Use the illustration below (in anterior and posterior view) and label/annotate:

• 7 structures that form this joint (7 marks)

• The attachments of 4 muscles that move this joint (4 marks)

Furthermore, answer the following questions in relation to this joint:

1. How would you classify this joint from a structural and functional point of view? (1 mark)

2. What movements are allowed at this joint? (1 mark)

3. Using your muscle attachment annotations, explain the muscle actions at this joint (4 marks)

4. This joint is reinforced by ligaments. List three ligaments that reinforces this joint laterally, anteriorly and posteriorly (one for each) (1.5 marks)

5. What would happen during hyperextension of this joint (1.5 marks)

Requirements:

• Your annotated image should include arrows. Labels should only include the term of reference, not a sentence or more.  

• Convert your file to a single PDF.

• In terms of diagram size, we recommend an A4-page per picture.

• No smaller than 12-point font. 

• Label no more than 7 structures and 4 muscle attachments

• Write your answers following the original numerical order

• Word limit: 300

• Please put your name on the document & upload below.

• Answer the questions 1-5 using the Moodle textbox (no more than 300 words)

IMPORTANT - *can be drawn by hand (must be neat) OR a stylus OR using .ppt tools, Canva.com, etc. This must be your own work - do not incorporate images from other sources - and upload as PDF file

Use the illustration below (in anterior and posterior view) and label/annotate no more than 7 structures that form this joint and that contribute (muscles and ligaments) to make this joint more stable (7 marks). You can draw ligaments and muscles (not visible in this image) using the illustration below. Furthermore, answer the following questions in relation to this joint:

1. How would you classify this joint from a structural and functional point of view? (1 mark)

2. What movements, if any, are allowed at this joint? (1 mark)

3. Can you explain from an anatomical point of view why this joint is more unstable if compared to the hip joint? (3 marks)

4. This joint is reinforced by ligaments and muscles. List two of these muscles and two of these ligaments describing their position in relation to this joint. (8 marks)

5. Where would dislocations most commonly occur at this joint and why? (5 marks)

Requirements:

• Your annotated image should include arrows. Labels should only include the term of reference, not a sentence or more.  

• Convert your file to a single PDF.

• In terms of diagram size, we recommend an A4-page per picture.

• No smaller than 12-point font. 

• Label no more than 7 structures

• Write your answers following the original numerical order

• Please put your name on the document & upload below.

• Answer the questions 1-5 using the Moodle textbox (no more than 300 words).

IMPORTANT - *can be drawn by hand (must be neat) OR a stylus OR using .ppt tools, Canva.com, etc. This must be your own work - do not incorporate images from other sources - and upload as PDF file.

This is a creative exercise. Using PowerPoint or similar, prepare a short (STRICTLY NO LONGER than 3 minutes) video describing the role of the structures listed to an audience of your peers, as they relate to the case study below. You may use pre-existing images or diagrams to aid in your explanation, though these must be appropriately referenced. You cannot use pre-existing videos or gifs. 

NOTE: You will only be marked on the accuracy, detail and clarity of diagrams and presentation NOT your artistic ability or video editing skills (only the content is important)

Marking guide:

Accurate and concise explanation of the anatomy and their role in the functions mentioned 20 marks

Effective use of visual media to supplement explanation 10 marks

Meets requirements see Rubric: Not Satisfactory

Requirements:

• This is an oral presentation, you must record your own voice to narrate the .ppt slide. You are required to be physically present in the video. We suggest using zoom to record your video.  

• Record your video in a quiet space (using headphones/ microphone if available can help with audio clarity). Do not speed up your presentation to condense it within the available time

• Students are expected to use multiple diagrams (either source or make your own) for their presentation

• Students must reference each source, where appropriate (e.g. acknowledge the use of programs such as Biorender to create an image AND/OR acknowledge if they directly use an image from a PubMed article). Create a separate reference list as a word document or pdf and upload in the second field.

• Refer to the Monash Library Guide for referencing technique - select either APA6, Harvard or Vancouver style

• The video length must be approximately 90 seconds (no longer than 3 minutes)

• Convert your video file to MP4

• Put your name on the file and upload below

Case Study:

Swallowing, or deglutition, is a complex and rapid process that

transfers the food bolus from the mouth through the pharynx and

esophagus into the stomach. A normal deglutition is dependent upon a

variety of factors, including bolus characteristics and voluntary

control. Structural or functional changes in the oral cavity, pharynx,

larynx or esophagus may lead to dysphagia, or difficulty with

swallowing.

Essay - Upload video file

Using your knowledge of anatomy describe the following as they relate to the case study:

• the role of the teeth and tongue in mechanical digestion

• the role of the salivary glands in chemical digestion

• the swallowing process including the oral, pharyngeal and esophageal phase

Stroke Video Task - Middle Cerebral Artery

This is a creative exercise. Using powerpoint or similar, prepare a short (STRICTLY NO LONGER than 3 minutes) video describing the role of the structures listed to an audience of your peers, as they relate to the case study below. You may use pre-existing images or diagrams to aid in your explanation, though these must be appropriately referenced. You cannot use pre-existing videos or gifs. Do not increase the speed of your presentation to fit within the time limit

NOTE: You will only be marked on the accuracy, detail and clarity of diagrams and presentation NOT your artistic ability or video editing skills (only the content is important)

Marking guide:

Accurate and concise explanation of the anatomy and their role in the functions mentioned 20 marks

Effective use of visual media to supplement explanation 10 marks

Meets requirements see Rubric: Not Satisfactory

Requirements:

• This is an oral presentation, you must record your own voice to narrate the .ppt slide. You are required to be physically present in the video. We suggest using zoom to record your video.  

• Record your video in a quiet space (using headphones/ microphone if available can help with audio clarity). Do not speed up your presentation to condense it within the available time

• Students are expected to use multiple diagrams (either source or make your own) for their presentation.

• Students must reference each source, where appropriate (e.g. acknowledge the use of programs such as Biorender to create an image AND/OR acknowledge if they directly use an image from a PubMed article). Create a separate reference list as a word document or pdf and upload in the second field.

• Refer to the Monash Library Guide for referencing technique - select either APA6, Harvard or Vancouver style

• The video length must be no longer than 3 minutes

• Convert your video file to MP4

• Put your name on the file and upload below

Task

Describe the anatomical structures associated with middle cerebral artery stroke. Your video should include:

• Proximal vascular structures in the neck

• Organisation of blood vessels at the Circle of Willis

• The vascular territory serviced by the artery including associated functions/ functional regions

Using the image below, label no more than 15 regions or structures of the brain that are visible in this view.  The labels can include ventricles and meninges.  

Choose three different regions of the brain visible in the image, and briefly list the following: 

1. the secondary embryological vesicle from which the region of the brain developed (3 marks)

2. the main function of this region of the brain (3 marks)

3. the part of the ventricular system that this region of the brain is closest to (3 marks)

CHEATING / COLLUSION

Collusion

means unauthorised collaboration with another person on assessed work.

Collusion may be with another Monash student or with anyone external to

the university and includes paying another person to complete all, or

part, of your work. The BMS2011 In-Semester Assessments (Modular Take

Home Assessments) are individual assessments - you are required to

complete them individually and independently.

You

are not permitted to retain, copy, memorise, photograph, screenshot or

note down the content of the assessment for personal use or to share

with any other person. You are not permitted to discuss the content of

the assessment with another Monash student or anyone external to the

university prior to the results being released.

Assessment

analytics will be utilised to identify instances of cheating and/or

collusion. Where there are reasonable grounds for believing that

cheating and/or collusion has occurred, this will be reported to the

Deputy Dean (Education) or delegate, who may disallow the work concerned

by prohibiting assessment and/or refer the matter to the Faculty

Academic Discipline Panel for a hearing. 

STUDENT STATEMENT

By accepting the student statement you confirm the following:

• I have read the university's Student Academic Integrity Policy and Procedures.

• I acknowledge and agree that the assessor of this assessment may for the purposes of assessment, reproduce the assessment and:

• provide it to another member of faculty and any external marker; and/or
• submit it to a text matching/originality checking software or by other means; and/or

• submit

  it to a text matching/originality checking software which may then

  retain a copy of the assignment on its database for the purpose of

  future plagiarism checking.

• I certify that:

• I understand that this BMS2011 In-Semester Assessment (Modular Take Home Assessment) is an individual assessment.
• no part of this assessment has been previously submitted as part of another unit/course.
• I understand what constitutes cheating / collusion.

• I

  have taken proper care to safeguard this work and made all reasonable

  efforts to ensure it could not be copied, including in preparing for

  this assessment I have not plagiarised the work of others or

  participated in unauthorised collaboration.

• when

  completing this assessment I will not engage in cheating / collusion or

  otherwise breach the Monash University Student Academic Integrity

  Policy.
• I will not distribute, share, or sell any part of this assessment by any means to another person or third party
• I understand the consequences of engaging in cheating / collusion as outlined in the university's Council Regulations.

CHEATING / COLLUSION

Collusion means unauthorised collaboration with another person on assessed work. Collusion may be with another Monash student or with anyone external to the university and includes paying another person to complete all, or part, of your work. The BMS2011 In-Semester Assessments (Modular Take Home Assessments) are individual assessments - you are required to complete them individually and independently.

You are not permitted to retain, copy, memorise, photograph, screenshot or note down the content of the assessment for personal use or to share with any other person. You are not permitted to discuss the content of the assessment with another Monash student or anyone external to the university prior to the results being released.

Assessment analytics will be utilised to identify instances of cheating and/or collusion. Where there are reasonable grounds for believing that cheating and/or collusion has occurred, this will be reported to the Deputy Dean (Education) or delegate, who may disallow the work concerned by prohibiting assessment and/or refer the matter to the Faculty Academic Discipline Panel for a hearing. 

STUDENT STATEMENT

By accepting the student statement you confirm the following:

• I have read the university's Student Academic Integrity Policy and Procedures.

• I acknowledge and agree that the assessor of this assessment may for the purposes of assessment, reproduce the assessment and:

• provide it to another member of faculty and any external marker; and/or
• submit it to a text matching/originality checking software or by other means; and/or
• submit it to a text matching/originality checking software which may then retain a copy of the assignment on its database for the purpose of future plagiarism checking.

• I certify that:

• I understand that this BMS2011 In-Semester Assessment (Modular Take Home Assessment) is an individual assessment.
• no part of this assessment has been previously submitted as part of another unit/course.
• I understand what constitutes cheating / collusion.
• I have taken proper care to safeguard this work and made all reasonable efforts to ensure it could not be copied, including in preparing for this assessment I have not plagiarised the work of others or participated in unauthorised collaboration.
• when completing this assessment I will not engage in cheating / collusion or otherwise breach the Monash University Student Academic Integrity Policy.
• I will not distribute, share, or sell any part of this assessment by any means to another person or third party
• I understand the consequences of engaging in cheating / collusion as outlined in the university's Council Regulations.

Image annotation. 

Use the illustration below (in superior and lateral view) and label/annotate 7 structures that form this vertebra (3.5 marks). In the text field below:

• Explain the function of 3 of these structures (6 marks). 
• Refer to the image below and answer the following questions:

1. What vertebra is this? (1.5 marks)
2. What are the typical/regional features of this vertebra? List four features (6 marks)
3. What vertebral column movement is permitted at this vertebra and why? (3 marks)

Requirements:

• Your

  annotated image should include arrows. Labels should only include the term

  of reference, not a sentence or more.  

• Explain

  the functions of the three vertebral structures and answer the questions

  below the annotated image (no more than 300 words).

• Convert

  your file to a single PDF.

• In

  terms of diagram size, we recommend an A4-page per picture.

• No

  smaller than 12-point font. 

• Please

  put your name on the document & upload below.

IMPORTANT

- *can be drawn by hand (must be neat) OR

a stylus OR using .ppt tools, Canva.com, etc. This must be your own

work - do not incorporate images from other sources - and upload as PDF

file.

Match

the structures 

This is an image labelling exercise. Below is an image of 3D prints of the right and left lungs. Your task is to download

the image/s below and label them with the following structures:

• For each lung, signpost the anatomical axes (as appropriate)

• lobes of right and left lungs

• bronchi 

• pulmonary vessels 

Marking guide

• Correct identification of right and left lungs 2 marks

• Correct identification and labelling of right and left lung axes 4 marks

• Correct identification and labelling of right and left lung lobes 5 marks

• Correct identification and labelling of two bronchial structures (at least one for each lung) 4 mark

• Correct identification and labelling of at least two pulmonary arteries and at least two pulmonary veins 4 marks

• Meets requirements 1 mark

Requirements:

●     

●     

●     

●     

●     

●     

IMPORTANT - no extra information necessary, i.e. do not

write paragraphs - all reasoning should be inferred through the labelling and

arrows.