After completing this unit, you should be able to:

• List the functions of the skeleton
• Describe the general structure of a bone and list the functions of its parts
• List and define the major kinds of bones in the human skeleton
• Name and describe the general types of fractures
• Distinguish between the axial and appendicular skeletons and name the major parts of each
• Locate and identify the bones and the major features of the bones that comprise the skull, arms, legs, pectoral and pelvic girdles
• List the major types of joints, describe their characteristics and give an example of each
• Distinguish between the various types of body movements, giving examples of each
• Discuss the various diseases and/or conditions associated with the skeletal system
• State the meanings of the prefixes, suffixes, and root words of this unit

NASA--making artificial bones. Read and Learn!!

This will be the first unit in which we will study diseases and conditions related to a particular unit. In class, we will use the library for a references. If you are absent, you may use the following web site(s).

St. Luke's Health Encyclopedia

AMA reference site

VOCABULARY

DIAGRAMS--click on the diagram, copy image and paste into a word processing program. Label the pictures and identify the types of fractures.

• calcaneus
• carpals
• cervical vertebra
• clavicle
• coccyx
• costal cartilage
• false ribs
• femur
• fibula
• floating ribs
• frontal
• humerous
• illium
• ischium
• lumbar vertebra
• mandible
• maxilla
• metacarpals
• metatarsals

• nasal
• occipital
• parietal
• patella
• phalanges
• pubis
• radius
• sacrum
• scapula
• sternum
• tarsals
• temporal
• thoracic vertebra
• tibia
• true ribs
• ulna
• zygomatic

LABS--After studying the "real" bones, you should be able to label the parts of each of these.

LAB PRACTICAL "PRACTICE"

Click on the web address above and work through the tutorials on the various views of the skull. You may have to substitute some of the names we used in class for the ones on the diagram. Be sure to click on the part of the skull that you wish to identify. In addition, you may take a tour of the body and study the bones on VIRTUAL BODY.

STUDY TIPS--Use the one(s) that best suit your learning style

• Be sure to read the chapter and all of its parts-- chapter outline, objectives, test ect. These are important sincewe do not go over the chapter piece by piece.
• Be sure that all of your diagrams are correct. Get the answers in class or from someone else BUT THEY MUST BE CORRECT. Studying the wrong answers will not be helpful.
• Study each evening. Go over what you didn't know the day before and continue where you left off. There are a lot of quizzes in this unit. KEEP UP.
• Don't be discouraged by one bad quiz score. They will all add up in the end.
• It may seem dumb, but color the diagrams and continue to make your flash cards. YOU WILL SEE A DIFFERENCE!

• Copy and paste the skeleton above into a word processing program. Name the parts without going to the answer page.
• Name the bones of the skeletal on your green packet. Get the answers from the teacher table.

Sketch a bone showing the internal anatomy. Label:

• articular cartilage
• compact bone
• diaphysis
• epiphysis
• medullary canal
• periosteum
• red marrow
• spongy bone
• yellow marrow

Then take the bone quiz at the top of this page.

Match the following parts with the bones on which you find them. Use your Skeletal Lab for best results.

• xiphoid process
• infraorbital foramen
• acromion process
• glenoid fossa
• crista galli
• mandibular fossa
• obturator foramen
• mastoid process
• greater/lesser tubercle
• ramus (rami)
• cribiform plate
• olecranon process
• patellar surface

• glabella
• external protuberance
• supraorbital foramen
• greater/lesser trochanter
• coracoid process
• medial malleolus
• mental foramen
• intertubercular groove
• olecranon fossa
• optic foramen
• palatine process
• external acoustic meatus
• foramen magnum
• lateral malleolus
• manubrium

Questions will include:

• Importances of cartilage
• Arthroscopy
• Differences in male/female skeletons
• Skeletal development--differences in adult/baby skeletons
• Prefixes, suffixes and root words

TEST REFLECTION

1. What technique did you use to learn the bones for the samller quizzes? Were you successful? Explain
2. What were you specifically doing AT HOME for your 20 minutes of anatomy on the nights that you were learning bones in class?
3. Compare the study guide and your test. In what ways did you use the study guide? How was it useful to you?
4. How difficult was this test if you studied a little at a time, and if you completed and studied the study guide?
5. Why do you believe you were successul or not successful?
6. If you prepare properly, in what ways will this help you as a student today and in your future?