Human Body Systems Unit 1: Road to Rehabilitation

Review Guide
Lesson 1.1: Beginning with Bones

Vocab: anterior, deep, directional terms, distal, dorsal, identity, inferior, lateral, medial, posterior,
proximal, regional terms, superficial, superior, system, ventral, abdominal, antecubital, axillary,
brachial, buccal, calcaneal, carpal, cephalic, cervical, coxal, digital, femoral, gluteal, inguinal, lumbar,
nasal, occipital, olecranal, oral, orbital, patellar, pelvic, popliteal, sacral, scapular, sternal, tarsal,
thoracic, umbilical, vertebral, body planes, body cavities, axial skeleton, appendicular skeleton,
anatomical plane, coronal (frontal) plane, sagittal plane, transverse plane, cranial cavity, dorsal body
cavity, pelvic cavity, ventral body cavity, thoracic cavity, vertebral cavity, abdominal cavity,
abdomino-pelvic cavity, cell, tissue, organ, organ system, epithelial tissue, nervous tissue, connective
tissue, tendon, ligament, cartilage, adipose, neuron, muscle tissue, histology, temporalis muscle,
orbicularis oculi, orbicularis oris, compact bone, spongy bone, long bone, short bone, flat bone,
irregular bone, epiphysis, diaphysis, metaphysis, red marrow, yellow marrow, periosteum, medullary
cavity, osteon, osteocyte, Haversian canal, canaliculi, bony trabeculae, radiology, tensile strength,
compression force, bending force, twisting force, impact force, comminuted fracture, transverse
fracture, spiral fracture, bone remodeling, osteoclasts, osteoblasts, X-ray, magnetic resonance
imaging (MRI), ultrasound imaging

I can statements:
●​ I can list the 11 body systems and recognize their major job(s) within the body
●​ I can describe locations on the body or specific locations on a body structure using regional
and directional terms
●​ I can identify the best anatomical plane to observe various body structures and organs
●​ I can locate the major body cavities we learned about in class
●​ I can differentiate between regional terms and directional terms
●​ I can describe the cellular organization of a human (i.e. cells make up tissues, tissues make
up…)
●​ I can list the 4 different tissue categories, describe their function, provide examples of each,
and recognize a microscopic example of each (what we looked at in class)
●​ I can describe the structure of each of the 4 main tissue categories and how that structure
affects its function
●​ I can label the major bones of the skull (only ones we labeled in class)
●​ I can locate and describe the action of the facial muscles built on my Maniken
●​ I can list the 4 major categories of bones and give examples of each
●​ I can identify the parts of a long bone
●​ I can differentiate between spongy bone and compact bone and label major structures of each
on a microscope slide
●​ I can identify the major bones of the human body (ones labeled in class) and whether they are
part of the axial or appendicular skeleton
●​ I can describe the different fracture types discussed in class, the force type that causes them,
and identify them from an X-ray or picture
●​ I can describe the role of both osteoblasts and osteoclasts in regards to bone health and
healing
●​ I can identify and put in order the 4 stages of fracture healing
●​ I can explain common ways fractures can be repaired, and propose treatment plan ideas
●​ I can differentiate between x-rays, MRI’s, and ultrasounds
●​ I can describe the role of the following biomedical professionals: physical therapists,
histologists, radiologists, and x-ray technicians
Some ways to practice
●​ Play Simon Says with friends or family to practice directional and regional terms
●​ Print out blank human body diagrams to practice labeling regions and body cavities
●​ Use Post-its to label the regional terms and body cavities on another person
●​ Make flashcards
●​ Print skeleton diagrams and practice labeling bones
●​ Look at x-rays online to identify the type of fracture
●​ Draw out a long bone and use Post-its to label the anatomy
●​ Make digital flashcards for all the histology slides
●​ Walk a friend through the role of osteoblasts and osteoclasts
●​ Review your binder
●​ Use the provided PLTW links
●​ Check the Canvas review materials in the Resource module

Lesson 1.2: Muscles and Motion

Vocab: muscle, tendon, skeletal muscle, smooth muscle, cardiac muscle, striation, voluntary
movement, involuntary movement, epimysium, endomysium, perimysium, fascicle, muscle fiber,
sarcomere, myofibril, actin, myosin, sliding filament theory, contraction, troponin, tropomyosin,
sarcoplasmic reticulum, acetylcholine, neuromuscular junction, attachment, insertion, origin,
brachialis, triceps, intercostal muscles, pectoralis minor, pectoralis major, strain, sprain, tear, joint,
fibrous joint, cartilaginous joint, synovial joint, saddle joint, ball and socket joint, condyloid joint, plane
joint, hinge joint, pivot joint, rotation, circumduction, abduction, adduction, flexion, extension,
hyperextension, plantar flexion, dorsiflexion, cartilage, articular (hyaline) cartilage, elastic cartilage,
fibrocartilage, range of motion, goniometer, ligament, ACL, MCL, PCL, LCL

I can statements:
●​ I can distinguish between the three different types of muscle structurally, functionally, and from
a microscope slide
●​ I can identify major structures of skeletal muscle anatomy.
●​ I can explain how a sarcomere contracts and relaxes
●​ I can organize the events of muscle contraction in words and pictures
●​ I can describe the role of troponin, tropomyosin, actin, and myosin in the muscle contraction
process
●​ I can identify the action, insertion, and origin of the brachialis, triceps, pectoralis major, and
pectoralis minor
●​ I can use the muscle rules to predict the likely insertion and origin of a muscle
●​ I can interpret muscle function by examining its attachment to a bone
●​ I can describe the “muscle rules” and how they relate to muscle action
●​ I can predict the action of a muscle or group of muscles using the muscle rules
●​ I can explain how muscles get their names and predict what features were used to name the
muscle
●​ I can identify factors that impact muscle strength and fatigue
●​ I can identify and provide examples of the three classifications of joints
●​ I can identify the action, draw out, and provide examples of the six major types of synovial
joints
●​ I can describe which type of joints have the greatest range of motion and why
●​ I can describe movements that occur at joints both through pictures and words
●​ I can use and interpret measurements from a goniometer
●​ I can label the basic anatomy of the knee (4 major ligaments and bones)
●​ I can analyze data and diagrams to diagnose injuries to knee ligaments
●​ I can describe how the structure of a joint can influence mobility and range of motion
Some ways to practice
●​ Make flashcards for the three muscle types
●​ Write out the events of a muscle contraction. Scramble them. Then put them back in order.
●​ Explain the sliding filament theory to a friend (draw things out)
●​ Choose a random muscle on the body and predict its action based on where it is located.
Check to see if you are correct
●​ Make flashcards for the joint and ROM types
●​ Act out the different ranges of motion
●​ Review your binder
●​ Check out the Canvas review materials in the Resource module

Some things to remember