Materials Included In Kit

Additional Materials Required

Prelab Preparation

1. Obtain the food items that will be used as “organs.” Cook any hard foods such as pasta or beans by boiling in water before placing them in the mold. If hard foods are not cooked prior to placing them in the gelatin gingerbread man, they will slide out from under the knife rather than being cut in a cross-section.
2. Measure 1 L of distilled water into a 1-L beaker.
3. Heat the water on a hot plate until it is near boiling.
4. Measure 100 g of gelatin in a weighing dish.
5. Place the gelatin in a clean 1-L beaker.
6. Pour approximately 100 mL of the hot water into the gelatin and stir until it is mixed thoroughly.
7. Pour an additional 100–200 mL of hot water into the gelatin slurry and stir until it is mixed evenly.
8. Pour in the remainder of the hot water and stir.
9. Pour 200–250 mL of gelatin into each of the four cake pans.
10. Place 4 gingerbread men cookie cutters in each pan.
11. Place the pan in the refrigerator for 1–2 hours allowing the gelatin to set.
12. Clean the beaker that contained the gelatin mixture.
13. Repeat steps 2–8 and set the mixture aside to cool at room temperature.
14. After 1–2 hours, when the first layer of gelatin has set, remove the pan from the refrigerator. For each gingerbread man, place the food “organs” that have been obtained and prepared on top of the hardened layer of gelatin.
15. Using the cooled gelatin solution from step 13, gently pour the gelatin into the pan to finish filling the gingerbread molds. Note: Any “organs” that shift about during this filling process should be moved back to their desired positions before the gelatin sets.
16. Refrigerate the pan until the gelatin has set completely.
17. After the gelatin has set completely, cut excess gelatin out of the pan before removing gingerbread men.
18. Gently score a smile into one side of each gingerbread man so students can determine the anterior versus posterior side.

Safety Precautions

This laboratory activity is generally considered nonhazardous. Exercise caution when using the plastic knife. Always cut away from yourself and others. Wear chemical splash goggles, chemical-resistant gloves and a chemical-resistant apron. Remind students to wash their hands thoroughly with soap and water before leaving the laboratory. Please review current Safety Data Sheets for additional safety, handling and disposal information.

Disposal

Please consult your current Flinn Scientific Catalog/Reference Manual for general guidelines and specific procedures, and review all federal, state and local regulations that may apply, before proceeding. Gelatin gingerbread men may be disposed of in the regular trash according to Flinn Suggested Disposal Method #26a.

Lab Hints

• Enough materials are provided in this kit for 16 groups of students. This laboratory activity can reasonably be completed in one 50-minute class period. The Prelab Questions may be completed before coming to lab, and the Post-Lab Questions may be completed the day after the lab.
• If possible, place gelatin in the freezer for 15–30 minutes before the lab so that the gingerbread men will be sturdier when handled by students.
• Consider requiring students to show and be graded on the cross-sections themselves as it can sometimes be difficult to tell if the cuts have been done correctly based upon the sketches.

Answers to Prelab Questions

1. Label the following diagram with the following terms: superior, inferior, lateral and medial.
   {11059_PreLabAnswers_Figure_5}
2. Complete the following sentences to gain a better understanding of anatomical terminology.

   The nose is superior to the bladder.
   The heart is anterior to the spine.
   The foot is distal or inferior to the knee.

Sample Data

Sketch of Gingerbread Man in Anatomical Position

Sketch of Medial Cross Section Sketch of Transverse Cross Section

Answers to Questions

1. Using a blue colored pencil, color in the squares in the Gingerbread man in anatomical position diagram to show the portions that were diagrammed in the medial cross section.

   See sketch of gingerbread man in anatomical position.

2. Using an orange colored pencil, color in the squares Gingerbread man in anatomical position diagram to show the portions that were diagrammed in the transverse cross section.

   See sketch of gingerbread man in anatomical position.

3. In original form, which of the identified organs of the gingerbread man is most superior?

   The most superior organ found in the gingerbread man is the brain.

4. In the medial cross section, which organ is the most anterior organ?

   Student answers will vary based on their individual gingerbread man. Students should list the organ that is closest to the anterior surface as drawn in the cross section sketch.

5. Identify the organ that was viewed in the transverse cross section.

   Student answers will vary. It will most likely show the intestines. It should not show the heart or brain.

6. If a medical professional wanted to study the structural relationship between the spine, esophagus and neck, which body plane would be the most appropriate?

   Transverse—because the cross-section will show each of the organs in question.

7. Explain the importance of anatomical and relative position to medical professionals.

   Relative position is important so that medical professionals can communicate with one another when researching, reading X-rays or MRIs, etc. It is also helpful to use when writing notes in patient files for future reference. Without this language it is unknown what position the body is in at the time of examination and accurate description of location is nearly impossible.

Teacher Handouts

11059_Teacher1.pdf

References

Special thanks to Deborah Sachs and Hattie Hatfield, Brebeuf Jesuit Preparatory School, Indianapolis, IN, for sharing this activity with Flinn Scientific.

Hole, J. W. Human Anatomy and Physiology; Wm. C. Brown Publishers: Dubuque, IA; 1990; 5th Edition, p 21.

Introduction

The ability to understand a variety of directional terms is essential for effective communication when studying anatomy. The terms are used to describe the relative position of body parts, imaginary planes that bisect the body, as well as various regions of the body. Learn to interpret these unusual views and become familiar with the common language used to understand orientation in anatomy.

Concepts

• Anatomical position
• Basic dissection techniques
• Transverse or cross-sections and direction terms

Background

Anatomical terminology was developed in order to accurately communicate with others. The terms of relative position are used to describe the location of one body part relative to another. When these terms are used it is assumed the body is in anatomical position. For a biped, such as humans, anatomical position is standing erect, face and feet forward and arms at the sides with the palms facing forward (see Figure 1).

Superior means one part of the body is above another or toward the head. Inferior means one part is below another or toward the feet. For example, the eyes are superior to the mouth and the mouth is inferior to the eyes. Anterior indicates a part of the body is closer to or at the front surface of the body. Posterior indicates a location toward the back or at the backbone-surface of the body. The term medial is associated with an imaginary midline that divides the body equally into right and left halves. Lateral indicates toward the side or away from any midline. Proximal is used to describe a location that is closer to the point of attachment or the trunk of the body than another part. Distal indicates that a certain body part is further away from the point of attachment or the body trunk. For example, the fingers are distal to the wrist.

In anatomy, sections are often cut through various organs or body regions to illustrate the organs present in a particular region. These sections, when cut parallel to the ground with body in the anatomical position, are called transverse or cross-sections (see Figure 2). The median plane is cut perpendicular to the ground and divides the body lengthwise into left and right portions. The frontal plane is also a perpendicular line that divides the body into anterior and posterior portions. Figure 3 illustrates a transverse cross-section of the arm.

Experiment Overview

The purpose of this lab activity is to enhance understanding of relative anatomical position by accurately interpreting directions for cutting a gelatin gingerbread man. The cross-sections will be sketched to improve visual observation skills.

Materials

Prelab Questions

1. Label the diagram with the following terms: superior, inferior, lateral and medial.
   {11059_PreLab_Figure_4}
2. Complete the following sentences to gain a better understanding of anatomical terminology. The nose is _________ to the bladder. The heart is _________ to the spine. The foot is __________ to the knee.

Safety Precautions

This laboratory activity is generally considered nonhazardous. Exercise caution when using the plastic knife. Always cut away from yourself and others. Wash hands thoroughly with soap and water before leaving the laboratory. Please follow all laboratory safety guidelines.

Procedure

1. Obtain a gelatin gingerbread man and gently examine it.
2. Identify the side of the gingerbread man with the smile gently scored on the face. This will serve as the identifying feature for the anterior side.
3. Place the grid paper in the dissecting tray.
4. Position the gingerbread man on the grid paper with the posterior side touching the paper and the anterior side facing up. The head should be located superiorly. Caution: Handle the gingerbread man with care. It is somewhat fragile.
5. Working grid-by-grid, sketch the entire gingerbread man, including the locations of the various organs, in the space provided on the Gingerbread Anatomy Worksheet. Use colored pencils to accurately convey the color of the “organs.”
6. Use a plastic knife to cut a cross-section along the median plane.
7. On the right half of the gingerbread man which appears on your left when in anatomical position, make a cut parallel to and 1 cm away from the original. This creates a cross-section through the gingerbread man.
8. Place the cross-section on the grid paper with the anterior surface facing the top edge of the grid paper and the posterior surface facing the bottom of the grid paper. The superior end should face the left side of the grid paper and the inferior end should face the right side of the grid paper.
9. Sketch this cross-section, including organs, in color on the medial cross-section portion of the worksheet.
10. On the left half of the gingerbread man, which appears on your right when the gingerbread man is in anatomical position, make a cut through the middle of the most inferior organ along the transverse plane.
11. Obtain the resulting inferior portion and make an identical cut through the transverse plane 1 cm inferior to the original cut made in step 10. This creates a transverse cross-section through the gingerbread man.
12. Position the cross-section on the grid paper with the anterior side facing the top of the paper and the inferior side facing the bottom.
13. Sketch the transverse cross-section, including organs, in color on the worksheet.

Student Worksheet PDF

11059_Student1.pdf