By manipulating a simple kinematic model representing the leg and foot, students can get hands on information about the interaction of bones and muscles in humans. Having worked with the model, they then are able to predict and analyze the properties of bone/muscle systems in other vertebrates and understand how these systems have become modified during the course of evolution for a particular life style. By the end of the exercise, students have learned both traditional information (cellular structure, names of bones, taxonomy of vertebrates) and how to project the knowledge they gained from working with a model to the biological world.

Students will design and build a prototype of an artificial limb using a simple syringe system as an introduction to bioengineering. Students will determine which substance water (liquid) or air (gas) will make the appendage more efficient.

Students learn more about how muscles work and how biomedical engineers can help keep the muscular system healthy. Following the engineering design process, they create their own biomedical device to aid in the recovery of a strained bicep. They discover the importance of rest to muscle recovery and that muscles (just like engineers!) work together to achieve a common goal.

Mechanical forces play a decisive role during development of tissues and organs, during remodeling following injury as well as in normal function. A stress field influences cell function primarily through deformation of the extracellular matrix to which cells are attached. Deformed cells express different biosynthetic activity relative to undeformed cells. The unit cell process paradigm combined with topics in connective tissue mechanics form the basis for discussions of several topics from cell biology, physiology, and medicine.

The Engineering and the Human Body unit covers the broad spectrum of topics that make-up our very amazing human body. Students are introduced to the space environment and learn the major differences between the environment on Earth and that of outer space. The engineering challenges that arise because of these discrepancies are also discussed. Then, students dive into the different components that make up the human body: muscles, bones and joints, the digestive and circulatory systems, the nervous and endocrine systems, the urinary system, the respiratory system, and finally the immune system. Students learn about the different types of muscles in the human body and the effects of microgravity on muscles. Also, they learn about the skeleton, the number of and types of bones in the body, and how outer space affects astronauts' bones. In the lessons on the digestive, circulatory, nervous and endocrine systems, students learn how these vital system work and the challenges faced by astronauts whose systems are impacted by spaceflight. And lastly, advances in engineering technology are discussed through the lessons on the urinary, respiratory and immune systems while students learn how these systems work with all the other body components to help keep the human body healthy.

While all cells have a great deal in common, there is no end to the variation among them. These images provide a sense of the wondrous diversity found in the world of cells.

Using modifications of classic biochemical procedures for purifying the muscle contractile proteins, myosin and actin, we devised a 3-hour laboratory on the biochemistry of muscle that is appropriate for students in an introductory college biology course. The protocol begins with the extraction of small pieces of frozen chicken muscle in high salt (enhances myosin recovery) and low salt (enhances actin recovery) buffers. Solubilized myosin is induced to form visible filaments by lowering the ionic strength of the buffer, and a small pellet of enriched myosin is collected by centrifugation. Aliquots of both myosin and actin preparations are prepared for electrophoresis on small SDS, polyacrylamide slab gels. Completed electropherograms are stained, and students determine the molecular weights of gel bands. These data are then compared to known structural models of myosin and actin subunits and fragments.

In this course, the student will study microscopic anatomy. The course begins with an overview of basic cell structure follow by an explanation of how single cells come together to make up tissues. The student will then study each of the organ systems in the body, understanding how these tissues fit together structurally to form organs and organ systems that carry out specific functions. Upon successful completion of this course, the student will be able to: differentiate among the types of microscopy and describe the importance of microscopes in microscopic anatomy; correctly use the compound light microscope with a working knowledge of the function of each part; identify the organelles within a eukaryotic cell and list the basic function of each; compare and contrast meiosis and mitosis, identifying the steps of each in microscopic images; outline what makes each epithelial, connective, nervous, and muscle tissue unique, where each is found within the body, and how each interacts with other tissue types; point out circulatory system features, including intercalated disks and valves, as well as the differences among different vessel types; identify the cells found in blood and the role of each; define how the tissues and anatomical features that make up the gastrointestinal and respiratory systems come together structurally to support the function of these organ systems; identify the features of the epidermis and dermis of the skin, including the cells, layers, glands, and other features of each layer; explain how the structural arrangement of the lymphatic system and lymph node supports its physiological role of filtering; compare and contrast the structural arrangement of spongy and compact bone; map out the path of plasma filtrate as it moves through the neuron and into the ureter, bladder, and urethra, identifying what types of cells are located in each part; describe the basic structure of endocrine organs, including the reproductive organs; identify what features make special senses tissue unique. (Biology 406)

Often referred to as the powerhouses of the cell, mitochondria provide the energy that powers nearly every cellular process. This essay by John Ross describes in detail the structures and functions of these amazing organelles.

This essay by Owen Anderson describes the effects of physical exercise on the number and function of mitochondria inside muscle cells.

This lesson covers the topic of muscles. Students learn about the three different types of muscles in the human body and the effects of microgravity on muscles. Students also learn how astronauts need to exercise in order to lessen muscle atrophy in space. Students discover what types of equipment engineers design to help the astronauts exercise while in space.

This activity helps students learn about the three different types of muscles and how outer space affects astronauts' muscles. They will discover how important it is for astronauts to get adequate exercise both on Earth and in outer space. Also, through the design of their own microgravity exercise machine, students learn about the exercise machines that engineers design specifically for astronaut use.

Students are introduced to the field of biomechanics and how the muscular system produces human movement. They learn the importance of the muscular system in our daily lives, why it is important to be able to repair muscular system injuries and how engineering can help.

This sequence presents the basic principles of bone and joint structure and function and to review many of the disease entities related to this system and to the soft tissue as well. General clinical approaches to diagnosis and treatment will be discussed as well.

Growth and development of normal bone and joints, the process of mineralization, the biophysics of bone and response to stress and fracture, calcium and phosphate homeostasis and regulation by parathyroid hormone and vitamin D, and the pathogenesis of metabolic bone diseases and disease of connective tissue, joints, and muscles, with consideration of possible mechanisms and underlying metabolic derangements.

Nutrients (raw materials) are chemical substances found in foods. Essential nutrients are those that the body cannot make or is unable to make in the amount it needs. The 50 or so essential nutrients people need can be grouped into 6 basic categories and include protein, carbohydrates, fat, vitamins, minerals, and water.