¨ ¨ ¨ Project demonstrates excellent student effort and time put into its completion. Group does not exceed time limit and uses time wisely. Evidence of preparation and rehearsal is evident. Overall project demonstrates complete understanding of topics related to movement. Support and Motion Unit © It’s Not Rocket Science® 2019 24 Movement Video Project Peer Evaluation Write YOUR name in the first column, and then each of your group members’ names in the other columns. Using a scale of 1-5, rank each statement for each member of the group (yourself included) to indicate the extent to which you agree with the statement. After you have completed evaluating each statement, calculate your average score for each group member (again, yourself included!) by adding up your numbers and dividing by 7. Then answer the questions at the bottom of the page on another sheet of paper or the back of this sheet. 1 = strongly disagree 2 = disagree 3 = neutral 4 = agree 5 = strongly agree Additional Feedback: Answer the following questions on the back of this sheet. 1.Specifically list out the tasks each member of the group (yourself included) was assigned. 2.Was anyone on your team especially valuable/helpful to the overall success of the project? Explain. 3.Was anyone in your group detrimental to the overall success of the project? Explain. 4.What did you enjoy about doing this project as a group? What did you not enjoy? 5.What did you learn from working with this group that you will use in your next experience working with a group? Support and Motion Unit © It’s Not Rocket Science® 2019 25 Discovery Stations: Muscular System Assemble the Big Body Diagram (BBD) for the muscular system. Then take your BBD and these questions around the room to read and discover more about this system. At each station, make sure to label any muscles on your BBD that are labeled on the station card. Also make sure to read the station completely so that you can answer any corresponding questions below. Do not leave the station until you have answered all of the questions below and have labeled your BBD, as needed. You do not have to go in order, just make sure you get to every station. Station 1: How Muscles are Named 1. Your quadriceps are a group of muscles in your thighs. What does their name tell you about them? Quad means 4, so the name suggests that their are four "heads" attached at different origins Answer the following questions once you have had a chance to go to each station and label your BBD. 2. Looking at your BBD, give an example of a muscle (not any from the station 1 card!!) that are named for each of the following: a. The muscle’s location The tibialis anterior is on the front part of the tibia b. The muscle’s shape Trapezius is shaped like a trapezoid c. The muscle’s size Extensor carpi radialis longus, and extensor carpi radialis brevis d. The direction its muscle fibers run Rectus abdominis - the fibers run parallel to the abdomen e. The number of origins it has The biceps femoris is a hamstring muscle with 2 origins f. The location of its attachments The flexor carpi ulnaris attaches to the ulna (and humerus) and the wrist bones (carpals) g. The muscle’s action The flexor carpi ulnaris and flexor carpi radialis help with hand flexion Station 2: Upper Body Muscles 3. Identify the prime mover muscle in inspiration and explain how it works. Include the name of the muscles that aid it in the inspiration process. The diaphragm is the prime mover in inspiration. The external intercostals act as synergists to aid in inspiration. When we inhale, the diaphragm contracts and flattens as it moves downward so there is more room for the lungs to expand, and the external intercostals help by moving the rib cage outward and upward. Support and Motion Unit © It’s Not Rocket Science® 2019 26 Station 3: Upper Limb Muscles 4. Identify the main muscles involved in forearm flexion and forearm extension. Forearm flexion = biceps brachii, brachialis, and brachioradialis Forearm extension = triceps brachii Station 4: Lower Limb Muscles 5. Why does it make sense that some of the longest and most powerful muscles in the human body are located in your thighs? Because these muscles literally hold the force of the entire rest of the human body, and not only hold it, but move it! 6. A friend goes on a run and comes back limping, saying he “pulled a hammy.” However, he is rubbing his shin. Which muscle did he actually pull? Where should you inform your friend that his hamstrings are actually located? His tibialis anterior His hamstrings are actually located in the posterior thigh Station 5: Posterior Muscles 7. Differentiate between the triangular muscles in the back. The trapezius is the large triangular muscle in the upper back while the latissimus dorsi is the large triangular muscle in the lower back. 8. Two groups of muscles in your back – your glutes and your erector spinae – have incredibly important functions. What are they? Your erector spinae run the length of the spine and keep the back straight, while also allowing sideto-side rotation. They are the prime movers in back extension. Your gluteal muscles play a major role in movement of the hips and thighs, thus are critical in overall strength and maintaining good posture Station 6: Muscles of the Head and Neck 9. If you have to squint to see the whiteboard more clearly in class, what muscle are you most likely using? orbicularis oculi 10. If someone is to suck a thick milkshake from a straw, which two muscles would be most used? buccinator in your cheeks and the orbicularis oris Support and Motion Unit © It’s Not Rocket Science® 2019 27 - The main function of the muscular system is movement. - Muscles contract in order to produce movement. - They pull, never push! - Insertion = where the muscle is attached to a movable bone - Origin = where muscle is attached to an immovable bone - Whatever one muscle can do, another can undo! - Other functions = maintain posture, stabilize joints, and generate heat - ATP is needed for muscles to contract and comes from cellular respiration, an overall exothermic reaction - Therefore muscle contractions give off heat as a byproduct, helping to maintain homeostasis and regulate constant body temperature Biceps brachii - Muscles can be functionally classified into 3 groups: - Prime movers (agonists) = muscles most responsible for producing a certain movement - Antagonists = muscles that oppose or do the reverse of a certain movement Triceps - Usually stretched or relaxed when a brachii prime mover is active Example: In a bicep - Can regulate prime movers by adding curl, the biceps brachii resistance (the muscle that bulges - Located on the opposite side of a joint when you curl) is the from the prime mover prime mover in forearm - Synergists = muscles that help the prime mover, flexion. The triceps such as stabilizing across a joint or adding brachii is the antagonist some “oomph” and the brachioradialis - Fixators = synergist muscles that and brachialis are the specifically immobilize the muscle’s synergists in forearm origin bone to increase the prime flexion. mover’s effectiveness. - Fixators also help maintain an upright posture! - 3 types of muscle tissue - Cardiac = striated muscles of the heart that contract involuntarily to pump blood throughout the body - Smooth = nonstriated muscles in the walls of visceral organs that contract involuntarily to propel objects/substances down internal passageways - Skeletal = striated muscles generally attached to bones that contract voluntarily to produce movement - Every muscle is its own organ, composed mainly of skeletal muscle tissue but also blood vessels, nerves, and connective tissues. - Myofibrils = organelle that makes up most of muscle cells - Thin filaments called myofilaments (actin and myosin) run the length of each myofibril - Are subdivided lengthwise into sarcomeres = the contractile unit of the muscle - Myofibrils are like tiny threads bunched together that make up muscle fibers = muscle cells - They are specialized to contract so they contain multiple mitochondria, nuclei, a specialized ER (sarcoplasmic reticulum), cytoplasm (sarcoplasm) and a cell membrane (sarcolemma), in addition to the myofibrils - Muscle fibers bundle together to form fascicles - Each one is a bundle of muscle cells - Fascicles bundle together to form the muscle organ - Made of hundreds to thousands of muscle cells, plus connective tissues, blood vessels, and nerve fibers - 3 types of connective tissue wrap around different parts of the muscle to support it: - Epimysium: wraps around the entire outside of the muscle - Perimysium: surrounds each fascicle - Endomysium: surrounds each muscle fiber - The contractile unit of the muscle Each myofibril is a chain of sarcomeres. Each sarcomere is separated by Z disc (or Z line) borders on each end The thick filaments contain the contractile protein myosin The thin filaments contain the contractile protein actin - Muscles contract because sarcomeres contract when the myofilaments slide past each other - The heads of the thick myosin filament heads grab on to the thin actin filaments - Pulls the thin ones to slide past the thick ones - More overlap of the actin and myosin filaments - A shortening of the sarcomere - Contractions only happen if activated/stimulated by the nervous system - The nervous system uses somatic motor neurons to connect with skeletal muscles and signal for them to contract - Neurons and muscle cells are excitable cells - This means they respond to external stimuli by changing their resting membrane potential à a signal - Resting membrane potential = the voltage across the cell membrane (usually between -50 to -90 mV) - Action potential (AP) = a large change in membrane potential that spreads rapidly over long distances within the cell - The movement of ions through ion channels can create this large change - The somatic motor neurons that activate the skeletal muscle fibers for contraction are mainly in the spinal cord - The neuron’s cell body in the spinal cord has an extension called an axon that connects to the muscle fiber it signals - Forms a neuromuscular junction (motor end plate) = where the axon terminals of the motor neuron meets the muscle fiber, including the space between them (the synaptic cleft) - Action potentials don’t move from cell to cell, so they must be converted to neurotransmitters (chemical messengers) that can diffuse the synaptic cleft (gap between the cells) to spread the signal - Acetylcholine (Ach) is the neurotransmitter motor neurons use in muscle contraction - Muscles can increase the force of their contraction by: - Increasing the frequency of motor neuron (and thus motor unit) stimulation - The sarcomeres are unable to relax so they stay contracted - Increasing the number of motor units (and thus muscle fibers) stimulated - Increasing the size of muscle fibers - The bulkier the muscle (due to regular resistance exercise) the more tension that can build up - Muscles act with bones to form lever systems - Our bones = levers and our joints = fulcrums - Lever = a rigid bar that moves on a fixed point (the fulcrum) when a force is applied to it - Effort = the applied force used to move a resistance (load) - Muscle contractions create the effort that is applied to the insertion bone, which is the load. - If the effort is farther from the fulcrum than the load is, then the lever has a mechanical advantage - If the effort is nearer to the fulcrum than the load is, then the lever has a mechanical disadvantage - First-class lever: the effort is applied at one end of the lever and the load is at the other, with the fulcrum in between (like a seesaw or scissors) - Ex. The lever system that raises your head from your chest. - Second-class lever: the effort is applied at one end of the lever and the fulcrum is at the other, with the load in between (like a wheelbarrow) - Ex. The lever system that allows you to stand on your toes. - Third-class lever: the effort is applied between the load and the fulcrum (like tweezer or forceps) - Ex. The lever system that does a bicep curl. Answers will vary if you adjust the materials used Activity: Skeletal Muscle Model Overview: As a class, we are going to create a model of a skeletal muscle. We will each construct components of the muscle on our own before working together to make the final model. After, we will reflect on the effectiveness of our model. Model Components: As we work through the model, record below what structure each component of the model is representing. • Actin myofilament: thin spaghetti noodles Myosin myofilament: thick spaghetti noodles • Myofibrils: thin straw with spaghetti noodles inside • Muscle fibers: larger straw with the thin straws inside of it • Fascicles: bundle of larger straws held together by the printer paper connective tissue • • Muscle: paper towel holder with bundles of larger straws inside of it Epimysium: construction paper around the paper towel holder • Perimysium: printer paper around the bundle of larger straws • Endomysium: plastic wrap around the larger straws Reflection: 1. How does this model effectively represent the structure of a skeletal muscle? Answers will vary; shows the complex bundling of each layer of a skeletal muscle, shows the layers of connective tissue, is pretty strong 2. How does this model lack effectiveness in its representation of the structure of a skeletal muscle? Answers will vary; could say that blood vessels and nerve fibers are not pictured, it obviously isn't to scale, can't see the sarcomeres, isn't a functional model because it can't actually contract 3. Select one of the ways the model lacks effectiveness from your answer to #2 and describe a specific way that we could improve the model in the future to more accurately represent the structure of a skeletal muscle. Answers will vary; for example, could add colored yarn in the model to represent the blood vessels and nerve fibers that innervate the muscle 4. What do you understand better now about skeletal muscles after creating this model? Answers will vary 5. What are you still struggling to understand about skeletal muscles, even after this activity today? Answers will vary Support and Motion Unit © It’s Not Rocket Science® 2019 35 Lab: Muscle Fatigue Guiding Question: What are the effects of muscle fatigue on the body? Purpose: To investigate the effects of muscle fatigue on the human body, specifically its impact on fine motor skills. Overview: Muscle fatigue is the decline in ability of a muscle to generate force. It can be induced in many ways. For example, astronauts experience muscle fatigue as a result of muscular atrophy (when muscles waste away due to lack of use) from prolonged periods of zero gravity. You may have experienced muscle fatigue after an intense soccer game, a long run, or even after an exam where you had to write a long essay in a short period of time. In this lab activity, you will work in a group to investigate the effects of exercise-induced muscle fatigue on the muscle’s ability to contract as well as on your ability to complete a task that utilizes fine motor skills. You will collect data as a group for us to later compile as a class that you will then use to graph, analyze, and write a conclusion from. Pre-Lab Questions: Scan the QR code to the right to watch the introductory video. Use the information from the video, the overview above, and your prior knowledge to answer the following questions. Feel free to conduct research as well if you get stuck on a question! 1. What is muscle fatigue? The decline in ability of a muscle to generate force; inability to no longer contract. 2. In the video he describes three hypotheses for why muscle fatigue occurs. What are they? 1. The muscle runs out of energy. 2. Build up of waste products like lactic acid. 3. Disturbance of excitation contraction coupling. 3. Consider his first hypothesis. a. What is the form of energy our muscles need? ATP b. Where does our body get this energy from? Breaking down the food, such