|
SCHEDULE OF LABS
| Dates |
Laboratory
Topic |
Text Chs. |
Lab # |
| January 8 |
Laboratory Introduction |
|
|
| January 15 |
Endocrine
System |
FAP 10; APL 16 |
1 |
| January 22 |
Heart; Cardiac
Physiology |
FAP 12; APL 17,19 |
2 |
| January 29 |
Vascular System |
FAP 13; APL 18 |
3 |
| February 5 |
Blood; Blood Chemistry |
FAP 11; AP 20 |
4 |
|
February 12 |
Midterm I
- during lab period |
|
|
|
February 19 |
Lymphatic System; Immune System |
FAP 14; APL 21 |
5 |
| February 26 |
Respiratory System |
FAP 15; APL 22,23 |
6 |
| March 4 |
no lab - Spring
Break |
|
|
| March 11 |
Digestive System:
Alimentary Canal |
FAP 16; APL 24 |
7 |
| March 18 |
Digestive System: Glands, Control, Nutrition |
FAP 16,17; APL 24 |
8 |
| March 25 |
Midterm II
- during lab period |
|
|
| April 1 |
Urinary System |
FAP 13; APL 25,26 |
9 |
| April 8 |
no lab |
|
|
| April 15 |
Reproductive Systems |
FAP 19; APL 27 |
10 |
|
April 22 |
Pregnancy; Development; Aging |
FAP
20; APL 28 |
11 |
| April 29 |
no lab |
|
|
| May 2 |
Reading Day -
all written materials due by 5:00 PM |
|
|
| TBA |
Final Exam - Class and Laboratory |
|
|
back
to top=
INTRODUCTION
The primary objectives of this course are to develop the ability
to visualize the forms of body structures that are hidden
beneath the surface of the living human being, to understand the
major functions of these various structures, to understand how
"form follows function" on gross and microscopic levels, and to
allow you to explore your growing understanding of the body from
any other perspective which interests you. Such perspectives
might include development, evolution, pathology, sport/exercise
physiology, bioengineering, and biomechanics.
Approach
The
two most common approaches to the study of anatomy are regional
and systematic. Regional anatomy divides the body into regions,
such as the head, neck, thorax, etc. and studies the spatial
interrelationships of structures within each region. Systematic
anatomy recognizes that the body consists of functional
systems. The major structures (organs) within each system
interact cooperatively to accomplish a common function. The
organization of this course will follow a systematic approach.
A
major emphasis of the course will be structural relationships.
This includes the microscopic structure of cells and tissues,
the gross (macroscopic) structure of organs, and the spatial
relationships between organs within each system, as well as
within the body as a whole. How cells, tissues, organs, and
systems function will also be stressed. As you will learn,
structure and function are so intimately related that an
understanding of one is not possible without an understanding of
the other. When it is appropriate to the course, additional
aspects of anatomy will be presented. These will include
considerations of surface anatomy - those aspects of body
structure or action which can be palpated or observed at the
surface of the body, developmental anatomy - how the body
changes from conception to senescence, comparative anatomy - how
the structure and function of the human body compare to those of
related vertebrates, and pathology - changes that occur with
injury or disease.
Sources of Information
There are several sources of information that are available to
you in this course. In order to get the most from the course,
you are strongly urged to take advantage of all of these:
Class
Discussions - The class discussions and demonstrations are
meant to complement each other. You should integrate material
presented in discussions and demonstrations as much as possible
with your own investigations, to clarify your understanding.
Laboratory Manual
- The on-line laboratory manual is meant to serve
as an introduction and guide to the material presented in the
class. It should provide an indication of the relative
weighting of different subjects. The material in this
manual,
together with the discussions and demonstrations, is the basic
information content of the course.
Demonstration Materials - A variety of materials will be out
on demonstration each week. These materials are NOT
simply on display. The whole point of having this material
available and labeled is for you to work with these materials,
to learn anatomy from a "hands-on approach.
Required
Texts – Anatomy books come in two basic flavors – texts, which
describe anatomical structures, and relationships and atlases,
which serve as physical guides to identifying structures. The
required texs for this course are
Fundamentals of Anatomy and Physiology 10th Ed. by Martini,
Nath, and Bartholomew and Exploring
Anatomy and Physiology in the Laboratory 3rd. Ed.
by Amerman.
Optional Texts and Atlases – An excellent supplementary
text/atlas for gross anatomy is The Anatomy Coloring Book
by Kapit and Elson. Do not be fooled by the title, this is a
simple and elegant reference atlas, and an excellent way to
learn anatomy. The idea of a coloring book may seem frivolous,
but it is a painless and effective way to learn anatomical terms
and spatial relationships, and is consequently one of the best
selling anatomy texts in the world. An excellent additional
laboratory guide is Regional Human Anatomy by Frederick
E. Grine. You should note that as a regional anatomy
text it is organized a bit differently than this systematic
anatomy class and lab. The best guide to microscopic anatomy is
Wheater’s Functional Histology: A Text and Colour Atlas
by Barbara Young (Ed.).
Anatomy
Reference Collection – One copy of each of the above books,
as well as an assortment of additional texts and atlases are
available in MSC 101 on the shelves by the "back" door of the
room. These are for your
use at any time, but MUST NOT BE REMOVED FROM THE ROOM.
It is especially important that you not remove any of the three
books specifically listed above, as the instructor will be
referring to these throughout the course.
Instructor - The instructor is a major source of
information available to you. Don't hesitate to ask him
questions, either during lab periods or during office hours.
The
Internet – The Internet is a great source of ideas, and a
rather risky source of factual information. Feel free to look
up topics on the web, but make sure that you are getting
anything that you regard as actual information from a reliable
source.
Each
Other - However, there is only one instructor. Another
major source of information should be the other students.
Learning anatomy well requires hands-on experience, practice,
and, above all, repetition. The more times you hear a
term, or better yet say it, the more likely you will be to
remember it. Also, the best way to find out if you really
understand something is to try to explain it to someone else.
So, talk to other students during the labs, ask questions,
share your ideas, etc. You will get the most out of your lab
sessions if you approach the course as a cooperative venture (excluding
worksheet assignments). In this spirit, I strongly
recommend that you spend most of your time in pairs, or very
small groups teaching each other anatomy. I have found that
this kind of "buddy system" is the best way to learn anatomy and
enjoy the process.
Your
Own Body - One of the handy features of a class in anatomy
is that you always have an example of the subject matter
available for reference, even during tests. Many bones and
muscles can be palpated, the actions of muscles can often be
deduced from body movements, and merely looking at the body can
be helpful in visualizing deeper structures.
Preparation and Time Commitment
There are three important rules to live by
if you intend to get the most out of this course, including a
respectable grade. The first is to come to class prepared.
Read the syllabus and relevant text material before each
week starts. If you have any questions, bring them to class
with you. The second rule is to keep up. You are on
your own for a lot of the time in each week, and it is up to you
to make the best use of your time and learn the material.
Anatomy provides a bewildering number of new and strange terms.
Learning these takes practice, repetition, and TIME. The
third rule is simply to put in an appropriate amount of time.
For a three hour course, you are generally expected to put in an
additional six! hours outside of class each week (that's
why a 12-15 hour course load is considered full time
enrollment).
The materials used in this course fall into three
general classes. Each of these will make up one third of each
exam, so divide your time accordingly:
"Organic" Preparations - These are organ preparations,
skeletons, and bone collections. These will be available for
review whenever the lab is open. It is important that you
familiarize yourself with basic precautions for the use of these
materials and treat them with appropriate care.
Models
- Most of these cover gross anatomy and will be set up as
labeled demonstrations at the beginning of each laboratory.
They will only remain out for one week, so it is important that
you study them while they are available. Some of these models
are very fragile and virtually irreplaceable, so handle them
with care
Histology - A number of microscopic slides will be set up as
labeled demonstrations at the beginning of each laboratory.
These will only remain set up for one week. However, the
slides, the associated powerpoint guides, and microscopes will be
available for your own use at all times. The slides are in four
boxes labeled "Vertebrate Histology". Please exercise
extreme caution in handling these boxes. To replace a box
would require approximately 10 hours of the instructor's time
and in excess of $500. If you are not familiar with the use of
both types of binocular compound microscopes we have, please
ask the instructor for assistance.
Class Session Format
Each topic will generally start with an
introductory discussion and some demonstrations by the
instructor. These will usually last the equivalent of a single
class period. An outline to each week's presentation is found at
the beginning of each topical guide in this syllabus. Read
through it before you come to class. The better prepared
you are, the more these sessions will resemble discussions and
the less they will resemble lectures.
The remainder of the time allotted to each
topic is for you to work your way through the demonstration
materials and to work on the worksheets. You will have to plan
your time carefully and spend it efficiently to get all the way
through the material in the available time.
back
to top=
CARE AND USE OF MICROSCOPES AND SLIDES
The
microscopes that you will be using for this course are binocular
compound scopes. You may use these at
any time, as long as you do not disrupt or interfere with other
ongoing laboratory or class sessions. Demonstration slides will
be set up on some of these scopes and should remain on the work
tables in the back o f the room. You should familiarize
yourself as soon as possible with how the microscopes work.
Here are a few rules for use and care to keep in mind while you
use the scopes:
- If you have never used a compound binocular
microscope before, ask the instructor to demonstrate it
before you use it. Microscope use will be demonstrated at
the start of the course, so pay close attention during this
demonstration.
- Always carry the microscope with one
hand grasping the neck and the other supporting the base. Make
sure that the cord is securely wrapped around the base.
Never try to support a microscope by the oculars (eyepieces)
or the stage. Never carry a microscope with a slide on
the stage.
- When you are finished with the microscope,
put it away where you found it. Remove the slide, turn off the
light, unplug it, wrap the cord around the base, put the cover
on, place it gently in its cabinet, and close the door.
- The microscope has four objectives. The
highest power objective is an oil immersion lens. This means
that it will only be in focus and provide a clear image when
there is a droplet of oil between it and the slide. In general,
the only time you will need to use oil immersion will be on some
demonstration slides which will be set up for you. If you feel
that you need to use oil immersion on your own with the loan
slide collections, consult with the instructor first. With oil
immersion the objective is very close to the slide, so use
extreme caution (see next point).
- When viewing a slide always start at low
power. Start with the microscope focused down as far
as possible, insert the slide, and bring the slide into focus by
focusing up. Use the coarse focus knob first, then the
fine focus. Never focus down on the coarse focus while
looking through the microscope. The microscope is parfocal
(more or less), which means that if the slide is in focus at low
power, it will remain approximately in focus as you switch to
higher powers. Use only the fine focus at higher powers.
Use the coarse focus only with the lowest power objective.
The reason for all of these rules will be obvious when you view
your first slide. It is quite possible to run the higher power
objectives into the slide, thereby breaking the slide (bad) or
scratching the objective (very bad).
- Lens papers, lens cleaning solution, and
KimWipes will be provided at the front desk. Never use
any other materials or solutions to clean microscope lenses or
slides.
- Use
the stage control knobs for moving the slide. Don't push
directly on the slide or the stage.
- If you are using a microscope that doesn't
seem to work properly, tell the instructor or leave a note on
the microscope so that it can be repaired as soon as possible.
- Handle the loan collection slides with care.
Keep them in their box slots when not in use, not piled on the
table, or on your books, or in your pockets. Handle slides only
over the tables, not over the floor. Make sure that the slide
box is latched before you carry it anywhere. Make sure
that the box is right side up before you open it. If you
do break a slide, tell the instructor so that it can be replaced
as soon as possible.
The
binocular microscope is designed to be looked through
binocularly, that is with both eyes. If the two images don't
seem to line up, try adjusting the interocular distance
by sliding the two oculars at their base. The light
intensity may be adjusted by turning the rheostat knob. In
general you will want it near the maximal value. The
condenser should be adjusted (by moving it up or down) to
maximize the apparent brightness and provide uniform
illumination to the field.
The
adjustment of the diaphragm will depend on the lighting
effect that you want. A good general purpose setting will be to
close the diaphragm just enough to get some dimming at the rim
of the field. If you want greater contrast (at the expense of
some resolution), close the diaphragm more. This will be
especially useful when viewing thin, transparent specimens such
as blood smears, areolar C.T., etc. or specimens of varying
optical density such as bone. If you need maximal resolution and
illumination, open the diaphragm fully. This will be useful for
thick, optically uniform specimens.
back
to top=
CARE AND USE OF MODELS
The
models which are set up on demonstration are quite a varied
collection. Some of them are rubber and virtually
indestructible. Some are plaster or paper mâché and are quite
fragile. Some are fairly exotic preparations of preserved human
or animal tissue and are irreplaceable. The best rule of thumb
for handling the models is to use common sense. Handle the
models over the table, not over the floor. Don't pour coffee on
them. Do not use pens and pencils as pointers, they leave
permanent marks. If a model is taped down, or labeled DO NOT
TOUCH, then don't move it. Don't make marks on the study cards
accompanying each model. In short, leave each model as you
found it so that others may use it also.
back
to top=
CARE AND USE OF BONES AND SKELETONS
Living bones
are remarkably sturdy structures. Dead bones may be
surprisingly fragile. A good rule of thumb for handling the
skeletons and disarticulated bones, especially the skull, feet,
and hands, is to treat them as if they were irreplaceable.
They are. Due to recent reforms in the policy of the
governments of India and Pakistan towards the procurement and
export of skeletons, it is now practically impossible to get
replacements.
Bend the joints on the skeleton and disarticulated limbs
carefully or not at all. Do not allow the arms or legs to drop back against
the rib cage or the stand. Don't bend the fingers or toes.
Don't allow the jaw to snap shut. Don't pose the skeletons in
funny postures. The skull has many thin bony plates and
delicate processes, so don't poke objects into the orbits (eyes)
or the nasal cavity (nose). Remove bones from and return bones
to their containers carefully. Be especially careful with the
hand, the foot, and the vertebral column. If you drop a heavy
bone, such as the femur, into a box it can shatter a smaller
bone or break off a bony process.
Finally, for obvious reasons, never use pencils, pens, or
markers as pointers.
back
to top=
CARE AND USE OF ORGAN PREPARATIONS
In
this course you may have the opportunity to examine and handle
actual preserved human and/or animal organs. We do this because
there is simply no substitute for the real thing in anatomy.
However, with opportunity comes responsibility, so here are some
basic guidelines for care and use of the cadaver. These
guidelines also apply to preserved organ preparations.
-
Always wear gloves when handling any human or animal tissue.
Avoid touching your face with the gloves. Always remove and
dispose of the gloves, then wash your hands when you are
done.
- If
you feel faint, first tell someone, then find a quiet
place and sit down. If you still feel faint, get someone to
help you lie down on one of the tables or help you leave the
room to get some fresh air. Don't be shy or embarrassed about
admitting that you feel badly and asking for help. In a similar
vein, keep an eye on those around you, and be ready to help them
if they appear to need it. If you miss part of a demo as a
consequence, the instructor will be happy to repeat it for you.
-
Preserved organs must not be allowed to dry out. A
single overnight exposure will ruin most organ preps. Whenever
you are finished examining a preserved organ, return it to its
fluid-filled container, and seal the container.
-
Handle the organs with extreme care. Do not pull on structures
to see behind them. Do not directly handle blood vessels or
nerves; use the sticks provided you to gently lift them or
displace them to one side. Basically keep in mind that quite a
bit of time went into preparing the organ, once you damage
something it will stay damaged.
- Use
only the sticks or your fingers as pointers. Point, don't
poke. Never use pens or pencils as pointers.
Finally a word about the etiquette of working with body parts.
Remember that the organ once belonged to a living person, and
that person deserves to have his/her body treated with some
respect. Also keep in mind that most students (yourself
probably included) have some emotional difficulty dealing with
dead bodies, particularly in the first weeks of the course. It
is natural to ease the tension by making jokes. But "cadaver
humor" is a very subjective thing, and what is funny to you may
be extremely offensive to your neighbor. Curiosity, interest,
and uneasiness are appropriate; unrestrained levity is not.
back
to top=
HOW TO USE THE WEEKLY GUIDES
The topical guides are designed to steer you
through the course. The material for each topic may be
modified slightly by the instructor as we go along, so make sure
that you make a note of these changes.
Each topical guide will consist of 5 sections:
1)
Outline This is an overview of the organ system and a
presentation of the histology being studied under this topic.
It is a good guide to what is most important in the reading you
should do to prepare for the lab.
2)
Gross Anatomy List This is a listing of exactly what
structures you should expect to be able to identify on the
charts, models, organ preparations, and skeletons. You should
use it as a reference list.
3)
Guide to Gross Anatomy This is a self-paced guide to the
gross anatomy presented on demonstration. At some point, you
should work through it using the models, charts, organ
preparations, and skeletal preparations. Work by yourself, or
better yet, in a small group. As you develop questions, ask the
instructor and other students, or consult your texts, especially
the van de Graaff & Crawley, Kapit & Elson, and Grine atlases.
4)
Guide to Histology This is a self-paced guide to the
microscopic anatomy presented . It is focused on the histology
loan collections. At some point, you should work through it
using the student microscopes and the demonstration slides.
Work by yourself, or better yet, in a small group. As you
develop questions, ask the instructor or other students, consult
your texts, or look up the appropriate photomicrographs from the
Wheaters Functional Histology set.
5)
Guide to Physiology Laboratory physiology exercises
will include both selections from the laboratory text and
exercises designed or adapted by the instructor. Often
these will include elements designed to give you a practical,
hands-on intrroduction to basic clinical physiological
assessment methods.
To get the most out of your time, as well as make
the best use of your instructor's time, it is essential that
you prepare adequately for each class session. The best way
to do this is as follows:
Before
the first class session for each topic, work through the Topical
Guide:
1) Read
the Lecture Outline and the Gross Anatomy List (sections 1 & 2).
2) Read
through the Guide to Gross Anatomy (section 3). Make a note
in the margins of any terms or concepts that you don't
understand, have questions about, or don't recognize from your
text reading.
3) Read
through the Guide to Histology (section 4). Again, make a note in the margins of any terms or concepts
that you don't understand, have questions about, or don't
recognize from your text reading.
4)
Read through the Guide to Physiology (section 5). Yet
again, make a note of any terms or concepts that you don't
understand, have questions about, or don't recognize from your
text reading.
5) Look
over the Worksheet.
During
each class and lab period period make sure
that your questions get answered.
NOTE: It may or may not
be a useful expediture of time to actually complete the
worksheet during the lab period. In any case, make sure
that you are not completing the worksheet at the expense of
actually working with and learning the models and slides.
Remember that quizzes and exams are graded more
critically and count much more than worksheets.
back
to top=
LATIN AND GREEK WORD ORIGINS
prefix/
root/
Greek/
suffix
Latin
meaning
example
a/ an
G without, not
anaerobic
ab
L
from
abnormal
acro
G
highest
acrodont
ad
L to,
toward adduct
algia
G
pain
neuralgia
ambi
L
both
ambidextrous
amphi
G both
sides
amphicelous
an/ ana
G up, back,
again anapophysis
andro
G
man
androgen
ante
L
before
antemortem
antero
L
before
anteroinferior
anti
L
against
antitoxin
apsid
G a mesh of a net, an
arch diapsid
arch/ archi
G
chief
archenteron
arti
L little
joint
articular
ase
an enzyme
amylase
auto
G
self
autonomic
bi
L two,
twice biceps
blast
G
sprout
blastocyst
brachi,brachio G,L
arm
brachiocephalic
brachy
G
short
brachydont
brady
G
slow
bradycardia
branchi
G
gill
branchial
centi
L one one-hundredth
part centimeter
carn
L
flesh
carnivorous
carpo
G
wrist
carporadialis
cata
G
down
catabolism
cav
L
hollow
caval
cele/ celo
G
hollow
celom
cephal
G of the
head
brachiocephalic
ceps
head
biceps
cercal
G a
tail
diphycercal
cheiro/ chiro
G
hand
chiropterygium
chondr
G
cartilage
chondrocyte
chromata
G
color
chromatophore
co/ con
L
together
concentrate
corac
a crow
coracoid
coron
a crown
coronary
cribri
L a seive
cribriform
cten
G a
comb
ctenoid
cyclo
G a ring or
circle cyclosis
cyano
L
blue
cyanosis
cyno
G a
dog
cynodont
dactyl
G a
finger
pterodactyl
de
L down,
without decerebration
deca
G
ten
decagram
deci
L one
tenth decibel
dendr
G a
tree
dendrite
dent
L a
tooth
dentition
derm
G
skin
dermatome
di
G two,
twice diapsid
dia
G
through
diastema
diplo
G
double
diploid
diphy
G
double
diphycercal
dis
apart
dissection
dont
G a
tooth
thecadont
dys
difficult, painful
dysmenorrhea
prefix/
root/
Greek/
suffix
Latin
meaning
example
ec
away from, out of place eccentric
ectasis
dilation
bronchiectasis
ecto
G
outside
ectoderm
elasmo
G a flat
plate
elasmobranch
emia
blood
anemia
en
in, into
encapsulated
endo/ ento
G
within
endoderm
epi
G upon,
above epidermis
erythro
G
red
erythrocyte
esthesia
sensation
anesthesia
eu
G well,
good euphoria
e/ ex
L out of
exfoliation
exo
G
outside
exoskeleton
extra
L on the
outside extracellular
form
L
shape
cuneiform
gastr
G
belly
gastrocnemius
gen
G race,
family genital
genesis
generation
pathogenesis
gli
G
glue
neuroglia
glo
L a
ball
glomerulus
glosso
G
tongue
glossopharyngeus
gnatho
G the
jaw
gnathostome
gon
G
offspring
gonad
grade
L
walk
retrograde
gymn
G
naked
gymnasium
helico
G
spiral
helicotrema
hem
G related to
blood hemoglobin
hemi
G
half
hemisphere
hepato
G the
liver
hepatoduodenal
hetero
G the
other
heterosexual
holo
G
whole
holocrine
homeo
G
similar
homeostasis
homo
G
same
homologous
hyo
G shaped like the letter
upsilon hyoid
hydro
L water or
hydrogen hydrocephalous
hyper
G over
above
hyperactivity
hypo
G under,
beneath hypodermis
in
L
not
innominate
infra
L
below
infraspinatus
inter
L
between
intervertebral
intero
L interior,
inner interoceptor
intra
within
intracellular
intro
inwardly
introversion
iso
G equal
to
isometric
itis
inflamation
dermatitis
intra
within
intracellular
intro
inwardly
introversion
iso
G equal
to
isometric
itis
inflamation
dermatitis
prefix/
root/
Greek/
suffix
Latin
meaning
example
kerato
G relating to horny
tissue keratohyaline
lemma
G
skin
neurilemma
leuco/leuko
G
white
leucocyte
lipo
G
fat
lipochrome
logy
G discourse,
science physiology
macro
G
large
macrophage
mal
bad, disease malady
mania
madness
egomania
mega/ megalo
large, great
acromegaly
melan
G
black
melanocyte
mere
G a
part
myomere
mes/ meso
G
middle
mesoderm
meta
G change,after
metabolism
micro
small
microscope
morph
G form,
shape
morphogenesis
multi
L
many
multipolar
myel
G
narrow
myelencephalon
myo
G mouse,
muscle myograph
myx
a mucus
myxedema
necro
death
necrosis
neo
new
neocortex
nephr
G
kidney
nephron
nomic
G
law
autonomic
oculo
L
eye
oculomotor
oid
like, resembling thyroid
omni
L
all
omnivore
oma
diseased condition, tumor carcinoma
omo
G
shoulder
omohyoid
oligo
scanty, deficient
oligodendrocyte
opisth
G
hind
opithonephrous
ortho
G straight,
right orthopedics
ose
sugar
glucose
osis
a disease, a morbid process tuberculosis
osteo
G
bone
osteoblast
oto
G
ear
otolyth
prefix/
root/
Greek/
suffix
Latin
meaning
example
pachy
G thich
pachyderm
paleo
G
old
paleocortex
pan
all
panacea
para
G
beside
paravertebral
pathy
disease
endocrinopathy
penia
decrease, poverty leucopenia
penta
G
five
pentydactyl
peri
G
around
pericardium
perisso
G extraordinary,
odd perissodactyl
pexy
suspension, fixation nephropexy
phil
love, attraction
eosinophil
philia
increase, abundance eosinophilia
phore
G bearer,
carrier chromatophore
phage
to eat
macrophage
physis
G grow,
outgrowth epiphysis
plac
G
flat
placoid
plant
L the
sole
plantigrade
plasia
growth, increase
hypoplasia
plasm
G
molded
sarcoplasm
plasty
molding, reoairing
thoroplasty
platy
G
wide
platypus
plegia
paralysis
paraplegia
pleur
G rib, side of the
body pluerosy
pluri
L
more
pluriglandular
pod
G
foot
tetrapod
poiesis
making, forming
erythropoiesis
post
after,
behind postpartum
pre
L in front,
before prevertebral
pro
G in front,
before prophylaxis
procto
G the
anus
proctoscope
proto
G first,
foremost protocercal
pseudo
false, spurious
pseudostratified
pter
G feather,
wing helicopter
ptosis
falling, dropping
visceroptosis
pyo
related to pus
pyoremia
quad
L square,
four quadrate
radi
L rod, spoke,
ray radius
re
L again,
backward recurrent
retro
L backward,
behind retroperitoneal
rhea/ rheo
G flow,
discharge leukorrhea
rhino
G the
nose
rhinoceus
rhod
G a
rose
rhodopsin
prefix/
root/
Greek/
suffix
Latin
meaning
example
salt
L to
dance
saltatory
sarco
G flesh,
muscle sarcoplasm
saur
G
lizard
dinosaur
scler
G
hard
sclera
scopy
visual examination cystoscopy
sect
L to
cut
dissect
ser/ sero
L
whey
serum
semi
half
semimembranosus
sis
state, condition
leukocytosis
soma/ somato
G the
body
somatotropic
sphen
G
wedge
sphenoid
splanchno
G inward parts of the
body splanchnopleure
stato
G
standing
statoacoustic
stomo
G the
mouth stomodeum
sub
L
under
submucosa
supra
L
above
supraclavicular
sym
G with,
union symphysis
syn
G with,
union
synarthrosis
tarso
G the flat of the
foot tarsal
tect
L
roof
tectum
tel/ tele
G far
off
telencephalon
thermo/ thermy G
heat
homeothermy
tomy
to cut
anatomy
trans
L
across
transect
tri G
three
trigeminal
trophy
nutrition , grown atrophy
tropy
deviation
thyrotropy
ultima
L furthest,
last
ultimobranchial
unguli
L a fingernail, a
toenail unguligrade
ur/ uro/ uria
G
urine
glycosuria
vesic
L the blader
vesicouterine
vore
L to
eat
omnivore
xiphi
G
sword
xiphoid
zyg
G join two things
together zygapophysis
back
to top= |
