# Presentation: 031154

## Module 10

- Anatomy
-  &
- Physiology

**Notes:**
Instructor Notes 
This module describes the ten major body systems; their components, functions, and the terminology used to describe them. 

Learning activities
Explain that, while they aren’t expected to be medical students, it is important for SPD technicians to have a working knowledge of the body and how it works, in order to properly support the medical center medical professionals.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
Why do you need to know anatomy or physiology?
What is anatomy?
What is physiology?

## List ten major body systems and identify their role and function within the body.
Identify terms associated with human anatomy and physiology. Locate (Identify anatomical positions of) main components of each bodily system. 
Identify articulation types. 
Diagram blood flow. 
Detail the digestive process.
Detail the human reproductive process.
Identify the basic structure and function of a human cell.

**Identify terms associated with human anatomy and physiology. Locate (Identify anatomical positions of) main components of each bodily system. **
**Identify articulation types. **
**Diagram blood flow. **
**Detail the digestive process.**
**Detail the human reproductive process.**
**Identify the basic structure and function of a human cell.**

**Notes:**
Instructor Notes 
Review the instructional objectives.
You can translate them into common language. Focus on why technicians need this knowledge.
Explain that these objectives reflect what students will be learning in this module and that there will be a self assessment at the end, based on these objectives.
Mention the online course (**insert URL) and that the objectives are the same.

## Studying the Human Body

- Anatomy
- Physiology
- Cytology

**Notes:**
Instructor Notes 
These topics may be intimidating for some students. Explain that the purpose of this unit is not to make them experts in these fields, but to give them a framework of understanding that they can build on over time.
Stress the practical side of learning this content:
You will be able to use the right terminology, reducing mistakes and making delivery of medical devices more efficient.
The other medical staff will respect you for knowing the specifics.
Knowing what a device is used for and how it will be used will help you to ensure that it is properly processed, resulting in effective patient care.

Learning activities
Provide definitions for each field and talk about how it relates to the SPD technician’s job.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What situations might require you to have a working knowledge of anatomy?
How does understanding cell physiology help you to make better decisions regarding supply, processing, and distribution?

## Body Systems

**Skeletal**
**Muscular**
**Nervous**
**Vascular**
**Digestive**
**Respiratory**
**Urinary**
**Reproductive**
**Endocrine**
**Sensory**

## Skeletal System

- Framework and support
- Protect vital organs
- Facilitate movement
- Produce red and white blood cells

**Notes:**
Instructor Notes 
While it is not expected that learners will memorize all of the bones in the body, they should become familiar with some of the more common ones that are most often involved in medical procedures.

Learning Activities
Present the skeletal “responsibilities”.

Points for Discussion
Discuss problems or injuries that can occur with the skeletal system.

## Skeletal System

- Study of bones: Osteology
- 	Classified by:
- Shape
- Long
- Short
- Flat
- Irregular
- Composition
-  Cancellous (spongy)
-  Cortical (dense)

**Notes:**
Instructor Notes 

Learning Activities
Review types. Name examples of each.

Points for Discussion

## Skeletal System

- Joints
- Fibrous
- Cartilagenous
- Synovial
- Ligaments
- Cartilage
- Tendons
- Marrow

**Notes:**
Instructor Notes 
Refer to manual for details.

Learning Activities
Review terms and significance of each.
Talk about how the bone structure works in conjunction with muscles to allow movement.

Points for Discussion

## Skeletal System

- Terminology
- Conditions and procedures
- Equipment

**Notes:**
Instructor Notes 
Refer to manual.

Learning Activities
Mention words that are made up from the roots listed in the manual. Ask learners to guess about their meaning based on the definition of the root.
(may refer to the terminology section of Module 1)

Points for Discussion
Use the following question to guide classroom discussion during the presentation of the module.
What sort of conditions or injuries that affect the skeletal system do we see in this medical center? 

## Enables motion
Generates heat
Moves food
Powers the heart

- Generates heat
- Moves food
- Powers the heart

- Muscular System

**Notes:**
Instructor Notes 

Learning activities
Discuss muscle tasks.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
Why are muscles necessary?
How do muscles work?
What happens when muscles are damaged or atrophy?

## Voluntary or skeletal 
Involuntary or visceral
 Cardiac (heart)

**Involuntary or visceral**
** ****Cardiac (heart)**

- Muscular System

**Notes:**
Instructor Notes 

Learning activities
Review each type and their function

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What happens when something affects the heart muscle?

## Skeletal System

- Terminology
- Conditions and procedures
- Equipment

**Notes:**
Instructor Notes 
Refer to manual.

Learning Activities
Mention words that are made up from the roots listed in the manual. Ask learners to guess about their meaning based on the definition of the root.
(may refer to the terminology section of Module 1)

Points for Discussion
Use the following question to guide classroom discussion during the presentation of the module.
What sort of conditions or injuries that affect the muscular system do we see in this medical center? 

## Skeletal System

**Notes:**
Instructor Notes 

Learning Activities
Review terms and significance of each.

Points for Discussion

## Responsible for command and control

Central nervous system
Brain
Spinal cord

Peripheral Nervous System
Nerve fibers
Ganglia

- Central nervous system
- Brain
- Spinal cord
- Peripheral Nervous System
- Nerve fibers
- Ganglia

- Nervous System

**Notes:**
Instructor Notes 

Learning activities
Discuss role of nervous system
Mention that it is physically divided into two sections—central and peripheral.
Go over components of each.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What does peripheral mean?
What does the nervous system do?
How does it communicate with the other systems?

## Voluntary 
Involuntary (autonomic)

**Involuntary (autonomic)**

- Muscular System

**Notes:**
Instructor Notes 

Learning activities
Review each type and their function

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What is the difference in these two muscle types?
Which type is more important?

## Skeletal System

- Terminology
- Conditions and procedures
- Equipment

**Notes:**
Instructor Notes 
Refer to manual.

Learning Activities
Mention words that are made up from the roots listed in the manual. Ask learners to guess about their meaning based on the definition of the root.
(may refer to the terminology section of Module 1)

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What sort of conditions or injuries that affect the muscular system do we see in this medical center? 

## Blood vascular 

Responsible for transporting oxygen, nutrients, minerals, chemicals, disease fighting cells, and hormones to all parts of the body and removing waste products and carbon dioxide.

Composed of:
heart	arteries	arterioles
capillaries	venules	veins    blood 

- Blood vascular
- Responsible for transporting oxygen, nutrients, minerals, chemicals, disease fighting cells, and hormones to all parts of the body and removing waste products and carbon dioxide.
**Composed of:**
- heart	arteries	arterioles
- capillaries	venules	veins    blood

- Vascular System

**Notes:**
Instructor Notes 
Highlight the advantages and disadvantages of each.

Learning activities
Discuss each type and how they can be used effectively.
Poll learners to see which methods they are familiar with and to locate examples of each.
Ask them to describe situations when each type would be appropriate.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What are the disadvantages of “just-in-time”?
Is stockless truly stockless?
Have you had experience with either of these methods? How did they work out?

## Lymphatic

Responsible for
Removing excess fluid/waste products
Fighting infection by manufacturing and distributing white blood cells
Composed of:
capillaries  
lymphatic vessels  
lymph nodes

- Lymphatic
- Responsible for
- Removing excess fluid/waste products
- Fighting infection by manufacturing and distributing white blood cells
- Composed of:
**capillaries  **
**lymphatic vessels  **
**lymph nodes**

- Vascular System

**Notes:**
Instructor Notes 
Highlight the advantages and disadvantages of each.

Learning activities
Discuss each type and how they can be used effectively.
Poll learners to see which methods they are familiar with and to locate examples of each.
Ask them to describe situations when each type would be appropriate.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What are the disadvantages of “just-in-time”?
Is stockless truly stockless?
Have you had experience with either of these methods? How did they work out?

## Skeletal System

- Terminology
- Conditions and procedures
- Equipment

**Notes:**
Instructor Notes 
Refer to manual.

Learning Activities
Mention words that are made up from the roots listed in the manual. Ask learners to guess about their meaning based on the definition of the root.
(may refer to the terminology section of Module 1)

Points for Discussion
Use the following question to guide classroom discussion during the presentation of the module.
What sort of conditions or injuries that affect the muscular system do we see in this medical center? 

## Digestive System

- Responsible for supplying the body with nutrients through the digestion and absorption of food

- 30ft. Tube
- Runs from mouth to anus
- Peristalsis

**Notes:**
Instructor Notes 
Digestion supplies the body with necessary nutrients. The alimentary canal receives the food in raw form, processes it into useable compounds and allows it to be absorbed into the bloodstream. It then removes liquid and solid waste products.

Learning activities
Talk about the individual components and what each one does.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
Can someone live without part of their alimentary canal?
Where does digestion start?
What is the alimentary canal lubricant called? 
What is food after it is ground up in the stomach?

## Digestive System

- Terminology
- Conditions and procedures
- Equipment

**Notes:**
Instructor Notes 
Refer to manual.

Learning Activities
Mention words that are made up from the roots listed in the manual. Ask learners to guess about their meaning based on the definition of the root.
(may refer to the terminology section of Module 1)

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What sort of conditions or injuries that affect the digestive system do we see in this medical center?
What equipment has been specifically designed to diagnose and treat conditions of the alimentary canal? 

## Respiratory System

**Responsible for supplying oxygen and removing carbon dioxide **
- Respiratory tree is composed of:
- mouth	nose		pharynx
- larynx	trachea	bronchi
- lungs	alveoli	diaphragm

**Notes:**
Instructor Notes 

Learning activities
Trace path of oxygen into nose and through system.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What can happen if you have too much of something on hand?
How does understocking contribute to hoarding?
How do you avoid either situation?

## Respiratory System

- Terminology
- Conditions and procedures
- Equipment

**Notes:**
Instructor Notes 
Refer to manual.

Learning Activities
Mention words that are made up from the roots listed in the manual. Ask learners to guess about their meaning based on the definition of the root.
(may refer to the terminology section of Module 1)

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What sort of conditions or injuries that affect the respiratory system do we see in this medical center?
What equipment has been specifically designed to diagnose and treat conditions of the respiratory tree? 

## Urinary System

- Responsible for the formation and elimination of urine
- Output = approximately 1 1/2 quarts per day
- Composed of:
- Kidneys	Ureters 	Bladder	Urethra

**Notes:**
Instructor Notes 

Learning activities
Discuss the process of producing and eliminating urine.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What sorts of conditions or injuries that affect the urinary system do we see in this medical center?
What equipment has been specifically designed to diagnose and treat conditions of the urinary system? 

## Reproductive  System

- Responsible for procreation and production of hormones which influence other body systems

**Notes:**
Instructor Notes 
Medical facilities, depending on location and services performed, may have predominantly male or predominantly female patient populations.

Learning activities
Differentiate between the male and female systems. Discuss hormone production and its role in regulating the body.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What are doctors who specialize in female reproduction called? 
What are the names for male and female hormones?
What is puberty?

## Reproductive  System

- Penis
- Testes
- Prostrate gland
- Epididymus
- Seminal vesicle
- Urethra

- Male

**Notes:**
Instructor Notes 

Learning activities
Review the components and their functions. 
Mention words that are made up from the roots listed in the manual. Ask learners to guess about their meaning based on the definition of the root.
(may refer to the terminology section of Module 1)

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What sorts of conditions or injuries that affect the male reproductive system do we see in this medical center?
What equipment has been specifically designed to diagnose and treat conditions of the male reproductive system? 

## Reproductive  System

- Ovary
- Fallopian Tube
- Uterus
- Cervix
- Vagina
- Clitoris
- Mammary glands

- Female

**Notes:**
Instructor Notes 

Learning activities
Review the components and their functions. 
Mention words that are made up from the roots listed in the manual. Ask learners to guess about their meaning based on the definition of the root.
(may refer to the terminology section of Module 1)

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What sorts of conditions or injuries that affect the female reproductive system do we see in this medical center?
What equipment has been specifically designed to diagnose and treat conditions of the female reproductive system? 

## Endocrine System

- Responsible for delivering hormones into the bloodstream
- Endocrine—”to secrete from within”
- Comprised of glands located throughout the body, not physically connected

**Notes:**
Instructor Notes 

Learning activities
Discuss the role of hormones in growth and body development.
Detail each component and what it does (refer to manual).

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What do hormones do?
Why are these sometimes called the “ductless” glands?
What is adrenalin? What does it do?
What is insulin and what is its role?
Which component of this system atrophies or disappears after it has performed its function?

## Endocrine System

- Terminology
- Conditions and procedures
- Equipment

**Notes:**
Instructor Notes 
Refer to manual.

Learning Activities
Mention words that are made up from the roots listed in the manual. Ask learners to guess about their meaning based on the definition of the root.
(may refer to the terminology section of Module 1)

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What sorts of conditions or injuries that affect the endocrine system do we see in this medical center?
What equipment has been specifically designed to diagnose and treat conditions of the endocrine system?

## Sensory Organs

- Ear
- Eyes
- Nose
- Tongue

**Responsible for**
**Receiving and interpreting messages from the sensory nerves **
**Providing the capability of sight, sound, smell, and taste**

**Notes:**
Instructor Notes 

Learning activities
Review functionality of each organ.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What sorts of conditions or injuries that affect these organs do we see in this medical center?
What equipment has been specifically designed to diagnose and treat conditions of these organs?

## Sensory System

- Responsible for
- Regulating temperature and moisture
- Preventing harmful substances from entering
- Maintaining homeostasis
- Allowing perception of pressure, pain, heat, cold and touch

**Notes:**
Instructor Notes 
The skin is often overlooked as an organ but it plays a critical role in keeping the body safe and receiving stimuli from the environment.

Learning activities
Discuss the skins role.
Emphasize infection barrier and retention of body fluids.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What is the body’s largest organ? Most people would say the “brain” and be right, but you could make a case for the skin, in terms of surface area.

## Sensory System

- Composed of:
- Epidermis
- Dermis
- Cutaneous glands
- Hair follicles

**Notes:**
Instructor Notes 
The skin is often overlooked as an organ but it plays a critical role in keeping the body safe and receiving stimuli from the environment.

Learning activities
Review each component and what it does.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
What can impact the health of the skin?
What procedures or treatments are you familiar with that involve the skin?

## Cytology

**The structure and function of cells**

**Critical for SPD technicians to:**
**Understand disease transmittal**
**Control the spread of infection**

**Notes:**
Instructor Notes 

Learning activities
Review reasons for studying this topic.
Diagram cell components, discussing function of each.

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.
How many different types of cells are there in the human body?

## Cytology

**Mitosis**

## Summary

**Notes:**
Instructor Notes 

Learning activities
Briefly summarize the main points of this module (the ten systems and cytology) and ask if there are any questions.

Points for Discussion
You can use the questions in the manual as homework, small group work or as a classroom activity. The following slides can be used to walkthrough the answers.

## Match the term to its description.

-  a device used to view the stomach
-  the visual inspection of the colon by means of a   flexible endoscope
-  device used to view the rectum and anal areas
-  surgical removal of the gall bladder
-  opening or mouth for the removal of fecal matter
-  surgical creation of an opening through the abdominal wall to the small intestine
-  inflammation of the mouth

**gastroscope colonoscopy**
**proctoscope**
**cholecystectomy**
**stoma**
**ileostomy**
**stomatitis**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion

## Match the term to its description.

- beneath the skin
- flesh
- sweat
- skin
- nail
- oily
- skin infection

**sebaceous **
**dermis **
**sarc**
**hidr**
**onych**
**dermatitis**
**subcutaneous**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion

## Label each component

**Label each component**

**Diaphragm**

**Lungs**

**Trachea**

**Larynx**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion

## Match each respiratory term to its description.

**Match each respiratory term to its description.**

**______ Allergic reaction which causes the smaller bronchi to constrict and become blocked with mucus**
**______ Disease often brought on by long term smoking which causes the alveoli to rupture and burst **
**______ Surgical procedure for removing a small portion of the lung, usually due to lung cancer**
**______ Thin layered sac that encloses each lung **
**______ Dome shaped muscle that separates the lungs from the abdominal cavity**

**asthma**
**emphysema **
**lobectomy **
** **
**pleural membranes**
**diaphragm **

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.

## Match each respiratory term to its description .

**Match each respiratory term to its description .**

**______ ****Has a muscular wall, the detrusor muscle, which expands or contracts to accommodate changing volume**
**_____ Main function is to regulate the acidity and concentration of water in the body **
**_____ Tube from bladder for draining urine **
**_____ The inability to control urine flow**
**_____ Liquid wastes removed from the blood stream**
**_____ Urine making unit of the kidney**
**_____ Concretions of minerals, mostly calcium, which form in the kidneys**

**Incontinence**
**Urethra**
**Bladder**
**Kidney **
**Calculi**
**Urine **
**Nephron**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.

## Match each respiratory term to its description .

**non-cancerous uterine tumor **
**sperm passageway**
**woman’s wider than man’s**
**most common male cancer **
**temperature regulation **
**cysts from female organs**
**pap smear**
**onset of sexual maturity **

**Fibroid **
**Vas deferens**
**Pelvic cavity Prostate **
**Scrotum**
**Endometriosis**
**Cervical**
**Puberty**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion

## Which of these are important for maintaining a healthy lymphatic system?

**Which of these are important for maintaining a healthy lymphatic system?**

** ****Drink adequate amounts of good quality water**
** ****Eat nutritionally balanced meals**
** ****Exercise regularly **
** ****Avoid exposure to the causes of disease and infection**
** ****Avoid pollutants, toxic substances and unhealthy environments**
** ****Manage stress**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.

## Match each respiratory term to its description.

**Match each respiratory term to its description.**

**____ Delivers synthetic insulin to allow metabolism of sugar**
**____ Removal of the thyroid gland**
**____ Inadequate production of thyroid hormones**
**____ Adrenal gland**
**____ Regulates body’s sugar content**
**____ Insulin secretion**

**insulin pump**
**thyroidectomy**
**thyropenia**
**suprarenal**
**insulin**
**islands of langerhans**** **

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.

## ___________ is the study of muscles.

**Mycology**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.

## The three types of muscles are:
_________________,

involuntary,  and 

_________________.

**_________________,**
**   **
**involuntary,  and **
**_________________.**

**voluntary**

**cardiac**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.

##  The nervous system has two divisions: the ___________________ which includes the brain and spinal cord; and the peripheral which consists of nerve fibers and ganglia.

**central**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.

## ________________ muscles control reflexive functions such as the working of the heart, stomach, lungs, and intestines.

**Involuntary**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.

## There are ______ bones in the adult human body. 

**206**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.

## Bones are primarily composed of bone marrow,  ___________, and phosphorus.

**calcium**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.

##  What is the approximate amount of blood in the human body?

1 liter
26 pints
4 gallons
5 quarts

**1 liter**
**26 pints**
**4 gallons**
**5 quarts**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.

## Match each term.

**____The study of the structure and function of cells**
**____ The study of growths formed by mutating cells**
**____ Cell reproduction**
**____ Threads of DNA formed in pairs**
**____ The jelly-like substance where cell metabolism occurs**

**Cytology**
**Oncology**
**Mitosis**
**Chromosomes**
**Cytoplasm**

**Notes:**
Instructor Notes 

Learning activities

Points for Discussion
Use the following questions to guide classroom discussion during the presentation of the module.