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The Integumentary System

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The Integumentary System Unit Front Page

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The Integumentary System

At the end of this unit, I will:

□ List the phases of the cell life cycle and describe the events of each phase

from interphase to cytokinesis. □ Illustrate what is happening to the genetic material in the nucleus at

interphase, and describe what happens to this genetic material once the

nucleus breaks down during mitosis. □ Explain how mitosis is relevant to tissue repair, cancer, and proliferation

and replacement of cells within the skin. □ Name the tissue types that make up the skin and describe their

structures. □ Identify the cells and functions of each layer of the skin.

□ Explain the factors that contribute to skin color and summarize various pigment irregularities.

□ Compare the structure and locations of sweat and oil glands. Compare the composition and functions of their secretions.

□ Explain the similarities and differences between eccrine and apocrine glands.

□ List the parts of the hair follicle and explain the function of each part. Also describe the functional relationship of arrector pili muscles to the hair

follicle.

□ Summarize the characteristics of three different types of skin cancers. □ Explain how burns threaten human life, and explain the classification of

different burns.

Roots, Prefixes and Suffixes I will understand and recognize in words are:

□ ana-, meta-, telo-, cyto-, corneo-, cutaneo-, cyan-, derma-, folliculo-,

hemato-, hirsuto-, jaundo-, kerato-, luna-, medullo-, melano-, pali-, papillo-, pilo-, rrhea-, sebo-, , sudor-, plexo

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The Cell Cycle

What is happening with the DNA:

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Reading Guide: Chapter 5 (and a bit of chapter 3) The Integumentary System

1. Read pages 97 – 101: Cell Growth and Reproduction. Pay special attention to Figure 3.30 on page 99 on The Cell Cycle and Review Figure 3.32 on pages 102 – 103 on The Stages of

Mitosis. On page 212 of your intNB, there is a simplified image of the cell cycle, which focuses more

on the DNA. Below this image, explain in your own words, what is happening to the DNA during the different phases of the cell cycle.

2. Read pages 152 – 155: The Skin and Epidermis.

On page 214 of your intNB, create an ACROSTIC poem to help you remember the layers of the epidermis, using the first letters of each stratum. (Refer to directions that can be found in the beginning reference pages of your intNB for ACROSTIC poems). Remember to

illustrate your acrostic with a picture that summarizes what you’ve written about. 3. Read pages 155 – 157: The Dermis.

On page 216 of your intNB, fill out the T-chart with facts about the papillary and reticular layers of the dermis. You need at least 5 bullet points for each.

4. Read pages 157 – 158: Skin Color.

On page 215 of your intNB, write a GIST about this section. 5. Read pages 158 – 163: Appendages of the Skin.

Complete the matching section called “Accessory Organs of the Skin” on page 217 of your intNB.

6. Read pages 163-165: Functions of the Integumentary System.

On page 215 of your intNB, write a GIST about this section. 7. Read pages 165 – 170: Homeostatic Imbalances of Skin.

On page 216 of your intNB, examine the pictures of the lesions provided and give a possible diagnosis for each lesion. Be sure to JUSTIFY your diagnosis.

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ACROSTIC organizer Topic: Epidermal Layers

Key Words: Stratum Corneum, Stratum Lucidum Stratum Granulosum, Stratum

Spinosum, and Stratum Basale.

C

L

G

S

B

Representative illustration of the acrostic organizer:

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Reading Guide Chapter 5: The Integumentary System

GIST 1 The Skin

GIST 2 Functions of the Integumentary System

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Dermal Papillary vs. Reticular Layers

Papillary Layer of the Dermis Reticular Layer of the Dermis

Homeostatic Imbalances of the Skin

Lesion Possible Diagnosis with Justification

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Accessory Organs of the Skin

Match the key choices with the appropriate descriptions. Some may have more than one possible answer.

Key/Word Bank:

arrector pili cutaneous receptors

hair

hair follicle nail

sebaceous glands

sweat gland – apocrine sweat gland – eccrine

_____________________ 1. produces an accumulation of oily material that is known as a blackhead

_____________________ 2. tiny muscles, attached to hair follicles, that pull the hair upright during fright or cold

_____________________ 3. perspiration glands with a role in temperature control.

_____________________ 4. sheath formed of both epithelial and connective tissues. _____________________ 5. less numerous type of perspiration-producing gland; found

mainly in the pubic and axillary regions. _____________________ 6. found everywhere on the body, especially the palms of hands

and soles of feet _____________________ 7. primarily dead/keratinized cells

_____________________ 8. specialized nerve endings that respond to temperature, touch, etc.

_____________________ 9. secretes a lubricant for hair and skin.

_____________________ 10. sports a lunula and a cuticle.

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Take notes on the following diagram, as presented in the call-out boxes during

lecture.

Label the following: Keratinocytes, Langerhans’ Cells, Merkel Cells, Melanocytes, Sensory Nerve Endings and Melanin

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Date_______________

Chapter 5: Structure of Integument and its

Appendages

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Cut and glue the tabbed illustration of the layers of the epidermis provided to

you by your teacher. On the outside, label the layers, as presented in lecture. On the inside of each flap, take notes about each layer.

Stratum __________________.

Stratum __________________.

Stratum __________________.

Stratum __________________.

\

Stratum __________________.

Dermis

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Layers of the Epidermis (Virtual Lab)

Draw the epithelium in thick and thin skin. Identify in your drawings as many of the layers of

the epidermis as possible, using leader lines. Note the characteristic differences. Be sure your

sketches reflect these differences.

Name two anatomical differences between thin and thick skin, as you see it. (Do not imagine).

Using 5 – 7 sentences, summarize the “strunction” of the five layers of the epidermis.

Epidermis, thin Epidermis, thick

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Overview of the Dermis

Papillary Layer of the Dermis

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Label the following epidermal and dermal layers

Label the Epidermal Derivatives, as presented in lecture

5.

4.

3.

2.

1.

6.

7.

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Sudoriferous and Sebaceous Glands

Eccrine vs. Apocrine Sudoriferous Glands

Eccrine Gland Apocrine Gland

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What Does Your "Homunculus" Look Like? – Mapping Your Brain Purpose: We will determine the density of touch receptors in various parts of the body on the right hand side. Using these data, we will draw a picture of your "homunculus". Background: Human skin possesses several different sense receptors that can be differentiated from one another when a cross-section of skin is placed under the microscope. These different receptors respond to mechanical, chemical and thermal stimuli so that we can explore and determine the characteristics of our environment. Each receptor carries information to the brain where the information is processed and interpreted. Most of the activity in the cerebrum of the human brain is centered in a thin convoluted surface layer only a few mm thick. Different regions of this cortex have different functions. For example: the somatosensory cortex straddles the foremost portion of the parietal lobe. Each point on this band of densely packed nerve cells represents sensory receptors from a different part of the body. In addition, due to the crossing over of nerve tracts, the right half gets input from the left side of the body and vice-versa. The specific amount of space in the brain dedicated to sensing each body part is proportional to the density of the sensory receptors in that area. For example: the fewer the receptors in the upper arm, the smaller the upper arm sensory area in the brain. So, you can map the entire body as it is "sensed" by the cortex. The "picture" of the body on the brain is called the "homunculus" ("little person"). Materials: • 2 straight pins (or round tooth picks), paper scissors, glue stick, adhesive tape, cardboard

(or a 5X7 inch file card), blindfold, graph paper. (Optional: appropriate clothing for the experimental subject: shorts and a tank top shirt.)

Procedure I: Construction of a measuring tool. 1. Cut out the pattern on the attached sheet and glue it to the cardboard. Place a weight such

as a book, on top and wait a minute for it to dry. 2. Cut the lettered sections apart along all the lines making 6 pieces, A through F. 3. Glue B and C on top of A, leaving space in the middle for F. 4. Glue D and E to B and C only, leaving the center spaces under D and E open. 5. After the glue has had time to dry, slide F in under D and E so that it is parallel with B and C

but free to slide back and forth. 6. Using adhesive tape, tape one pin along the far left edge of of D, with its top reaching only as

high as the top of D. This will be the fixed point. Be sure the tape does not prevent F from sliding.

7. Tape a second pin to the inside edge of the perpendicular arm of F. Be certain that the points of the two pins are aligned.

8. The completed tester should look like the diagram on the attached page.

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Example of Homunculus

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Procedure II: Experiment. Your team should consist of an experimental subject (blindfolded) and an experimenter/recorder. Starting from the head and working down to the feet, measure the distance between touch receptor fields in specific parts of the right hand side of the body using the following method: 1. Spread the pins apart and press the points lightly on the skin of the subject. The subject

should detect two points of contact. If he feels only one, repeat the process , moving the pins farther apart.

2. Move the 2 pins closer together, 0.5 cm at a time, until the subject will no longer be able to distinguish 2 separate pins. Measure this distance in cm. At this point, both pins are within the same receptive field of one sensory receptor, and so the 2 points cannot be identified separately.

3. Repeat this measurement 2 times in the same general area . Average these measurements, and record the mean in the data table.

4. Measure as many parts of the body as possible. See the data table for suggested areas. Procedure III: Calculations. 1. The number recorded for each body part represents the distance between each sensory

receptor field, so the distance measured is inversely proportional to the cortical area dedicated to that body part. That is: the closer the receptor fields, the larger the area on the cortex. To calculate the inverses, divide each mean into the number 1. For example: Distance = 0.25 cm. 1/0.25 cm divides out to be 4.0. Calculate the inverses for each body part and record on the data sheet.

2. Draw a proportional picture of the homunculus on graph paper. If the inverse is 4.0, then

the body part occupies 4 boxes on the graph paper, approximating the normal body shape. To enlarge the scale, for example, just multiply all values by the enlarging factor. For example, to make the drawing 5 times larger, multiply the inverses by 5.

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Draw your Homunculus Below

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Use this graph paper to figure out scale for your homunculus

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Label the following image of the hair and hair follicle, as presented in lecture.

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Hair Growth Cycles

The Integumentary Song (Extra credit – memorize and perform) http://integumentary.blogspot.com/2010/03/integumentary-system-song.html

The integumentary system is made of several things

Your hair and nails

Your glands and skin And everything in between

The glands in your skin help moisturize

And excrete some waste Waterproofing is another

And here’s one more

Controlling body temperature rates Your skin is made up of three layers

And they go like this:

Epidermis is the top The dermis below

And watch out for this

It’s going to steal the show Subcutaneous facia is a mouthful

And this is how they go

The skin provides many functions You couldn’t do without

Stores up fat

Keeps your temperature right Protects you from injury

And germs all right Heals itself if you

Get in a fight

Man, it’s outta sight Now don’t forget the nails and the hair

We know they’re dead

But I don’t care

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Distribution of Sweat Glands Laboratory Activity

Prelab: Draw a flow-chart of the methods used in this activity to show your

understanding of the procedures. Refer to the reference pages of your intNB for an example of how to do this.

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Distribution of Sweat Glands Laboratory Activity

In this experiment we will do a very simple test to estimate sweat gland distribution in two places on the body, the palm and the forearm.

Observations Working with members of your lab group, discuss patterns of perspiration you have

observed on your own bodies at other times. Record your observations below. Personal Observations:

Hypothesis: The hypothesis should follow from personal observations. Based on your observations, formulate a hypothesis or best guess about the distribution of sweat glands on the forearm

and palm. Write your hypothesis as a testable statement. One example of a hypothesis is "There is no difference in sweat gland distribution on the palm and forearm."

Write your hypothesis below:

Materials and Methods 1. Using a cotton swab, paint a 2”x 2” patch on both the forearm and palm with the iodine and let it dry completely.

2. Run or do some light exercise for 5 minutes. 3. Gently press a 2 inch square piece of graph paper on each area of iodine. Tape in place around the edges for 30 minutes.

3. When you remove the paper, look closely for dots with a bluish/brown tinge, which are caused by the reaction of the iodine moistened by an active sweat gland. The iodine reaction with the starch in the paper causes the blue or black color. Therefore, the

dots show the location of the active sweat glands. 4. Count the number of squares covered and record this number in Table A. 5. Determine from your personal data, if there are more sweat glands on palms than

forearms, more on forearms than palms or no difference. 6. Tally the class results, and record this number in Table B. 7. Analyze the class results by creating a bar graph. Use a ruler! Points will be taken off for

messy work. Make sure you do the following on your graph. □ Title your graph □ Label the axes:

□ The Y-axis should be labeled Number of Subjects □ One bar on the X-axis should be labeled More on Palm than Forearm □ One bar on the X-axis should be labeled More on Forearm than Palm

□ One bar on the X-axis should be labeled No Significant Difference between Palm and Forearm

□ Use different colors for the bars

□ Under the graph, write a one sentence summary to annotate the results.

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Distribution of Sweat Glands Laboratory Activity Results Table A: Sweat Gland Activity in the Palms vs. Forearms (Personal Data)

Subject: Palms Forearms

Sweat Gland Activity # dots/cm2

Check which of the following apply based on your results: ___More on palms than forearms

___More on forearms than palms ___No significant difference

Table B: Collective Data: Sweat Gland Activity in the Palms vs. Forearms

# of individuals that had more glands on palm than forearms

# of individuals that had more glands on forearms than palms

# of individuals that had no significant difference between forearms and palms

Analysis of Results:

Title: ________________________________________________

Annotation:

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Distribution of Sweat Glands Laboratory Activity Discussion and

Conclusion • Does the data support or not support your hypothesis? Explain.

What is the function of sweating and how does this relate to homeostasis?

Why are sweat glands distributed in the way as shown in your results?

• Identify factors/errors that might have interfered with data collection. Discuss these factors and explain how the data might be affected.

• Describe an additional experiment you might carry out to gain additional

information about sweat gland distribution. (testing the affect of cardiovascular exercise on

sweat gland production, for example)

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Animal Cell Mitosis Lab

Interphase:

G1

G2

S

Prophase:

Metaphase:

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Animal Cell Mitosis Lab:

The developing embryo of a whitefish will be examined with a compound light

microscope.

Procedure:

1. Using proper microscopic procedures, find the entire blastula under low power. 2. Proceed to view the blastula under 100X; then, identify individual cells undergoing

mitosis in 400X. 3. Draw a representative of each phase of mitosis in the boxes, using color and proper

scientific illustration techniques. Label appropriate/relevant structures seen in the

cells during division. 4. To the right of each mitotic cell illustration, diagram what may be happening to the

DNA at each phase. For simplicity, assume that each cell only has two chromosomes

that need to be synthesized (or duplicated) and separated into each individual daughter cells. Use color to differentiate the two chromosomes. The figure of the Cell Cycle on page 208 and 244 of your intNB may help you. The first subphase G1 has

already been started for you.

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Anaphase:

Telophase/Cytokinesis:

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Date_______________

Chapter 5: Function and Dysfunction of the

Integumentary System

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Take notes on how receptors and corpuscles contribute to the skin’s function in

cutaneous sensation:

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Take notes on classification of burns, as presented in lecture.

Explain the Rule of Nines

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Label the following Cell Cycle

KEY VOCABULARY

(review from biology)

• The chromosome is duplicated

(during S)

• Each duplicated chromosome

consists of two ___

.

• These are connected by a

____________ .

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Phases of Mitosis: Add additional notes from the video, if needed, directly on the

following image

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Control of Cell Division:

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Skin Cancers

Basal Cell Carcinoma

Squamous Cell Carcinoma

Melanoma

ABCDE Rule for detecting Melanoma

Elevated

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Discuss these terms in your lab group, and circle the term that does not belong.

Your lab group must have consensus and be ready to justify/defend your choices with the class.

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Chapters 3 and 5

Unit Packet

Integumentary

System

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Color and label the following epidermal image:

Stratum Corneum

Stratum Lucidum

Stratum Granulosum

Stratum Spinosum

Stratum Basale

Melanocyte

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Color and label the following image:

Epidermis

Dermis

Hypodermis

Papillary Layer

Reticular Layer

Sweat gland

Pacinian Corpuscle

Meissner Corpuscle

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Color and label the following image of a finger that is cut sagitally:

Nail plate

Free edge

Nail fold

Germinal Matrix

Nail Root

Eponychium

Lunula

Hyponychium

Nail Bed

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Integumentary System Unit Concept Map

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Summary of One Objective

Choose one student objective from the start of the unit (page 211) and thoroughly explain the objective question in your writing. Use the vocabulary that was included in your concept

map. Be specific with your language to communicate your understanding of the unit. Underline or highlight vocabulary words that were incorporated in your summary.

-- OR –

Write a summary of the unit by thoroughly explaining the interrelationship between the

terms that were used in the concept map. It is important that you define concepts in your explanation and include the vocabulary that was in your concept map. Underline or highlight the vocabulary words that were incorporated into your summary.

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List of Greek and Latin Terms from Integumentary System Unit: