Format
Introduction/Outline
Introduction to the Saint Louis University Adventures in Medicine and Science (AIMS) Program, including the Gift Donor Program.
Discussion of the human cadaver and specimens utilized, including the preparation, embalming 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 fluid to preserve the structures and prevent decomposition. This process often changes the color and appearance of the muscles, structures and organs.
Before unveiling the cadaver, students will be reminded of the importance of the cadaver in education. Students will also be informed that the face will remain covered at all times. Discretion and respect in regard to the cadaver 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.
Discussion of the purpose of a forensic investigation and how a systematic objective approach to is utilized to determine the time, cause and manner of death. The differentiation between cause of death, the mechanism of death and the manner of death will be discussed. In addition to these, other questions will also be explored including scientific means of identification of the deceased and the circumstances surrounding their death.
Discussion of estimating the time of death by assessing factors, including the characteristics of the body such as:
Algor mortis
Liver mortis or hypostasis
Rigor mortis
Entomology
Mummification
Saponification
Skeletonization
Discussion of the autopsy procedure/internal examination starting with the Y-shaped incision. The cadaver demonstration will include the presentation of the following areas as it relates to forensics:
a. Skin
b. Thoracic Cavity (trachea, bronchi, lungs, phrenic nerve, diaphragm, clavicle, sternum, ribs, heart, carotid arteries)
c. Abdominal Cavity (abdominal muscles, esophagus, stomach, small intestine, appendix, large intestine/colon, rectum, liver, gallbladder, pancreas, spleen, kidneys, ureter, bladder)
d. Pelvic Cavity (uterus, fallopian tubes, fimbriae, ovaries)
e. Brain (lobes, cerebrum, cerebellum, gyri, sulci, ventricles)
Questions and answers
Objectives
Lesson Objectives:
Students will participate in the use of a cadaver as a learning tool for health science and forensic education.
Students will be able to identify the proper guidelines for evidence gathering.
Students will be able to discuss the basic procedures of the forensic autopsy.
Students will increase their understanding of the postmortem processes which assist in determining time and cause of death.
Students will increase their understanding of terms and procedures associated with a forensic autopsy.
Students will increase their understanding of the structures, functions and relationships among the major organs and body systems.
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 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 high-risk behaviors