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Chapter 5 Chapter 5 The Human Body

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Page 1: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Chapter 5Chapter 5Chapter 5Chapter 5

The Human Body

Page 2: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

National EMS Education Standard Competencies

Anatomy and Physiology Applies fundamental knowledge of the anatomy and

function of all human systems to the practice of EMS.

2

Page 3: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Anatomy versus Physiology

How the body is made

How the body works

33

Page 4: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Introduction

A working knowledge of anatomy is important.

Knowledge of anatomy helps to communicate correct information:– To professionals, who know medical terms– To others, who may not understand medical terms

4

Page 5: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Topographic Anatomy

Superficial landmarks – Serve as guides to structures

that lie beneath them

Topographic anatomy applies to a body in the anatomic position.– Patient stands facing you, arms

at side, palms forward.

5

Page 6: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

6

Reg

ions

of t

he b

ody

Page 7: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Planes of the Body

Imaginary straight lines that divide the body

Three main areas– Coronal plane:

front/back– Transverse (axial) plane:

top/bottom– Sagittal (lateral) plane:

left/right

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Page 8: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Directional Terms

8

Midline: vertically through the middle of the patient’s body

Medial is toward the midline Lateral is away from the

midline. Proximal is near a point of

reference Distal is away from the

reference Palmar refers to palms of the

hand. Plantar refers to sole of the feet

Plantar

Palmar

Page 9: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Anatomical Planes

Midaxillary Line divides the body into anterior and posterior planes

Anterior is toward the front Posterior is toward the back. Superior is above, toward the

head Inferior is below, toward the feet. Dorsal is toward the back/spine Ventral is toward the front/belly.

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Page 10: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Chest Landmarks

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Page 11: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Chest Landmarks

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Page 12: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Body Cavities

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Page 13: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Movement Terms

Flexion is the bending of a joint. Extension is the straightening of a joint. Adduction is motion toward the midline. Abduction is motion away from the midline.

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Page 14: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Other Directional Terms

Many structures are bilateral, appearing on both sides of midline.– Eyes– Lungs– Arms & Legs

Abdomen is divided into quadrants for communication purposes.– RUQ (Right Upper Quadrant)– LUQ (Left Upper Quadrant)– RLQ (Right Lower Quadrant)– LLQ (Left Lower Quadrant)

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Page 15: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Abdominal Organs

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Page 16: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

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Abdominal OrgansIn the Retroperitoneal space

Page 17: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Anatomic PositionsAnatomic Positions

Prone

Supine

Shock

Recovery

Fowler

Page 18: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Fowler

Semi-Fowler

45°to 60°

18

<45°

Page 19: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Skeletal System: Anatomy

Skeleton gives us our recognizable human form.

Protects vital internal organs

Contains – Bones– Ligaments– Tendons– Cartilage

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Page 20: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Axial Skeleton

Foundation on which the arms and legs are hung. Includes:– Skull– Spinal column– Thorax

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Page 21: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Axial SkeletonSkull

– Cranium—made up of 4 (MAJOR) bones• Occiput, temporal (2) and parietal

– Face—made up of 14 bones– Foramen magnum is the opening at base of skull to

allow the brain to connect to spinal cord.Skull Bones•2X Parietal Bones•2X Temporal Bones•1X Frontal Bone•1X Ethmoid Bone•1X Occipital Bone •1X Sphenoid Bone

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Page 22: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Axial Skeleton

Spinal column– Composed of 33

bones (vertebrae)– Spine divided into

5 sections:• Cervical• Thoracic• Lumbar• Sacrum• Coccyx

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Page 23: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Axial Skeleton

Thorax– Formed by of 12

thoracic vertebrae and 12 pairs of ribs

– Thoracic cavity contains

• Heart• Lungs• Esophagus• Great vessels

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Page 24: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Appendicular Skeleton

Arms, legs, their connection points, and pelvisIncludes:

– Upper extremity– Pelvis– Lower extremity

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Page 25: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Upper Extremity

Upper extremity extends from shoulder girdle to fingertips– Composed of arms, forearms, hands, fingers

– Shoulder girdle• Three bones

come together, allowing arm to be moved:

• Clavicle,• Scapula, • Humerus

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Page 26: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Upper Extremity

Arm– The humerus is the supporting

bone of the arm.– The forearm consists of the

radius and ulna.• Radius on lateral side of forearm• Ulna on medial side of forearm

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Page 27: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Upper Extremity

Wrist and hand– Ball-and-socket

joint – Principal bones

• Carpals (8)• Metacarpals (5)• Phalanges (14)

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Page 28: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Pelvis

Closed bony ring consisting of three bones– Sacrum– Two pelvic bones

• Each pelvic bone is formed by fusion of ilium, ischium, and pubis.

Posteriorly, the ilium, ischium, and pubis bones are joined by the sacrum

Anteriorly, the pubic symphysis is where the right and left pubis are joined

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Page 29: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Lower Extremity

Main parts are thigh, leg, foot.Upper leg: femur (thigh bone)

– Longest bone in body, femur connects into acetabulum (pelvic girdle) by ball-and-socket joint.

– Greater and lesser trochanter are where major muscles of thigh connect to femur.

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Bones of the Lower Leg

Page 30: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Lower Extremity

Knee connects upper leg to lower leg– Kneecap (patella)

Lower Leg– Tibia (shin bone)

• Anterior of leg– Fibula

• Lateral side of leg Ankle

– A hinge joint– Allows flexion/extension

of foot30

Page 31: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Lower Extremity

Foot– Tarsal bones (7)– Metatarsal bones form

substance of foot (5)– Toes are formed by

phalanges (14)

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Page 32: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Joints

Occur wherever two bones come in contact

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Page 33: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

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(Wrist)(Hip) (Phalanges) (Elbow) (Wrist/Spine) (Ankle)

Page 34: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Skeletal System: Physiology

The skeletal system:– Gives body shape– Provides protection of fragile organs– Allows for movement– Stores calcium– Helps create blood cells

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Page 35: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Musculoskeletal System: Anatomy

Musculoskeletal system provides:– Form– Upright posture– Movement

More than 600 muscles attach to bone.– Called skeletal (or voluntary) muscles

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Page 36: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Skeletal Muscle

• Voluntary

• Movement

• Protection

CardiacMuscle

• Specialized

• Automaticity

• Intolerant of blood loss

SmoothMuscle

• Involuntary• Nonstriated• Found in

blood vessels

The Musculoskeletal System: Anatomy

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Page 37: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Musculoskeletal

System:Anatomy

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Page 38: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Musculoskeletal System: Physiology

Contraction and relaxation of system make it possible to move and manipulate environment.

A byproduct of this movement is heat.– When you get cold, you shiver (shake muscles) to

produce heat.

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Page 39: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Respiratory System: Anatomy Structures of the body that contribute to

respiration (the process of breathing)

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Page 40: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Upper Airway Upper airway includes

– Pharynx• Nasopharynx• Oropharynx• Laryngopharynx

– Larynx is anterior– Esophagus is posterior

– Epiglottis• Prevents food and liquid from entering trachea

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Page 41: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Lower Airway Larynx is the dividing line between upper and lower

airway.– Adam’s apple/thyroid cartilage is anterior.– Cricoid cartilage/cricoid ring forms lowest portion of

larynx. Trachea

– Ends at carina, dividing into right and left bronchi leading to bronchioles

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Page 42: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Lungs The two lungs are held in place by:

– Trachea– Arteries and veins– Pulmonary ligaments

Divided into lobes– Left has two lobes– Right has three lobes

Bronchi and bronchioles end with alveoli.• Alveoli allow for gas exchange.

Lungs are covered by smooth, glistening tissue called pleura

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Page 43: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Lower Airway

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Page 44: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Alveolar Respiration

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Levelsof CO2

Levelsof O2

Levelsof O2

Levelsof CO2

Cellular Respiration

Page 45: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Muscles of Breathing

Diaphragm is primary muscle.– 60-70% of breathing Effort

Also involved are:– Intercostal muscles

• 30-40% of breathing Effort

– Abdominal muscles– Pectoral muscles

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Page 46: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Ventilation

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Page 47: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Respiratory System: Physiology

Function is to provide body with oxygen and eliminate carbon dioxide.

Ventilation and respiration are two separate, interdependent functions of the respiratory system.

Respiration is the exchange of oxygen and carbon dioxide in alveoli and tissue.– Brain stem controls breathing. (hypercapnic drive)– Hypoxic drive is backup system.

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Page 48: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

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Hypercapnic drive (aka hypercarbic)– Normal impetus to breathe is the level of CO2 in

arterial blood– Central chemoreceptors - located in the medulla

Hypoxic drive– This occurs when oxygen levels become the

impetus to breathe– Peripheral chemoreceptors - located in the aortic

arch and carotid artery bodies

The Respiratory System: Physiology

Page 49: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Respiratory System: Physiology

Respiration (cont’d)– Medulla initiates ventilation cycles.

• Dorsal respiratory group (DRG)– Initiates inspiration

• Ventral respiratory group (VRG)– Provides forced inspiration or expiration when needed

Ventilation is simple air movement into and out of the lungs.

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Page 50: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Respiratory System: Physiology

You provide ventilation when you breath for a patient.

Tidal volume is amount of air moved into or out of lungs in a single breath.

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Page 51: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Physiology

Mechanics of Ventilation– Minute Ventilation

• Refers to amount of air moved into and out of the lung in one minute

• Minute ventilation = tidal volume x frequency• Changes in tidal volume or frequency can alter minute

ventilation detrimentally

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Page 52: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Physiology

Mechanics of Ventilation– Alveolar Ventilation

• Refers to the amount of air moved in and out of the alveoli in one minute

• Takes into account dead space• Alveoli are the last to be ventilated during inhalation,

and the first to suffer from poor ventilation when the minute ventilation drops

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Page 53: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Physiology

Mechanics of Ventilation– Alveolar ventilation = tidal volume - dead space– In an average-size adult patient, the alveolar

ventilation can be calculated:• (500 mL – 150 mL) = 350 mL alveolar ventilation

– If something causes a drop in tidal volume, alveolar ventilation will change before dead space

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Page 54: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Physiology

Mechanics of Ventilation– Alveolar Ventilation

• Although the patient may breathe faster to improve his minute ventilation, the amount of air available for gas exchange in the alveoli may be insufficient if the tidal volume is low

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Page 55: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Physiology

Mechanics of Ventilation– Alveolar Ventilation

• The dead space will fill first, regardless of the volume of air breathed in

• This means alveolar ventilation suffers• To improve gas exchange in the patient with an

inadequate tidal volume, you must provide positive pressure ventilation to increase tidal volume and move more air into the alveoli

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Page 56: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Physiology

Mechanics of Ventilation– Alveolar Ventilation

• By placing a patient with a low tidal volume on an oxygen mask, you will enrich the air in the dead air space with little getting to the alveoli; the patient needs ventilation

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Page 57: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Characteristics of Normal Breathing

Normal rate and depth (tidal volume)Regular rhythm or pattern of inhalation and

exhalationGood audible breath sounds on both sides of

chestRegular rise and fall movement on both sides

of the chestMovement of the abdomen

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Page 58: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Inadequate Breathing Patterns in Adults

Labored breathingMuscle retractionsPale, cyanotic, cool, damp skinTripod positionAgonal respirations (gasping breaths)Nasal FlaringIrregular RhythmUnusual Sounds on auscultation Altered Mental Status

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Page 59: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Circulatory System: Anatomy

Complex arrangement of connected tubes– Arteries, arterioles, capillaries, venules, veins

Two circuits– Systemic circulation—body– Pulmonary circulation—lungs

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Page 60: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Circulatory

System: Anatomy

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Page 61: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Heart

Hollow muscular organ the size of an adult’s clenched fist

Made of specialized cardiac muscle (myocardium)

Works as two paired pumps– Septum divides right and left sides.

Each side is divided into:– Atrium (upper chamber)– Ventricle (lower chamber)

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Page 62: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Heart

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Page 63: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Heart Valves

Tricuspid valve– Between the right atrium and right ventricle.

Pulmonary or pulmonic valve– Between the right ventricle and the pulmonary

artery.Bicuspid valve (Mitral valve)

– Between the left atrium and left ventricle.Aortic valve

– Between the left ventricle and the aorta.63

Page 64: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Anatomy

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Page 65: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The HeartConduction System

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Page 66: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Heart

Normal resting heart rate (HR) is 60 to 100 beats/min.

Stroke volume (SV)– Amount of blood moved by one beat

Cardiac output (CO)– Amount of blood moved in 1 minute– HR × SV = CO

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Page 67: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Heart

In 1 minute, body’s entire blood volume (5 to 6 L) is circulated through all the vessels.

Electrical conduction network– Causes smooth, coordinated contractions– Contractions produce pumping action

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Page 68: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Arteries

Arteries carry blood from the heart to all body tissues.– Branch into arterioles– Arterioles branch into

capillaries

Pulse is created by blood pumping out of left ventricle into major arteries.

Major arteries – Aorta (heart)

– Pulmonary (right ventricle)

– Carotid (neck)

– Femoral (thigh)

– Posterior tibial (lower leg)

– Dorsalis pedis (foot)

– Brachial (upper arm)

– Radial (lower arm)

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Page 69: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Capillaries

Connect arterioles to venules Fine end divisions of arterial system Allow contact between blood and cells Billions of capillaries in body

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Page 70: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Veins

Return blood to the heart Superior vena cava carries blood returning from

head, neck, shoulders, upper extremities. Inferior vena cava carries blood from abdomen,

pelvis, lower extremities. Join at right atrium

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Page 71: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

O2

97% attached to hemoglobin

3% dissolved in plasma

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Oxygen Transport

Page 72: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

CO2

23% attached to hemoglobin

7% dissolved in plasma

70% converted to bicarbonate

72

Carbon Dioxide Transport

Page 73: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

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Arteries

Arterioles

Capillaries

Venules

Veins

Blood Flow

Page 74: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Blood Composition

Red blood cells transport oxygen White blood cells are part of your immune

system Platelets and other clotting factors cause clotting Plasma is the liquid part of blood

– ~50% of blood Volume

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Page 75: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Circulatory System: Physiology

Blood pressure is pressure blood exerts against walls of arteries.

When left ventricle contracts, it pumps blood from ventricle into aorta.– Called systole

When the muscle relaxes, ventricle fills with blood.– Called diastole

Blood pressure readings – Systolic blood pressure (high point of wave)– Diastolic blood pressure (low point of wave)

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Page 76: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Function of Blood

Fighting infection Transporting oxygen Transporting carbon dioxide Controlling pH Transporting wastes and nutrients Clotting (coagulation)

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Page 77: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Normal Circulation in Adults

Automatically adjusted and controlled

Perfusion is circulation of blood in organ or tissue in adequate amounts to meet the needs of cells.

Blood enters organs and tissues through arteries.

Blood leaves organs and tissues through veins.

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Page 78: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Inadequate Circulation in Adults

The system can adjust to small blood loss.– Vessels constrict.– Heart pumps more rapidly.

With a large loss, adjustment fails, and patient goes into shock.

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Page 79: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Spleen

Solid organ located under rib cage Filters blood Is particularly susceptible to injury from blunt

trauma– Can lead to severe internal bleeding

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Page 80: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Nervous System Control of the Cardiovascular System Sympathetic nervous system is responsible for

fight-or-flight response.– Sends commands to adrenal glands– Epinephrine and norepinephrine are secreted to

stimulate heart and blood vessels. Blood vessels have alpha-adrenergic receptors. Heart and lungs have beta-adrenergic receptors. Parasympathetic nervous system also has

effects on cardiovascular system.– Addresses actions that do not require immediate

response

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Page 81: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Alpha 1Constricts blood

vessels(vasoconstriction)

Alpha 2Regulates

Alpha 1 effects

Beta 1Increases heart rate,

force, and automaticity

Beta 2Dilates

smooth muscle(Bronchi in Lungs)

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Result of alpha-adrenergic and beta-adrenergic receptor stimulation

Page 82: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Nervous System: Anatomy and Physiology

The nervous system is perhaps the most complex organ in body

Divided into two main portions:– Central nervous system (CNS)– Peripheral nervous system

The Central Nervous System consists of:– Brain– Spinal cord

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Page 83: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Central Nervous System The Brain

Cerebrum: – Initiates and manages motions under conscious control– Occupies nearly all of the cranial cavity.– Controls specific body functions

Cerebellum: – Coordinates muscle activity

and maintains balance. Brainstem:

– Consists of the midbrain, pons,and medulla oblongata.

– Controls critical functions like the respiration, heart rate and blood pressure.

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Page 84: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Central Nervous System

Spinal cord– Continuation

of the brain– Transmits

messages between brain and body

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Page 85: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Peripheral Nervous System

Two types of nerves within peripheral nervous system– Sensory nerves carry

information from body to CNS.– Motor nerves carry

information from CNS to muscles.

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Page 86: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

Peripheral Nervous System: Motor Division

Somatic nervous system– Transmits signals from brain to voluntary muscles

(allows for walking, talking)Autonomic nervous system

– Involuntary actions (digestion, dilation)– Split into two areas

• Sympathetic nervous system (fight-or-flight)• Parasympathetic nervous system (slows body)

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Page 87: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

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Page 88: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

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Consciousness and Unconsciousness

Conscious

Reticular Activating

System

Hemispheres:

RightLeft

Unconscious

Page 89: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Integumentary System (Skin): Physiology

Skin is the largest single organThree major functions

– Protect the body in the environment– Regulate body temperature– Transmit information from environment to brain

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Page 90: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Integumentary System (Skin): Anatomy

Epidermis: Top layer (.05-1.5 mm)• Does not contain blood vessels• Skin color comes from a pigment - melanin - found in the

deepest layers of the epidermis.Dermis: Second layer (.3-3 mm)

• Many blood vessels• Sensory Nerves – Touch/Cold/Heat/Pain• Hair follicles• Sweat glands/Oil Glands

Subcutaneous Layers• Larger Blood vessels and Nerves• Fat - Provides shock absorption, insulation

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Page 91: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Integumentary System (Skin): Anatomy

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Page 92: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Digestive System: Anatomy

Function of system is digestion.Abdomen is second major body cavity.

– Contains major organs of digestion and excretion– Quadrants are easiest way to identify areas

• RUQ/LUQ• RLQ/LLQ

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Page 93: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Digestive System: Anatomy

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Page 94: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Digestive System: Anatomy

Alimentary Tract Mouth

– Lips, cheeks, gums, teeth, tongue

– Salivary glands Oropharynx Esophagus Stomach Pancreas Liver Small intestine Large intestine Appendix Rectum

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Accessory Organs of the Digestive System

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• Liver (Solid)– Produces Bile (aids in digestion of fats)– Stores Sugar– Produce Blood Products– Detoxifies harmful substances

• Gall bladder (Hollow)– Reservoir for Bile

• Pancreas (Solid)– Produces Insulin and “Pancreatic Juices”

• Spleen (Solid)– No digestive function– Filtration of and reservoir for blood

Page 96: Chapter 5 The Human Body. National EMS Education Standard Competencies  Anatomy and Physiology  Applies fundamental knowledge of the anatomy and function

The Digestive System: Physiology

Enzymes are added to food.– By salivary glands, stomach, liver, pancreas, small

intestineEnzymes convert food into basic sugars, fatty

acids, amino acids.– Further processed by liver– Circulated via blood throughout body

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The Endocrine System: Anatomy and Physiology

Complex message and control system

Integrates many body functions

Hormones are released directly into bloodstream.– Examples: epinephrine,

norepinephrine, insulin

Controls release of hormones in the body

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• Parathyroid glands: Produce a hormone necessary for the metabolism of calcium and phosphorus in the bones.

• Adrenal glands: Secrete epinephrine (adrenalin) and norepinephrine, postpone muscle fatigue, increase the storage of sugar, control kidney function, and regulate the metabolism of salt and water.

• Thyroid gland: Regulates metabolism, growth and development, and the activity of the nervous system.

Endocrine Glands

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• Pancreas: A group of cells within the pancreas. “Islets of Langerhans”, manufacture insulin and glucagon.

• Pituitary gland: Called the “master gland” because of its vast regulatory function. Regulates growth, thyroid and parathyroid glands, pancreas, gonads, metabolism of fatty acids and some basic proteins, blood sugar reactions, and urinary excretion.

• Gonads (ovaries and testes): Produce hormones that govern reproduction and sex characteristics.

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Endocrine Glands

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The Urinary System: Anatomy and Physiology

Controls fluid balance in the body

Filters and eliminates wastes Controls pH balance

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The Genital System: Anatomy and Physiology

Male system consists of:– Testicles– Epididymis– Vasa Deferentia– Penis

Female system consists of:– Ovaries

– Fallopian tubes

– Uterus

– Cervix

– Vagina

Controls reproductive processes

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Male Reproductive System

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Female Reproductive System

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Life Support Chain

All cells in body require oxygen, nutrients, and removal of waste.

Circulatory system is the carrier of these supplies and wastes.

If interference occurs, cells become damaged and die.

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Life Support Chain

Adenosine triphosphate (ATP) – Involved in energy metabolism – Used to store energy

Aerobic metabolism uses oxygen. Cells switch to anaerobic metabolism when

oxygen is limited.– Lactic acid is damaging waste product.

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Aerobic Metabolism

Anaerobic Metabolism

Cell

O2 CO2

Acid107

Levelsof CO2

Levelsof O2

Levelsof O2

Levelsof CO2

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Life Support Chain

Movement of oxygen, waste, nutrients occurs by diffusion.

pH is critical to diffusion.– Measure of acidity or alkalinity

Body spends large amount of energy to maintain normal pH.

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Pathophysiology

The study of functional changes that occur when body reacts to disease

Respiratory compromise can lead to:– Shock– Alteration of cellular metabolism

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Summary

Understand human anatomy and physiology so you can assess the patient’s condition and communicate with others.

Know superficial landmarks of the body and what lies underneath the skin.

Bones, ligaments, tendons, and cartilage give the body its recognizable human form.

The skeletal system provides protection for organs, allows for movement, and gives the body its shape.

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Summary

The contraction and relaxation of the musculoskeletal system gives the body its ability to move.

The respiratory system includes the nose, mouth, throat, larynx, trachea, bronchi, and bronchioles.

The function of the respiratory system is to provide the body with oxygen and eliminate carbon dioxide.

The circulatory system is a complex arrangement of connected tubes, including arteries, arterioles, capillaries, venules, and veins.

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Summary

The nervous system is the most complex organ system within the human body. It consists of the brain, spinal cord, and nerves.

The skin is the largest single organ in the body. The skin is divided into two parts: the superficial

epidermis and the deeper dermis. The skin serves three major functions: to protect the

body in the environment, to regulate the temperature of the body, and to transmit information from the environment to the brain.

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Summary

The digestive system is composed of the gastrointestinal tract (stomach and intestines), mouth, salivary glands, pharynx, esophagus, liver, gallbladder, pancreas, rectum, and anus.

The endocrine system is a complex message and control system that integrates many body functions.

The urinary system controls the discharge of certain waste materials filtered from the blood by the kidneys.

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Summary

The genital system controls the reproductive processes.

Pathophysiology is the study of how the body reacts to diseases.

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REVIEW

1. The __________ lies in the retroperitoneal space.

A. liver

B. spleen

C. kidneys

D. stomach

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Answer: C

Rationale: The kidneys lie in the retroperitoneal space—the space behind the abdominal cavity.

The spleen, liver, and stomach are all located within the anterior (true) abdomen.

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REVIEW

1. The __________ lies in the retroperitoneal space.A. Liver

Rationale: The liver lies immediately beneath the diaphragm in the anterior abdomen.

B. SpleenRationale: The spleen lies under the rib cage in left upper quadrant of the abdominal cavity.

C. KidneysRationale: Correct answer.

D. StomachRationale: The stomach lies in the left upper quadrant of the abdominal cavity.

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REVIEW

2. The cartilaginous tip of the sternum is called the:

A. costal arch.

B. manubrium.

C. angle of Louis.

D. xiphoid process.

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Answer: D

Rationale: The xiphoid process projects from the lower part of the sternum. It is made of cartilage, and, relative to other parts of the sternum (eg, manubrium, angle of Louis), is soft to palpation.

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REVIEW

2. The cartilaginous tip of the sternum is called the:A. costal arch.

Rationale: This is the bridge of cartilage that connects the ends of the 6th through 10th ribs to lower sternum.

B. manubrium.Rationale: This is the upper section of the sternum, one of three parts.

C. angle of Louis.Rationale: This is at the level where the second rib is attached to the sternum.

D. xiphoid process.Rationale: Correct answer.

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REVIEW

3. A person with bilateral femur fractures has:

A. fractured one of his or her femurs.

B. fractured both of his or her femurs.

C. one femur fractured in two places.

D. fractured the lateral aspect of the femur.

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Answer: B

Rationale: The term bilateral refers to both sides of the body with reference to the midline. Therefore, bilateral femur fractures would indicate that both femurs are fractured.

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REVIEW

3. A person with bilateral femur fractures has

A. fractured one of his or her femurs.Rationale: Bilateral means two.

B. fractured both of his or her femurs.Rationale: Correct answer

C. one femur fractured in two places.Rationale: A bilateral fracture is one fracture that occurs in two bones.

D. fractured the lateral aspect of the femur.Rationale: This means that the outside portion of the femur is broken.

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REVIEW

4. The MOST prominent landmark on the anterior surface of the neck is the:

A. mastoid process.

B. cricoid cartilage.

C. thyroid cartilage.

D. cricothyroid membrane.

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Answer: C

Rationale: The thyroid cartilage, commonly referred to as the “Adam's Apple,” is the most prominent landmark on the anterior (front) surface of the neck. The cricoid cartilage is located directly inferior to (below) the thyroid cartilage; it is a less prominent landmark.

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REVIEW

4. The MOST prominent landmark on of the neck is the:A. mastoid process.

Rationale: This is the prominent boney mass at the base of the skull.

B. cricoid cartilage.Rationale: This is the firm ridge of cartilage inferior (below) to the thyroid cartilage.

C. thyroid cartilage.Rationale: Correct answer

D. cricothyroid membrane.Rationale: This is the thin sheet of connective tissue that joins the thyroid cartilage and the cricoid cartilage.

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REVIEW

5. Insulin is produced in the:

A. liver.

B. pancreas.

C. thyroid gland.

D. adrenal glands.

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Answer: B

Rationale: The pancreas is a solid organ that produces both insulin and digestive juices. Insulin is produced in the islets of Langerhans, which are a part of the pancreas.

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REVIEW

5. Insulin is produced in the:A. liver.

Rationale: This is where poisonous bi-products of digestion are rendered harmless.

B. pancreas.Rationale: Correct answer

C. thyroid gland.Rationale: This is found in the neck over the larynx and regulates the body’s metabolism.

D. adrenal glands.Rationale: These are located in the kidneys and regulate salt levels, sugar levels, and sexual function.

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REVIEW

6. The medial aspect of a bone is that part of a bone that lies:

A. nearer to the feet.

B. nearer to the back.

C. closer to the midline of the body.

D. away from the midline of the body.

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Answer: C

Rationale: The term medial means toward the midline of the body, while lateral means away from the midline of the body. A part of the body that is nearer to the back is said to be posterior; if it is nearer to the feet, it is said to be inferior.

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REVIEW

6. The medial aspect of a bone is that part of a bone that lies:A. nearer to the feet.

Rationale: This is inferior.

B. nearer to the back.Rationale: This is posterior.

C. closer to the midline of the body.Rationale: Correct answer

D. away from the midline of the body.Rationale: This is lateral.

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REVIEW

7. The normal resting adult heart rate is:

A. 50 to 70 beats/min.

B. 60 to 100 beats/min.

C. 80 to 110 beats/min.

D. 110 to 120 beats/min.

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Answer: B

Rationale: The normal resting heart rate for an adult is 60 to 100 beats/min.

Bradycardia exists when the adult heart rate is less than 60 beats/min,

tachycardia exists when it is greater than 100 beats/min.

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REVIEW

7. The normal resting adult heart rate is:A. 50 to 70 beats/min.

Rationale: Less than 60 beats/min is bradycardia.B. 60 to 100 beats/min.

Rationale: Correct answerC. 80 to 110 beats/min.

Rationale: Normal is more than 100 beats/min.D. 110 to 120 beats/min.

Rationale: More than 100 beats/min is tachycardia.

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REVIEW

8. The left atrium of the heart receives ___________ blood from the ___________.

A. oxygenated, lungs

B. deoxygenated, body

C. oxygenated, body

D. deoxygenated, lungs

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Answer: A

Rationale: The left atrium receives oxygenated blood from the lungs via the pulmonary veins. The right atrium receives deoxygenated blood from the body via the vena cavae.

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REVIEW

8. The left atrium of the heart receives ___________ blood from the ___________.A. oxygenated, lungs

Rationale: Correct answer

B. deoxygenated, bodyRationale: The right atrium of the heart receives deoxygenated blood from the body.

C. oxygenated, bodyRationale: No part of the heart receives oxygenated blood from the body.

D. deoxygenated, lungsRationale: The right atrium and right ventricle are the only parts of the heart that receive deoxygenated blood

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REVIEW

9. The largest part of the brain is the:

A. cerebrum.

B. brain stem.

C. cerebellum.

D. foramen magnum.

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Answer: A

Rationale: The three major parts of the brain are the cerebrum, the brain stem, and the cerebellum. The largest part of the brain is the cerebrum, which is sometimes called the “grey matter,” The cerebellum - sometimes called the “athletes brain” - is the smallest part of the brain. The brain stem is responsible for vital functions such as heart rate, breathing, and blood pressure. The foramen magnum is the large opening at the base of the skull through which the spinal cord passes.

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REVIEW

9. The largest part of the brain is the:A. cerebrum.

Rationale: Correct answerB. brain stem.

Rationale: The bottom portion of the brain is responsible for vital functions, heart rate, breathing, and blood pressure.

C. cerebellum.Rationale: This is the smallest part of brain. It is sometimes called the athlete’s brain.

D. foramen magnum.Rationale: This is the large opening at the base of the skull through which the spinal cord passes.

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10. Which of the following statements about red blood cells is FALSE?

A. They contain iron.

B. They carry oxygen.

C. They help to fight infection.

D. They give color to the blood.

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Answer: C

Rationale: The hemoglobin molecules in red blood cells contain iron, give color to the blood, and carry oxygen. White blood cells play a role in helping the body to fight infection.

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10. Which of the following statements about red blood cells is FALSE?A. They contain iron.

Rationale: This is true. Hemoglobin found in red blood cells carries iron.

B. They carry oxygen.Rationale: This is true. Hemoglobin found in red blood cells carries oxygen.

C. They help to fight infection.Rationale: Correct answer

D. They give color to the blood.Rationale: This is true. Hemoglobin found in red blood cells gives blood color.

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