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The Anatomy Lab Heart Dissection form provides a comprehensive overview of the educational resources and procedures involved in studying the heart, a vital organ responsible for sustaining life through its relentless pumping action. This form notably outlines various stages of dissection, including external anatomy identification, cardiac damage assessment, and testing blood flow through a repaired heart, helping students to gain hands-on experience that reflects the practices of a cardiac surgeon. Covering key concepts in physiology, anatomy, and cardiovascular health, the form is designed for a wide range of learners, making connections between theoretical knowledge and practical application. It also details essential materials, prerequisites for preparatory activities, and the necessary tools for conducting dissections safely and effectively. Furthermore, recent research highlighted in the form emphasizes advancements in understanding cardiovascular diseases— a leading cause of mortality— and explores innovative treatments such as biomaterials and artificial blood. By engaging with this form, educators can facilitate a rich learning experience that not only nurtures students' understanding of heart anatomy but also raises awareness of the importance of cardiovascular health and advancements in medical science.

Anatomy Lab Heart Dissection Example

bbsrc.ac.uk

Heart Surgery

and Dissection

The heart is an amazing organ that continues to beat roughly every second, every day, for your entire life. That is 100,000 beats each day, and every minute about five litres of blood are pumped out of the heart. It has to keep working non-stop to maintain the proper flow of blood around our bodies and keep us alive. Scientists are now using mathematics, computer modelling and novel imaging techniques to visualise the workings of the heart. Understanding what causes cardiovascular disease, the greatest cause of death in the UK, will lead to new cures for broken hearts. From stem cells to artificial blood, researchers are investigating new treatments, and work on biomaterials is producing improved medical implants and devices such as pacemakers.

Suitable for Key Stage:

1 2 3 4 5

Key Information

Teacher

 

Contents

02Key information

05Recent research

14Teacher preparation

15Health and safety

16Stage 1 – External anatomy

18Stage 2 – Identification and repair of heart damage

19Stage 3 – Testing blood flow through a repaired heart

20Stage 4 – Examining the internal anatomy of a heart

23Curriculum links

24Further reading

25How the heart works

29Stage 1 – External anatomy

30Stage 2 – Identification and repair of heart damage

31Stage 3 – Testing blood flow through a repaired heart

32Stage 4 – Examining the internal anatomy of a heart

33Autopsy report form

34Heart anatomy

35Card flow

36Circulation worksheet

37Missing Words

39Wordsearch

40Crossword

41Answers

44Glossary

View online

Scan the QR Code.

www.bbsrc.ac.uk

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Key Information

Teacher

 

Science topics

Physiology, anatomy, cardiovascular system, exchange and transport, pathology, disease and injury

Resources

Age

 

Student sheets

 

 

PowerPoint presentation

 

14–18 years old

 

 

 

 

 

 

 

Duration

125 minutes

Keywords

Heart, blood, circulation, cardiovascular, anatomy, dissection, surgery, ventricle, aorta, atrium, muscle, valve, coronary, pulmonary, artery, vein, vena cava, suture, papillary, atrioventricular, mitral, oxygen,

carbon dioxide

Learning outcomes

Students will be able to:

Identify the internal and external anatomy of a heart

Dissect a heart and be able to model the techniques of a heart surgeon

Discuss heart diseases and disorders, describe how they occur, and name risk factors and possible preventative measures.

www.bbsrc.ac.uk

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Key Information

Teacher

 

What you will need

Sheep or lamb hearts

Rubber tubing and syringe

Dissecting equipment – trays, pins or cocktail sticks, forceps, blunt probes, round-ended scissors

Masking tape or stickers

Marker pens

Washing up bowls or access to sinks

Curved needles

Dental floss or fishing line

Rulers

Eye protection

Waterproof aprons

Balance

Optional

Disposable nitrile or vinyl gloves

Scalpels

Slides featuring heart muscle tissue and cardiovascular pathology

Camera for students to record the progress of their activity

Prior Learning

Students should carry out a preparatory activity to familiarise themselves with the structures of the heart. Resources such as worksheets, animations and videos can ensure students get the most from the learning session. A description of how the heart works and diagrams of the heart and circulatory system for students to label are provided.

 

Equipment

 

 

 

© BBSRC

 

 

 

www.bbsrc.ac.uk

 

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Recent Research

The Biotechnology and Biological Sciences Research Council (BBSRC) is working towards lifelong health and well-being by funding research investigating the normal ageing process. Research is being conducted to understand how the heart, blood and circulatory system work, as well as looking at technologies that could improve our health. Scientists are also looking at the effects of diet, physical activity and development on the ageing process to understand risk factors for poor health and to identify interventions that can improve well-being.

Key issues include linking changes at the molecular and cellular level to those observed at the tissue and whole organism level. A large body of evidence demonstrates that the quality and quantity of food, and dietary choice affects ageing and lifespan. There are also good data that aerobic exercise increases healthy lifespan, improves regulation of glucose metabolism and can reduce age-related deterioration of the musculoskeletal system.

From stem cells to artificial blood, researchers are investigating treatments for broken hearts and a variety of cardiovascular diseases. Work on biomaterials and tissue engineering is producing improved medical implants and devices such as pacemakers, as well as a range of substances with anti-infection properties.

Throughout this research, BBSRC encourages work that adopts the principles of the 3Rs (Replacement, Refinement and Reduction) in the use of animals, and aims to improve animal welfare.

Change at cellular level

© Babraham Institute

Recent Research

Can we ever mend a broken heart

Scientists at the University of Nottingham are working towards a treatment for damaged hearts. Heart disease is the most common cause of death in the UK and each year there are 20 million cases around the world. About one in five men and one in eight women die of heart disease but in the future we might be able to mend broken hearts with new heart cells.

Our hearts can fail because they are getting old, because of the stresses and strains placed on our heart by the drugs we take to treat illness such as cancer, or simply because of our genetic make-up.

Scientists are trying to develop techniques that would turn some of our own skin cells into stem cells and then turn these into beating heart cells to replace lost or damaged cells. There would be no need for drugs and we could be healed with a simple injection of our own cells.

www.bbsrc.ac.uk/news/health/2014/140217-pr-can-we-ever-mend-a-broken-heart.aspx

Developing techniques

© Luchschen

Recent Research

The answer to high blood pressure may be in our brains

Blood pressure is controlled by our brains and our kidneys. Scientists are now beginning to look more closely at the brain and genes involved in the development of high blood pressure. Having high blood pressure, known as hypertension, increases the risk of stroke, heart attacks and kidney failure. You can’t ‘feel’ whether you have high blood pressure, which makes it so dangerous. Nearly one billion people around the world have hypertension.

The kidney controls blood pressure by regulating the amount of water and salt reabsorbed into the blood. High levels of salt in the blood cause the kidneys to retain water and lead to raised blood pressure. Most high blood pressure treatments target the kidneys but new research will look at ways to target the nervous system. The brain detects blood pressure using the carotid sinus, a small swelling in the carotid artery. The carotid sinus has stretch receptors that send signals to the brain when blood pressure rises. These signals go to the cardiovascular centre in the medulla and a negative feedback system sends out signals to lower heart rate and dilate blood vessels to lower the pressure.

For up to 50 per cent of patients on blood pressure tablets the treatment is ineffective and many suffer from unpleasant side effects. Researchers will explore how the genes in the brain trigger hypertension and study how ageing, exercise and a condition known as sleep apnoea affect the activity of these genes. Sleep apnoea is a blockage of airways during the night that cuts off oxygen and causes people to wake. It is associated with obesity and is often accompanied by loud snoring.

To find novel drug targets and improve current treatments, scientists will use tissue from brain banks to determine how genes are regulated in specific brain regions and how these genes interact during the development of high blood pressure. The scientists will also study how the environment may affect gene activity. In order to do this they will use a special technique that allows them to record the activity of single nerve fibres that control the diameter of arteries.

Recent Research

What causes a big heart?

Under some conditions heart cells get larger in a process known as hypertrophy. While this may sound romantic, and is necessary for developmental growth, hypertrophy often leads to heart failure. If there is a long-term demand on the heart to pump more blood – for example during exercise or in pregnancy – the body responds by making the heart cells larger.

Conditions like high blood pressure also cause the heart to grow, but in this case increased size does not improve the heart’s pumping capacity. Instead it promotes the transition to cell death and heart failure as the heart becomes prone to irregular heartbeats – arrhythmias. Researchers have discovered how signalling processes within the heart can trigger the development of enlarged heart cells which lead to heart failure. The discovery provides new insight into the mechanisms controlling cardiac growth and the processes that cause adaptation and remodelling of heart muscle. Cardiac failure accounts for 25% of deaths in the UK and is a primary cause of death in the elderly. Understanding how these pathological changes occur in the heart, in response to disease and ageing, may reveal therapeutic targets and new approaches to the treatment of heart disease.

The research team found that a tiny molecule made of ribonucleic acid (RNA), microRNA, controls the levels of specific receptors produced in heart cells. MicroRNAs are copied from deoxyribonucleic acid (DNA) but do not contain code for protein. Rather, they control gene activity by binding

to specific related sequences. It is the interactions between these microRNA molecules and the receptors that promote hypertrophic remodelling of heart muscle. The receptors are channels controlling the movement of calcium ions, which are an important ‘messenger’ inside cells, regulating heart rhythm and function. Calcium ions are the link between electrical excitation of a muscle cell and its contraction. When an electrical impulse arrives at a muscle it causes calcium to enter the cell and releases calcium from internal stores resulting in contraction of the cell. If calcium signals occur at the wrong place or time, for example due to changes in receptor regulation, this can change the heart structure – decreasing its ability to pump efficiently, or triggering irregular heartbeats.

3D Reconstruction of a section through a rats heart

© Dr Llewelyn Roderick Group

Recent Research

Scientists discover the cause of a broken heart

Around 1–2% of people who are initially suspected of having a heart attack are found to have ‘broken heart syndrome’. This condition causes temporary heart failure but tests find no blockage in the coronary arteries. The condition is called Takotsubo cardiomyopathy and it affects people who suffer severe emotional stress after bereavement, often elderly women. People experience symptoms that resemble a heart attack and the heart develops a balloon-like appearance caused by the bottom of the heart not contracting properly. Most patients make a full recovery within days or weeks.

Researchers now think this ‘broken heart syndrome’ is a protective response to very high levels of adrenaline released during stress. Instead of stimulating the heart, the body responds to the adrenaline by reducing its pumping power. The same condition is sometimes seen in people who are injected with adrenaline to treat severe allergic reactions. Therefore drugs that stimulate adrenaline are likely to make the condition worse. The scientists used their animal model of the disease to investigate suitable treatments and found beneficial drugs that stimulate the heart using a different pathway to adrenaline.

Recent Research

Why some people endure exercise better than others

Exercise is essential for maintaining good health. An understanding of how elite athletes’ bodies function may help prevent elderly people developing chronic illnesses.

Researchers are studying elite athletes using non-invasive technologies, such as magnetic resonance spectroscopy (MRS). Studying how the heart, lungs and muscles work together will provide insights into why some people have higher levels of endurance than others.

Computer models will be used to improve our understanding of why exercise tolerance is limited in sedentary or elderly individuals. The findings will be used as the basis for treating patients with heart and lung conditions who have problems with exercising.

Human Heart

© Thinkstock

File Breakdown

Fact Name Description
Heart Function The heart beats approximately 100,000 times daily, pumping about five liters of blood per minute.
Scientific Research Researchers utilize mathematics and imaging techniques to enhance understanding of heart function and disease.
Age Group This dissection form is suitable for students aged 14 to 18 years, aligning with educational standards.
Learning Outcomes Students will learn to dissect a heart, identify anatomical features, and discuss heart diseases and their prevention.
Key Equipment Required tools include dissecting equipment, rubber tubing, and protective gear like goggles and aprons.
Subject Areas This lab covers topics such as physiology, cardiovascular health, and surgical techniques.
Governing Laws Research and dissections must comply with ethical standards set forth by the Biotechnology and Biological Sciences Research Council (BBSRC).

Guide to Using Anatomy Lab Heart Dissection

As you prepare to fill out the Anatomy Lab Heart Dissection form, it is essential to follow each step meticulously. This ensures that the necessary information is captured accurately, enhancing the overall learning experience for all participants involved in this fascinating exploration of the heart.

  1. Begin by gathering the required materials, which include a sheep or lamb heart, dissecting equipment (trays, pins, forceps, etc.), rubber tubing, and masks for eye protection.
  2. Familiarize yourself with the anatomy of the heart using supplementary resources such as diagrams, animations, or videos, which will enhance understanding.
  3. Take a moment to read through the form completely, noting what sections will need to be completed.
  4. Fill out the top section of the form with your name, date, and any other identifying information requested.
  5. For Stage 1 – External Anatomy, draw or label the external features of the heart as instructed on the form.
  6. Proceed to Stage 2 – Identification and Repair of Heart Damage. Document any observations of heart damage and describe any simulated repairs made during the dissection.
  7. For Stage 3 – Testing Blood Flow, record the methods used to test blood flow through the repaired heart, detailing your findings in the designated section.
  8. In Stage 4 – Examining Internal Anatomy, accurately fill in details regarding the internal structures as you observe them during dissection.
  9. Lastly, review the entire form for accuracy. Make sure all sections are completed, and information is clear before submitting.

Get Answers on Anatomy Lab Heart Dissection

What is the Anatomy Lab Heart Dissection form?

The Anatomy Lab Heart Dissection form is a resource designed for educational purposes, specifically for students aged 14 to 18. It outlines various activities related to heart anatomy, dissection, and surgery techniques. The resources provided help students understand the structure and function of the heart, as well as common cardiovascular diseases and their risk factors.

What materials do I need for the heart dissection?

To successfully conduct the heart dissection, you will need the following materials:

  • Sheep or lamb hearts
  • Rubber tubing and syringe
  • Dissecting equipment (trays, pins, forceps, blunt probes, scissors)
  • Marker pens
  • Washing up bowls or access to sinks
  • Eye protection
  • Waterproof aprons

Optional items include disposable gloves, scalpels, slides with heart muscle tissue, and a camera to document the dissection process.

What can students learn from the heart dissection?

Students can achieve several learning outcomes through the heart dissection activities, such as:

  • Identifying both the internal and external anatomy of the heart
  • Gaining hands-on experience by dissecting a heart and mimicking surgical techniques
  • Discussing various heart diseases and disorders, including their causes and preventive measures.

This practical experience enriches their understanding of human physiology and anatomy.

Yes, prior preparation is highly encouraged. Students should engage in activities that will help them familiarize themselves with the structures of the heart. This might include reviewing worksheets, animations, or videos. Additionally, providing diagrams for students to label can enhance their comprehension of the heart and circulatory system.

Recent research focuses on a variety of areas to improve heart health. Scientists are investigating:

  • The normal ageing process and its effects on the heart and circulatory system
  • The impact of diet and exercise on cardiovascular health
  • Innovative treatments for cardiovascular diseases, ranging from stem cells to biomaterials that improve medical implants like pacemakers.

Such research plays a crucial role in understanding and potentially preventing heart disease, which is a leading cause of death.

What safety measures are necessary during the dissection?

Maintaining safety during the dissection is crucial. Here are some key safety measures:

  1. Always wear eye protection and waterproof aprons to prevent any spills from damaging clothing or harming the eyes.
  2. Use scissors and other dissecting tools carefully to avoid cuts or injuries.
  3. Ensure that the workspace is clean and organized to minimize potential hazards.
  4. Dispose of any sharp objects or biological materials properly after the session.

By following proper safety protocols, students can focus on learning while minimizing risks.

Common mistakes

Filling out the Anatomy Lab Heart Dissection form can be a straightforward process, but many people make common mistakes that can compromise their understanding and results. Here are seven mistakes to be aware of while completing the form.

First, many forget to review the instructions thoroughly before beginning. This oversight can lead to skipping necessary information or misinterpreting the questions. Attention to detail is crucial, particularly in a scientific context where accuracy matters.

Another frequent mistake occurs with **spelling errors** in anatomical terms. These errors can cause confusion or miscommunication when working with peers or instructors. Double-checking spelling, especially for technical words like "ventricle" or "atrium," is essential.

In addition, some individuals may neglect to properly label diagrams required on the form. Diagrams should be clear and well-labeled, as they are often a critical part of demonstrating understanding. Failing to meet this requirement can affect the overall clarity of the work.

Moreover, people often rush through the identification of risk factors associated with heart diseases and disorders. A shallow analysis can lead to incomplete responses. Taking the time to think through and research these factors can enhance the quality of the submission.

Some individuals also forget to include relevant research citations or references. Supporting your statements or findings with credible sources establishes reliability and allows others to follow your thought process. Leaving this out can weaken the overall impact of the work.

Lastly, many fail to reflect on personal learning outcomes and experiences from the dissection. This reflection is not only beneficial for personal understanding but allows for richer discussions with peers and teachers. Ignoring this part of the task can lead to missed opportunities for improvement.

By avoiding these common mistakes, participants can ensure their completion of the Anatomy Lab Heart Dissection form is not only accurate, but also educational. Act promptly to correct any oversights and enhance your understanding of the intricacies of heart anatomy and function.

Documents used along the form

In addition to the Anatomy Lab Heart Dissection form, several other documents and forms are typically utilized in this context. Each of these documents serves a specific purpose, facilitating the organization and clarity of the dissection process and enhancing the learning experience for students. Below is a brief overview of five key documents that may accompany the dissection activity.

  • Autopsy Report Form: This document is crucial for summarizing the findings from the dissection. It allows students to document their observations and conclusions about the heart's condition, structure, and any abnormalities they may notice.
  • Heart Anatomy Worksheet: This worksheet provides students with a reference guide to the various parts of the heart. It typically includes diagrams labeled with key anatomy terms, enhancing students' understanding of heart structure.
  • Card Flow Diagram: A visual representation that outlines the circulation of blood through the heart and body. It aids students in grasping the flow of oxygenated and deoxygenated blood, enriching their comprehension of the cardiovascular system.
  • Circulation Worksheet: This document often accompanies the card flow diagram, offering exercises and questions to test students’ understanding of the circulation process. Engagement with this worksheet reinforces important concepts about blood movement and heart function.
  • Safety Guidelines for Dissection: Safety is paramount during any dissection. This document outlines essential safety protocols, including the proper use of dissection tools and personal protective equipment, ensuring a safe learning environment.

These documents collectively enhance the educational value of the heart dissection experience, ensuring that students are well-prepared and informed as they explore the intricate workings of this vital organ. Together, they foster a deeper understanding of human physiology and promote a thorough examination of heart health.

Similar forms

  • Autopsy Report Form: This document provides detailed observations regarding the examination of organs after death, much like the Anatomy Lab Heart Dissection form focuses on understanding heart anatomy. Both forms aim to give insights into structural and functional aspects of the organs involved.
  • Dissection Worksheet: Similar to the Heart Dissection form, which guides through heart anatomy and surgical techniques, a dissection worksheet provides structured activities for students to learn about various anatomical structures through hands-on experience.
  • Heart Anatomy Diagrams: Just as the Anatomy Lab Heart Dissection form visually represents the heart's structure and function, heart anatomy diagrams serve the same educational purpose, offering a reference for identifying parts and understanding complex bodily systems.
  • Circulation Worksheet: Both the Heart Dissection form and a circulation worksheet emphasize the heart's role in blood flow and circulation. They collectively aim to enhance understanding of how the heart interacts with the vascular system for overall health.

Dos and Don'ts

When filling out the Anatomy Lab Heart Dissection form, consider the following guidelines to ensure a smooth process:

  • Do read through all sections of the form carefully before starting.
  • Do make sure to use clear and concise language when describing your observations.
  • Do gather all necessary materials listed in the preparation section to avoid interruptions.
  • Do ask for clarification if you're unsure about any part of the procedure or the form.
  • Do review your answers for accuracy before submission.
  • Don't skip any sections, as every part contributes to your understanding and learning.
  • Don't use excessive technical jargon; keep your descriptions accessible.
  • Don't rush through the dissection process; careful observation is key.
  • Don't forget to take safety precautions, such as wearing eye protection and gloves.
  • Don't submit your form without double-checking for spelling and grammar errors.

Misconceptions

Understanding the Anatomy Lab Heart Dissection form is essential for effective dissection and learning. However, several misconceptions may hinder the process. Here are 8 common misconceptions:

  • Dissection is only for advanced students. Many believe that only those with a high level of expertise can participate in dissections. However, this form is designed for various educational stages, making it accessible to all students.
  • It's just a simple cutting exercise. Some think dissection is merely about cutting into the heart. In reality, it involves careful identification and understanding of the heart's anatomy and functions.
  • All hearts used in dissection are human. A common misunderstanding is that human hearts are used for educational purposes. Typically, animal hearts, such as sheep or lamb hearts, are utilized to ensure ethical standards and availability.
  • Dissection has no relevance to real-life medical practices. Many assume dissections do not connect to actual medical skills. However, they provide foundational knowledge crucial for understanding human anatomy and surgical techniques.
  • Safety protocols are optional. Some individuals may overlook the importance of safety measures during dissection. In fact, health and safety guidelines are critical to ensure a safe learning environment.
  • Dissection is only for biology students. It is a common belief that only biology students benefit from dissections. Yet, students from diverse fields such as medicine, health, and engineering can also gain valuable insights.
  • No prior knowledge is needed. Some think they can dive into dissection without preparation. Familiarity with the heart's structure through preliminary activities enhances the learning experience.
  • Dissection is outdated and unnecessary. While some may argue that technology can replace dissections, hands-on experience remains essential for developing critical thinking and practical skills in understanding the cardiovascular system.

Key takeaways

Understanding how to effectively use the Anatomy Lab Heart Dissection form is essential for a successful learning experience. Here are some key takeaways to consider:

  • Preparation is crucial. Familiarize yourself with heart structures prior to the dissection using available resources like worksheets and videos.
  • Always prioritize safety. Ensure students wear appropriate eye protection and waterproof aprons during the dissection.
  • Gather all necessary materials ahead of time. You will need dissecting equipment, sheep or lamb hearts, and extra tools such as rubber tubing and syringes.
  • Dissection time is approximately 125 minutes. Plan the session accordingly to cover all stages effectively.
  • Encourage discussion. Students should discuss heart diseases and their risk factors during or after the dissection.
  • The Anatomy Lab covers four main stages: external anatomy, identifying heart damage, testing blood flow, and examining internal anatomy.
  • Instructor guidance enhances learning outcomes. Teachers should prepare by reviewing the content of each stage.
  • Consider optional resources for enhanced learning, such as slides featuring heart muscle tissue or cardiovascular pathology.
  • Document the process. Use a camera to record the dissection, allowing students to reflect on their learning experience.