Format
Introduction/Outline
1. Discussion of the Saint Louis University Adventures in Medicine and Science (AIMS) Program, including the Gift Donor Program.
2. Discussion of the human specimens that will be utilized, including the preparation, embalming process and dissection process. All bodily fluids have been drained during that process, and the cadaver has been treated with formaldehyde, a chemical that acts as an embalming agent to preserve the structures and prevent decomposition. This process often changes the color and appearance of the muscles, structures and organs.
3. Before unveiling the human specimens, students will be reminded of the importance of the cadaver in education. Discretion and respect in regard to the specimens are expected as it acknowledges an individual who has given the ultimate gift, the gift of themselves, so that others may learn and understand the human body.
4. Demonstration/Presentation
a. Lower Extremity
*iliac crest, femur/femoral epicondyles, patella, tibia/tibial tubercle, fibula, calcaneus, talus, medial and lateral malleoli
*quads (rectus femoris, vastus medialis, vastus lateralis, vastus intermedius), sartorius, hamstrings (semitendinosus, semimembranosus, biceps femoris), tibialis anterior, peroneus longus and brevis, gastrocnemius, soleus
*tensor fasciae latae, iliotibial band, Achilles tendon
*femoral artery/vein/nerve, sciatic nerve
*hyaline cartilage, medial meniscus, lateral meniscus, ACL, PCL, MCL, LCL, deltoid, anterior talofibular ligament, posterior talofibular ligament, calcaneofibular ligament
b. Upper Extremity
*clavicle, acromion process, acromioclavicular joint, coracoid process, glenoid fossa, humerus, radius, ulna, olecranon process, humeroulnar joint, proximal radioulnar joint
*deltoid, pectoralis major, biceps, brachioradialis, triceps/triceps tendon, supraspinatus, infraspinatus, teres minor, subscapularis
*hyaline cartilage, labrum, medial collateral ligament (ulnar), lateral collateral ligament (radial)
c. Brain
*sulci and gyri, comparison of specimens
5. Discussion of common sports-related injuries, including prevention, treatment and management
Objectives
Lesson Objectives:
Student will participate in the use of a cadaver as a learning tool for health science education.
Student will explore the structure and relationships of the muscles, bones, tendons and ligaments of the knee, ankle, shoulder and elbow.
Student will increase their understanding of common sports-related injuries of the above joints.
Student will increase their understanding of the principles of movement and physical fitness.
Student will increase their knowledge of basic principles of injury prevention, treatment and management.
Standards Alignment
National Standards
National Science Education (NSES) Content Standards
Content Standard K-12: Unifying Concepts and Processes: systems order and organization; evidence, models and explanation; form and function
Content Standard A: Science as Inquiry
Content Standard C: Life Science: matter, energy and organization of living systems
Content Standard F: Science in Personal Health and Social Perspectives: personal and community health
State Standards
Show Me Standards (Science and Health/Physical Education)
Science 1: Properties and principles of matter and energy
Science 2: Properties and principles of force and motion
Science 3: Characteristics and interactions of living organisms
Health/Physical Education 1: Structures of, functions of and relationships among human body systems
Health/Physical Education 2: Principles and practices of physical and mental health
Health/Physical Education 3: Diseases and methods for prevention, treatment and control
Health/Physical Education 4: Principles of movement and physical fitness
Health/Physical Education 5: Methods used to assess health, reduce risk factors, avoid
Health/Physical Education 6: Consumer health issues