Cadaver Workshop - Morgan Community College

Cadaver
Workshop

Arapahoe Community
College

Jody E. Johnson, M.Ed., M.S. “In gratitude:
Cadaver Program Coordinator They Became
Teachers in
*images used by permission, Pearson Education, Inc. Their Way,
And All Have
Benefited By
What They
Taught.”

-Colorado State
Anatomical Board

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Cadaver Introduction, Policies and Procedures

Introduction:
Students should read the following before attending a cadaver workshop.

1. Human cadaver programs allow students the opportunity to observe first hand the complexity of human
body structure and organization.

2. When people ―donate their body to science‖ they have indicated a willingness to allow
students to learn from their remains. It is a wonderful gift. Donors and their immediate relatives must
agree to the donation. Upon death, the remains are transferred to the State Anatomical Board (SAB) for
evaluation. Cadavers must be free of all communicable diseases (they are tested for hepatitis, HIV,
etc.). They must have essentially all of their organs (appendix and ovaries/uterus excepted), and they
cannot have died of serious trauma. Organ donors cannot be cadavers, except those who donate
corneas. The only personal information we know is the age at which the person died.

3. The remains are preserved (not embalmed). A solution of ethylene glycol (major component
of antifreeze), isopropyl alcohol, a small amount formalin and other preservatives, as well as antifungal
and antibacterial agents, are forced into the body using very high pressure. A tweed hole is cut into the
skull and sometimes limbs for additional preservative injection. The brain is preserved with 10%
formalin. Finally, about 10 gallons of water are forced into the body and it is put in storage. The
preservative washes out much of the body’s natural color.

4. The body is kept in a humidor as long as it is useful— up to 2 years if possible. It is then transported
back to the SAB. Most cadavers are cremated and the remains returned to the families. Some families
opt to have the cremains buried in a SAB cemetery plot. Family members and medical students often
hold memorial services honoring these individuals.

Policies:

1. Only students enrolled in an accepted Biology or related program as determined by the State
Anatomical Board may view the cadaver. No one will view the cadaver except with a trained cadaver
instructor. No student may prosect (dissect) the cadaver unless enrolled in a class specifically for that
purpose. (i.e. Advanced Human Anatomy Course).

2. If you have a medical condition or any concerns about being exposed to preservative chemicals, consult
your physician prior to viewing the cadaver.

3. Students who have had a relative or close friend who has died and/or donated his or her body to
science in the last two years may wish to refrain from viewing the cadaver.

4. Eat something before you view the cadaver. Often, low blood sugar and not the cadaver causes
one to feel ill . Feeling apprehensive is normal. The anticipation of the event is usually much
worse than actually viewing the body. Most people get caught up in the excitement.

5. You must treat the cadaver with the utmost respect. You may not take any photographs of the cadaver.
Do not bring phones, cameras, or any other recording device into the cadaver lab room.

6. If you are sensitive to smells, it may be a good idea to put menthol rub under your nose. The cadaver

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will smell medicinal and/or similar to antifreeze.
7. You will be required to wear goggles (prescription glasses are acceptable), and gloves.
8. The face, hands, and feet must remain covered to protect the privacy of the donor.
9. You must have a partner. You and your partner are responsible for each other. If your partner wishes

to leave the session, or you determine that your partner should leave the session for any reason,
immediately link arms or hold your partner’s shoulder tightly while you escort him/her out of the room
for safety and notify your instructor. Help your partner to the floor and wait for your instructor to
provide more instructions. If you wish to leave the session for any reason, notify your partner to be
escorted out in the manner outlined above.
10. You must sign a safety affidavit attesting that you agree to the above conditions.

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External Anatomy, Body Cavities and Integument

1. Describe your initial reaction to viewing the cadaver. Do you think this experience will help you learn human
anatomy? Explain your response.
2. What is the approximate thickness of the epidermis plus dermis of the integument? Is this what you expected? Is it
consistent throughout the body? Explain your response(s).
3. Label the cavities of the human body in the image below. Indicate structure(s) that can be found in each of the cavities
you listed.

4. Describe the appearance of the cadaver, and list any abnormalities found. Include the cavity, quadrant (if applicable),
tissues, and organs involved. If abnormalities are found, could these have caused death?

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Digestive and Respiratory

1. The trachea needs to remain open all of the time. Why? What structure(s) serve this function?
2. The pharynx is a tube continuous with the nose, mouth, esophagus and trachea. How does the body

prevent food from entering the trachea?
3. Name and give the function of the organ that separates the thoracic cavity from the abdominal cavity.
4. Describe the location and appearance of the trachea relative to the esophagus. Be sure to use anatomical terminology.
5. How can you differentiate between the pulmonary blood vessels that enter or exit the lungs and the

primary bronchus (airway)?
6. If a gallbladder is present, you or someone in your class should palpate the gallbladder. Did the

cadaver have a gallbladder? If so, were gallstones present?
7. What might you expect the lungs of a smoker to look like? Explain your response.

8. The pancreas is a glandular structure. Where is it located? Be sure to use anatomical terminology. Describe its
function.

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9. Complete the following chart. Make several comments.

Structure Normal or Abnormal Not Seen Comment

Esophagus

Larynx

Trachea

Lungs

Diaphragm

Stomach

Small intestine

Large intestine

Liver

Gallbladder

Pancreas
Other –

Other -

10. Describe the appearance of the cadaver in terms of the digestive and respiratory systems. List any abnormalities
found. If abnormalities are found, how would they have affected the individual during life? Could the abnormalities (if
any) cause death? Explain your response.

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Cardiovascular

1. The most obvious vessel on the surface of the heart is the pulmonary trunk. What type of blood does it
carry in respect to oxygen content? Indicate whether it is an artery or a vein.

2. Generally speaking, veins are more superficial (near the surface) than their associated arteries.
Propose reason(s) why evolution has favored this configuration.

3. What normal condition(s) would result in an enlarged heart? What abnormal condition(s) would result
in an enlarged heart?

4. How can you tell the difference between an artery and a vein?

5. The thickness of the left myocardium should be about 3 times larger than the right - a 3:1 ratio. Propose a reason for
this difference. What was the approximate ratio seen in the cadaver? What does this ratio indicate in terms of cardiac
health?

6. Complete the following chart. Make several comments.

Structure Normal/ Abnormal Not Seen Comments

Left ventricular myocardium

Right ventricular myocardium

Coronary arteries

Atria

Septum

Pericardial sac

Aortic Arch

Pulmonary Trunk

Abdominal Aorta

Vena Cava

Valves

Other -

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7. Describe the appearance of the cadaver in terms of the cardiovascular system. List any abnormalities found. If
abnormalities are found, how would they have affected the individual during life? Could the abnormalities (if any) cause
death? Explain your response.

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Endocrine, Lymphatic and Immune

1. Endocrine glands can be found throughout the body and are quite diverse; however, all endocrine glands have one thing
in common – what is it?

2. Complete the chart below. Make several comments. Not Seen Comments

Organ/Structure Endocrine or Lymphatic

Spleen

Adrenal glands

Thyroid gland

Pancreas

Liver

Appendix

Lymph Nodes

Pitutary

Other –

3. Describe where the appendix is located. Was the appendix present in the cadaver you observed? What does the term
―vermiform appendix‖ mean?

4. Deceleration events (such as happens in high-speed car accidents) can rupture the spleen, but rarely other organs.
Propose reasons why the spleen is susceptible to these types of injuries. Would your immune system be compromised if
your spleen was removed? Explain your response.

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5. Describe the appearance of the cadaver in terms of the endocrine, lymph, and immune systems and list any
abnormalities found. If abnormalities were found, could these have caused death? Explain your response.

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Genitourinary System

1. Males and females are significantly different anatomically in terms of the urinary system. Describe one difference.
2. Indicate the gender of your cadaver. _________
3. Kidneys are usually covered with a significant “fat pad”. Explain why this would be

advantagous.

4. The penis has a urinary function as well as a reproductive function. Explain how this organ
can serve both purposes. What are the structures within the penis that serve this dual function?

5. What are the ramifications to a woman if she has a total hysterectomy before she reaches
menopause?

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6. Complete the chart below. Make several comments.

Organ/Structure Normal/Abnormal Not Seen Comments

Kidney

Ureter

Bladder

Urethra

Ovary

Oviducts (Fallopian tubes)

Uterus/cervix

Testes

Epididymis

Ductus (vas) deferens

Penis

Glands

7. Describe the appearance of the cadaver in terms of the genitourinary system. List any
abnormality(s) found. If abnormalities are found, how would they have affected the individual
during life? Could the abnormalities (if any) cause death? Explain your response.

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Muscular System

1. What structure connects skeletal muscle with bone? What characteristics does this tissue have that allows for a strong
bone/muscle connection?
2. Muscle groups must work together for coordinated movement to occur. All muscle groups have at least one agonist
(prime mover) and one antagonist (resists movement). Some groups need synergists (prime mover helpers) as well.
Propose a movement that would need a synergist. Explain your choice.
3. Skeletal muscles have distinct fascicle arrangements (patterns of muscle tissue) that can be seen grossly. After looking
at these muscles carefully, draw the fascicle arrangement of the rectus femoris and the sartorius.
4. Muscles of the abdomen have a distinctly different appearance than those of the arm or leg. Describe this difference.
5. Examples of smooth muscle can be found in the esophagus and intestines. Compare the gross appearance and/or feel of
these muscular structures with skeletal muscle.
6. Describe the appearance of the cadaver in terms of the muscular system. List any abnormalities found. If abnormalities
are found, how would they have affected the individual during life? Could the abnormalities (if any) cause death? Explain
your response.

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Skeleton

1. Bone density is an important factor of skeletal health. What is the approximate ratio between the medullary cavity of
the femur to the thickness of the cortical bone surrounding it? Healthy bone often has a 1:1 ratio between these two
values. Does the cadaver appear to have healthy bone density?

2. Compare and contrast the gross appearance of cancellous (spongy) bone versus compact bone. Don’t forget to explain
how they are similar.

3. You will view a number of exposed bones, most likely the femur, patella, humerus, ribs, sternum and tibia. List and
evaluate them by indicating if they appear normal, and adding several comments in the chart below.

Name of Structure Normal/Abnormal Description/Comment

a.
b.
c.
d.

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4. Describe the appearance of the cadaver in terms of the skeletal system. List any abnormalities found. If abnormalities
are found, how would they have affected the individual during life? Could the abnormalities (if any) cause death? Explain
your response.

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Articulations

1. Describe the appearance of the articular cartilage at the end of a long bone from the cadaver(s). What is the function of
this cartilage?

2. You will view an exposed dissected knee joint and possibly a shoulder joint. List and evaluate articular structures (i.e.
ligaments, menisci, articulated bones, etc.) seen and indicate if they appear normal. Add several comments in the chart
below.

Name of Structure Normal/Abnormal Description/Comment

a.
b.
c.
d.
3. A common pathology of the skeletal/articular systems is arthritis. Explain this often debilitating disease.
4. Label the bones and the major ligaments below.

5. Describe the appearance of the cadaver in terms of the articular system. List any abnormalities found. If abnormalities
are found, how would they have affected the individual during life? Could the abnormalities (if any) cause death? Explain
your response.

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Nervous System

1. The cerebrum and cerebellum has many ridges and troughs. Name these structures, and propose a
reason why evolution has favored this configuration.

2. Describe the general appearance of the brachial nerve plexus, and propose reason(s) why some nerves
travel in this manner.

3. Describe what you can see on the inside of the skull.
4. Ventricles are spaces in the brain filled with cerebrospinal fluid (CSF). List the functions of this

fluid.
7. The sciatic nerve is the major nerve servicing the lower leg. Approximate the diameter of the proximal

portion of the sciatic nerve that is visible to you.

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