The intestines occupy the caudal part of the body. They contact the reproductive organs and the gizzard. The small intestine is long and relatively uniform in shape and size. There is no demarcation between the jejunum and the ileum.

This "clicker case" is based on the General Biology edition of James Hewlett's "Bad Fish" case in our collection. The case follows the story of biologist Dr. Westwood, who is accidentally poisoned, first while traveling in Asia and then in the South Pacific. Students learn about Dr. Westwood's experiences and about nerve cell physiology-focusing especially on the role of ion channels in maintaining and changing electrical gradients across the cell membrane (resting potential and action potentials). They then apply what they learn in each part of the case to determine the mechanism of neurotoxin poisonings described in the case. The case is presented in class via PowerPoint (~2MB). Students use personal response systems, or "clickers," to answer the multiple-choice questions that punctuate the PowerPoint presentation as they explore the underlying mechanism of Dr. Westwood's poisoning.

In this version, developed for a course in general biology, the protagonist of the case, Dr. Westwood, survives an accidental poisoning-not once, but twice. Students read about each incident, applying what they learn in each part of the case to the later sections, and then design a drug to treat the neurotoxin poisoning described in the story. The case comes in three different versions, or editions. The General Biology Edition is designed for an introductory biology course. Its basic storyline and core objectives are carried over into a Human Anatomy& Physiology Edition and a Cell& Molecular Biology Edition, also in our collection, each of which has its own set of questions.

In this version, developed for a course in human anatomy and physiology, the protagonist of the case, Dr. Westwood, survives an accidental poisoning-not once, but twice. Students read about each incident, applying what they learn in each part of the case to the later sections, and then design a drug to treat the neurotoxin poisoning described in the story. The case comes in three different versions, or editions. This is the Human Anatomy& Physiology Edition, which has a different set of questions than the General Biology Edition or the Cell& Molecular Biology Edition, also in our collection.

This case involves the transfer of a food allergy to a patient who received a combined kidney and liver transplant from a donor who died as the result of an allergic reaction. In addition to learning about the various roles of immune cells, the physiology of anaphylaxis, and the function of antibodies in immune physiology, students explore concepts related to histocompatibilities, organ donation, and organ rejection. The case is appropriate for use in a course in human physiology, a combined course in human anatomy and physiology, or an introductory course in immunology.

Bile formation is an osmotic secretory process that is driven by the active concentration of bile salts in the bile canaliculi. Bile acids are produced from cholesterol and prior to being excreted from hepatocytes are bound to specific amino acids allowing them to exist as bile salts. One side of the bile salt molecule is negatively charged (hydrophilic) whilst the other is hydrophobic allowing bile salts to form micelles once a certain bile salt concentration has been reached.

This 17-minute video lesson looks at understanding the structure of a muscle cell. [Biology playlist: Lesson 50 of 71].

This 6-minute video lesson provides an introduction to the neuron and its anatomy. [Biology playlist: Lesson 41 of 71].

Students examine the structure and function of the human eye, learning some amazing features about our eyes, which provide us with sight and an understanding of our surroundings. Students also learn about some common eye problems and the biomedical devices and medical procedures that resolve or help to lessen the effects of these vision deficiencies, including vision correction surgery.

This course presents the fundamentals of digital signal processing with particular emphasis on problems in biomedical research and clinical medicine. It covers principles and algorithms for processing both deterministic and random signals. Topics include data acquisition, imaging, filtering, coding, feature extraction, and modeling. The focus of the course is a series of labs that provide practical experience in processing physiological data, with examples from cardiology, speech processing, and medical imaging. The labs are done on the MIT Server in MATLABĺ¨ during weekly lab sessions that take place in an electronic classroom. Lectures cover signal processing topics relevant to the lab exercises, as well as background on the biological signals processed in the labs.

Once sperm has entered the the oocyte, an ootid is formed. During early stages the ootid will contain male and female pronuclei along with the first and second polar bodies. Fusion of the male and female pronuclei will result in a single diploid nucleus or syngamy. Once syngamy has occurred, the zona pellucida then develops into an imprenetrable layer that prevents polyspermy and so polyploidy. Once the zona pellucida has developed, the ootid is now referred to as a zygote (diploid) and will begin undergoing mitotic divisions via a cleavage process that will begin to give rise to daughter cells called blastomeres. These cleavage divisions will begin to produce a 4-celled embryo and then an 8-celled embryo.

The Blood Brain Barrier refers to the mechanisms in place around the microvasculature of the brain to ensure optimal neural functioning. Endothelial cells are the structural basis of the blood brain barrier and are joined by tight cellular junctions formed by the transmembrane proteins the occludins and the claudins.

This page has links to many topics centered around blood pressure: blood pressure measurement, physiology, kidney control of blood pressure, renal blood pressure, and the renin angiotensin aldosterine system

Osteogenesis is the formation of bone. Bone forms from one of three lineages; the skull forms from the neural crest; the limb skeleton forms from the lateral plate mesoderm; and the axial skeleton forms from the paraxial mesoderm (sclerotome).

Students learn about the role engineers and engineering play in repairing severe bone fractures. They acquire knowledge about the design and development of implant rods, pins, plates, screws and bone grafts. They learn about materials science, biocompatibility and minimally-invasive surgery.

This section describes the embryonic development and functions of red and yellow bone marrow in animals.

After learning, comparing and contrasting the steps of the engineering design process (EDP) and scientific method, students review the human skeletal system, including the major bones, bone types, bone functions and bone tissues, as well as other details about bone composition. Students then pair-read an article about bones and bone growth and compile their notes to summarize the article. Finally, students complete a homework assignment to review the major bones in the human body, preparing them for the associated activities in which they create and test prototype replacement bones with appropriate densities. Two PowerPoint(TM) presentations, pre-/post-test, handout and worksheet are provided.

This course provides an outline of vertebrate functional neuroanatomy, aided by studies of comparative neuroanatomy and evolution, and by studies of brain development. Topics include early steps to a central nervous system, basic patterns of brain and spinal cord connections, regional development and differentiation, regeneration, motor and sensory pathways and structures, systems underlying motivations, innate action patterns, formation of habits, and various cognitive functions. In addition, lab techniques are reviewed and students perform brain dissections.

In this case study, students read about the injuries sustained by a young man hurt in a serious diving accident. To solve the case, they must determine the type of central nervous system injury described using their knowledge of the differences between symptoms and signs of brain and spinal cord injury. The case was developed for upper-level neuroscience courses and rehabilitation courses that cover the neuroanatomy of the central nervous system and the symptoms of different types of central nervous system injury.