Corpus Luteum is latin for "yellow body". The corpus luteum is the structure formed during luteinisation of the follicle after ovulation. The corpus luteum is, however, actually only yellow in the cow and in all other domestic species it is red. The yellow colouration of the corpus luteum is due to the pigment, lutein.
Luteinisation occurs after ovulation and the collapse of the follicle. The number of corpora lutea formed in the ovary at any one time is directly proportional to the number of oocytes ovulated. Therefore many corpora lutea will be visible on the ovary of polytocous animals. During Luteinisation there is an increase in both the size and weight due to hyperplasia (increase in cell number) and hypertrophy (increase in cell size) within the developing corpus luteum.
Cranial nerves are those nerves which arise from the brain and brain stem rather than the spinal cord. Nerves arising from the spinal cord are the peripheral nerves. There are 12 pairs of cranial nerves and these pairs of nerves passage through foramina in the skull, either individually or in groups. Cranial nerves are traditionally referred to by Roman numerals and these numerals begin cranially and run caudally.
Deglutition is the process of swallowing. Food is passed from the oral pharynx into the oesophageal/laryngeal pharynx whilst the epiglottis closes across the entrance of the trachea. It is an involuntary reflex preventing food from passing into the trachea and thus preventing choking and respiratory pneumonia.
In this case study, a forensic anthropologist must determine the age and sex as well as look for signs of trauma to a skeleton found in a shallow grave in a state park. Students simulate the actual procedures used in a forensics lab and learn to identify bones, landmarks, and anatomical features associated with sex, age, height, and pathology. The case was developed for use in a freshman-level human anatomy and physiology course. It could also be used in biology, anatomy, and anthropology courses.
" This course provides an exciting, eye-opening, and thoroughly useful inquiry into what it takes to live an extraordinary life, on your own terms. The instructors address what it takes to succeed, to be proud of your life, and to be happy in it. Participants tackle career satisfaction, money, body, vices, and relationship to themselves and others. They learn how to address issues in their lives, how to live life, and how to learn from it. This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month. This not-for-credit course is sponsored by the Department of Science, Technology, and Society. A similar, semester-long version of this course is taught in the Sloan Fellows Program. A semester-long extension of the IAP course is also taught to the population at large of MIT (please see PE.550, Spring). Acknowledgment The instructors would like to thank Prof. David Mindell for his sponsorship of this course, his intention for its continued expansion, and his commitment to the well-being of MIT students."
Embryo, when applied to mammals, is the term given to the developing organism from fertilisation to birth. Developmental biology, or embryology, is the study of the embryo as it transforms from a unicellular zygote to a multicellular, mulitsystemed organism which in some cases is ready to function autonomously at birth. Developmental biology is of interest to vets in understanding why organs and systems are the way they are, but also in understanding genetic diseases and applying cell based therapies to treat loss or damage to tissues.
The Diaphragm is a dome-shaped musculotendinous sheet separating the thoracic and abdominal cavities. It is convex on its cranial surface. In the neutral position between full inspiration and full expiration, the most cranial part of the diaphragm is in line with the 6th rib.
Gases or liquids can be unevenly distributed between two areas. If one area has a higher concentration than the other then the differance between these two areas is termed the concentration gradient. The equality is then corrected by the movement of the molecules down this so called gradient from the region of high concentration to that of low. This process is passive as the molecules do not have to be forced to do this and it is reffered to as diffusion.
To reinforce students' understanding of the human digestion process, the functions of several stomach and small intestine fluids are analyzed, and the concept of simulation is introduced through a short, introductory demonstration of how these fluids work. Students learn what simulation means and how it relates to the engineering process, particularly in biomedical engineering. The teacher demo requires vinegar, baking soda, water and aspirin.
The digestive system is amazing: it takes the foods we eat and breaks them into smaller components that our body can use for energy, cell repair and growth. This lesson introduces students to the main parts of the digestive system and how they interact. In addition, students learn about some of the challenges astronauts face when trying to eat in outer space.
In this interrupted case study, students read about an older woman named Barbara who becomes ill after driving with her husband 19 hours from Florida to visit their son's family. Barbara experiences an asthma attack and then more serious breathing problems, which result in her admission to the hospital. Students are presented with a variety of signs, symptoms, and medical data relating to Barbara's health, which they must interpret to solve this case in circulatory and respiratory physiology. Developed for use in a one-semester animal physiology course taken by sophomore and junior science majors, it could also be used in a human anatomy and physiology course as well as a course in general biology.
The duodenum is the proximal part of the small intestine and extends from the pylorus of the stomach to the jejunum. It has descending and ascending portions and both portions have digestive and absorptive functions.
Elephant anatomy is very much comparable to the horse and rabbit. Microbes are present in the hindgut that produce Volatile Fatty Acids (VFAs). VFAs make a substantial contribution to the elephant's total energy requirements. Food has a relatively fast transit time and as a result, elephants have a low digestive efficiency (44% as opposed to 60% in horses). A fast transit time is achieved by a short GIT, reduced caecum and increased GIT diameter. Their digestive strategy is to pass as large a quantity of low quality food through their digestive tract within a short period of time.
This case encourages students to explore various aspects of alternative and complementary medicine that might be helpful in treating a woman who is suffering from scoliosis. The case was developed for use in a variety of settings, ranging from an introductory anatomy and physiology course to a general health class where there is an interest in alternative/complementary medicine.
In this activity, students are divided into a group of hormones and a group of receptors. The hormones have to find their matching receptors, and the pair, once matched, perform a given action. This activity helps students learn about the specificity of hormone-receptor interactions within the endocrine system.
There are various hormones that influence the structure of the skin. These influences may be made apparent by the repeated long-term administration of various glucocorticoids or their analogues. Endogenous imbalances are generally seen in adult mature animals although congenital forms have been seen, especially with hypothyroidism. The hormones implicated as important for maintaining skin structure are thyroxine, cortisol and estradiol. Deficiencies or excessive production may result from abberations in the function of the hypothalamic-adrenal axis, the adrenal gland, thyroid gland or the gonads.
Comprised of a group of duct-less glands with limited or no anatomical contact with each other, the endocrine system integrates and controls metabolic activity through the secretion of hormones into the vascular system. These hormones may have their effects on tissues and organs far from where they were produced.
Students extend their knowledge of the skeletal system to biomedical engineering design, specifically the concept of artificial limbs. Students relate the skeleton as a structural system, focusing on the leg as structural necessity. They learn about the design considerations involved in the creation of artificial limbs, including materials and sensors.
This unit covers the broad spectrum of topics that make-up our very amazing human body. Students are introduced to the space environment and learn the major differences between the environment on Earth and that of outer space. The engineering challenges that arise because of these discrepancies are also discussed. Then, students dive into the different components that make up the human body: muscles, bones and joints, the digestive and circulatory systems, the nervous and endocrine systems, the urinary system, the respiratory system, and finally the immune system. Students learn about the different types of muscles in the human body and the effects of microgravity on muscles. Also, they learn about the skeleton, the number of and types of bones in the body, and how outer space affects astronauts' bones. In the lessons on the digestive, circulatory, nervous and endocrine systems, students learn how these vital system work and the challenges faced by astronauts whose systems are impacted by spaceflight. And lastly, advances in engineering technology are discussed through the lessons on the urinary, respiratory and immune systems while students learn how these systems work with all the other body components to help keep the human body healthy.