Supplement to the BBio 242 Laboratory Manual Summer 2017
“Crowther’s 11th Marieb”
(a guide to your lab manual)
Laboratory exercises in BBio 242 are taken mostly from the Human Anatomy &
Physiology Laboratory Manual by Elaine N. Marieb (“MARE-ibb”), Susan J. Mitchell, and
Lori A. Smith. Please make sure you have the 11th edition of the fetal pig version (2014)!
(You can rent access to this edition, if you prefer, or you can buy a used version. You
can purchase this on its own or as a bundle with PhysioEx 9.1, which you will need as
well.) This lab manual is nice in some respects, but includes more details, activities, and
questions than we can handle. For each assigned exercise, this “Crowther’s 11th Marieb”
guide will tell you what to do and what not to do!
You can print out this entire manual at the start of the quarter, or you can print out
individual labs as you go. Please make double-sided prints if possible. Some pages
have been intentionally left blank so that the pages that you must hand in are separate
from the pages that you may want to keep.
Too much, Dr. Marieb! Too much!
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Lecture-in-Lab
June 19, 2017
Today’s “lab” will consist of lecture and discussion activities not found in the lab manual.
There is no homework due today. Please come to the lab room (room 267 of Discovery
Hall).
Dissection Exercise 3:
Identification of Selected Endocrine Organs of the Fetal Pig
June 21, 2017
Goals
• Prepare the pig for observation by opening the ventral body cavity (Activity 1).
• Identify and name the major endocrine organs on a dissected pig (Activity 2).
Safety
Come to lab dressed appropriately: long hair under control, long pants or long skirt,
shoes that fully protect the feet. Once in lab, use eye and hand protection as needed.
Instructions
With your lab partner, get a fetal pig from your instructor. With gloves on, take the pig to
a sink, cut open the bag at one end, and pour any excess fluid down the drain. Put the
pig on a dissecting tray.
Complete Activity 1 (Opening the Ventral Body Cavity) and Activity 2 (Identifying Organs)
as described on the lab manual. As you do so, keep in mind the following general
dissection tips (which apply to dissections in general, not just today’s exercise):
• Use reference pictures from your lab manual, dissection manuals, and/or the
Internet to help you find what you’re looking for.
• Once you enter the body cavity, use the scalpel and scissors sparingly. When
possible, push things around with the blunt probe rather than cutting.
• Use spray bottles to keep the animal’s interior moist.
• Use your personal fume hoods to control odors.
• Take breaks inside and/or outside the lab as needed.
• Take turns with your lab partner, so that both of you get to “drive” with the
dissection tools and “navigate” with the anatomical “maps.”
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• You are welcome to take pictures for study purposes, but please do not share on
social media. Sketching is optional, but very helpful for some people.
After you have found the organs mentioned in Activity 2, your instructor will ask you to
show them to him/her and will initial your worksheet when you have been successful.
Then bag up your pigs and label the bags!
Finally, look at a 3D human torso model and compare the endocrine organs there to
what you saw in your pig.
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Worksheet for Dissection Exercise 3:
Identification of Selected Endocrine Organs of the Fetal Pig
Due June 21, 2017
Names:
Organ checklist (for reference; fill in “Hormones secreted” column)
Hormone(s) secreted (of those listed
Anatomic region Organ/gland
below*)
Neck and thoracic cavity Trachea
Neck and thoracic cavity Thymus
Neck and thoracic cavity Thyroid gland
Neck and thoracic cavity Heart
Neck and thoracic cavity Lungs
Abdominopelvic cavity Stomach
Abdominopelvic cavity Spleen
Abdominopelvic cavity Small intestine
Abdominopelvic cavity Pancreas
Large intestine
Abdominopelvic cavity
(colon)
Abdominopelvic cavity Kidneys
Abdominopelvic cavity Adrenal glands
Gonads
Abdominopelvic cavity
(testes or ovaries)
*Hormone list: adrenaline (epinephrine), aldosterone, cortisol, estrogen, glucagon,
immune system hormones, insulin, progesterone, testosterone, triiodothyronine (T3),
thyroxine (T4)
Instructor’s initials, indicating successful identification of the above organs: _______
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Dissection Review
1.
2.
3.
4.
5.
Metacognition
What part of today’s lab will be most important for you to review before the next test?
Why?
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PhysioEx Exercise 4: Endocrine System Physiology
June 21, 2017 / Due June 28, 2017
Goals
• To understand the relationships between Thyrotropin Releasing Hormone (TRH),
Thyroid Stimulating Hormone (TSH), and the thyroid hormones triiodothyronine
(T3) and thyroxine (T4) (Activity 1).
• To understand how metabolic rate is measured (Activity 1).
• To determine the effects of pituitary or thyroid gland perturbations on metabolic
rate (Activity 1).
• To estimate patients’ plasma glucose levels based on a standard curve (Activity
2).
• To understand the relationships between insulin, glucose, and diabetes mellitus
(Activity 2).
• To see how sex hormones like estrogen affect bone density, and how bone
density can be measured and reported (Activity 3).
Instructions
Please do Activities 1 through 3 of PhysioEx Exercise 4 ("Endocrine System
Physiology"), found on pages PEx-59 through PEx-74 in your lab manual:
• Activity 1: Metabolism and Thyroid Hormone
• Activity 2: Plasma Glucose, Insulin, and Diabetes Mellitus
• Activity 3: Hormone Replacement Therapy
Log in to MasteringAandP.com, select “Study Area (myA&P),” select “PhysioEx 9.1,”
click on the blue text link (PhysioEx 9.1), and do the online simulations described in the
manual.
Important: You do NOT need to turn in answers to the questions shown in your lab
manual or online. Instead, for each activity, type a brief “lab report” – which you will
submit to Canvas – with the following labeled components:
• EXPERIMENT
o In about 2-4 sentences, describe the experiment that was done. (What was
the basic setup? What variable was manipulated? What responses were
measured?) If the experiment was similar to that in a previous activity, you
can say, "This was similar to Activity X, except that...." Use correct units
(millimeters, millivolts, seconds, etc.).
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• HYPOTHESIS
o Before you perform the experiment, predict how the key data will come out.
You will not be graded on the correctness of your prediction, but making
predictions will help you learn more.
• RESULTS
o What key data (quantitative and/or quantitative) were generated from this
experiment? Use correct units (millimeters, millivolts, seconds, etc.). You
do not need to include every table or graph generated by the website, but
do show me the most important bits (either summarized in the website's
format, or presented in your own format) and briefly explain them to me in
words. If you are using figures or tables generated automatically by the
website, you may include screen captures, but please crop them for
simplicity/clarity, as needed. Please do not take photographs of your
computer screen with your phone, as the resolution will not be good.
• CONCLUSION
o In about 2-3 sentences, state whether the data fit your prediction, and what
conclusions you can draw. Conclusions relate directly to the data but go
beyond reporting them. Try to explain (briefly) any key connections
between the experiment and material we are covering in lecture. Why are
the data important or interesting?
Below is an example of how these sections might be completed for PhysioEx Exercise 3
(Neurophysiology of Nerve Impulses), Activity 3 (The Action Potential: Threshold).
• Experiment: Stimuli of different voltages are applied to the axon of a neuron (at site S), and
membrane potentials are recorded farther down the axon (at sites R1 and R2). The question is how
the axon responds to different levels of input.
• Hypothesis: I predict that the stimulus threshold will be above 10 mV but below 50 mV, so that
the lowest stimulus voltage does not trigger an action potential, but the highest stimulus voltage
and perhaps some intermediate ones do trigger an action potential.
• Results: The lowest stimulus voltage, 10 mV, did not cause a response at R1 or R2. All of the
other stimuli (20-50 mV) resulted in identical action potentials at R1 and R2. See table below.
Stimulus voltage Peak value at R1 Peak value at R2 Action potential
(mV) (µV) (µV)
10 0 0 No
20 100 100 Yes
30 100 100 Yes
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40 100 100 Yes
50 100 100 Yes
• Conclusion: Action potentials are “all or none”; they either fire (if depolarization at the axon
hillock is sufficient) or they don’t.
Your lab manual and the PhysioEx program should have all of the information that you
need, but you are also allowed to consult outside sources. If you do use outside
sources, please cite them, using quotation marks for direct quotes.
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Exercise 27: Functional Anatomy of the Endocrine Glands [& More!]
June 26, 2017
Goals
• To observe adrenal, pancreas, parathyroid, pituitary (hypophysis), and thyroid
cells under the light microscope.
• To measure blood glucose levels before and after feeding, and to consider their
hormonal regulation.
Universal precautions regarding the use of human blood in laboratories
In today’s lab, you will collect tiny amounts of your own blood. Medical history and
examination cannot reliably identify whether someone is infected with HIV or other blood-
borne pathogens. Therefore, all students and instructors must use precautions when
handling blood. This approach, referred to as “Universal Precautions,” has been
recommended by the Centers for Disease Control and Prevention (CDC) and advises
you to consider all blood as infectious.
This laboratory experience has been reviewed and approved by UW’s Office of
Environmental Health and Safety (EH&S).
Part A: histology
The main activity of this lab will be measuring the glucose levels of your own blood
before and after eating. When you are not doing this, you should look at five slides of
endocrine tissues:
• Adrenal gland
• Pancreas
• Parathyroid gland
• Pituitary gland (hypophysis)
• Thyroid gland
Microscope slides are sometimes labeled with cryptic abbreviations. Here are some
common ones to be aware of:
• h&e = hematoxylin & eosin stain (turns the nucleus blue and the cytoplasm pink,
orange, or red)
• l.s. = longitudinal section
• sec = section
• s.m. = smear
• x.s. = cross-section
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