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QUESTION: To get from the embryological to the anatomical position, each limb r...
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QUESTION:
To get from the embryological to the anatomical position, each limb rotates differently. This has effects on the position of the ulna and its equivalent bone in the lower limb.
Which bone in the lower limb is equivalent (developmentally homologous) to the ulna of the upper limb? Explain your answer using your "baby model" and a conversational style approach - capture this via video.
Note: This concept will be demonstrated in Weeks 3 and 4 labs using the pink baby model shown below. Please refer to the model during lab sessions to help you understand the changes in bone positions after limb rotation.
What you need to demonstrate in your video
Using your labelled baby model (cut it out from your lab manual - page 61):
1. Start in the embryological position- Position the baby model correctly.
- Identify the upper and lower limbs.
- Point out and show the position of the major upper and lower limb bones.
- Identify digit 1 in the upper and lower limb.
- Physically manipulate the upper and lower limbs to demonstrate their different directions of rotation.
- Explain what happens to the position of the bones and digit 1 in the upper and lower limb.
- Position the baby model in the anatomical position.
- Identify the final positions of the major limb bones.
- Identify the final position of digit 1 in the upper and lower limb.
- State which lower limb bone is developmentally homologous to the ulna and explain how limb rotation supports your answer.
Criterion | Full marks | Partial marks | No marks | Mark |
|---|---|---|---|---|
1. Manipulation of the baby model | Student correctly manipulates both upper and lower limbs from embryological to anatomical position, clearly demonstrating their different directions of rotation. Student face visible. | Demonstrates the overall transition from embryological to anatomical position but with minor errors or lack of clarity in one or both limb rotations. | Does not correctly demonstrate the transition or direction of upper and lower limb rotation. | /4 |
2. BEFORE limb bud rotation - limb orientation | Correctly demonstrates the relevant orientation of the upper limbs and bones (2) AND lower limbs and bones (2) in the embryological position using the baby model. Student face visible. | 1 mark per limb pair if orientation is partially correct/demonstrated but contains an error or lacks clarity. | Limb orientation not demonstrated or incorrect. | /4 |
3. AFTER limb bud rotation - limb orientation | Correctly demonstrates the relevant orientation of the upper limbs and bones (2) AND lower limbs and bones (2) after rotation/anatomical position using the baby model. Student face visible. | 1 mark per limb pair if orientation is partially correct/demonstrated but contains an error or lacks clarity. | Limb orientation not demonstrated or incorrect. | /4 |
4. Labelled limb bones | Student points out correctly labelled major bones/groups of the upper limb (2) AND lower limb (2) on the baby model on the ventral and dorsal surface. Individual carpals/tarsals and individual phalanges are not required*. | 1 mark per limb if most relevant bones/groups are correctly labelled but there are omissions or minor errors. | Relevant bones are substantially absent or incorrectly positioned/labelled. | /4 |
5. Digit 1 position BEFORE and AFTER rotation | Student correctly identifies/shows digit 1 in the upper limb before and after rotation (2) AND digit 1 in the lower limb before and after rotation (2). | 1 mark per limb if digit 1 is correctly demonstrated in only one position (before OR after), or the explanation contains an error. | Digit 1 is not demonstrated or is incorrect. | /4 |
6. Developmental homology - answer to question | Correctly identifies the lower-limb bone developmentally homologous to the ulna (state it, and point it out on your model) (and clearly relates the answer to the limb rotation demonstrated with the baby model). | — | Incorrect/not stated. | /2 |
TOTAL | /22 |
OTHER REQUIREMENTS:
- Further drawing on the baby model required to demonstrate location of bones (as above).
- *individual carpal/tarsal names not necessary - just label as "carpals' and "tarsals" . Similarly, indicate the "group" of proximal phalanges, middle phalanges and distal phalanges as well as the "group" of metatarsals/metacarpals.
- Hand-drawn or digitally marked up - either is OK
- You should cut the baby model out of your lab manual or print it from the electronic version on Moodle. One side (ventral side) should be a different colour to the other side (dorsal side) to help in your discussion. Doesn't matter what colour.
- Video length should be no longer than 1 minute (+/- 10% is permitted). After this time, content will not be reviewed to count towards your final mark.
- Referencing not required
- Suggest you record yourself using Zoom, with no virtual background
- Your face must be clearly visible throughout the majority of the video and where required, and use your own voice to deliver the explanation
- Make sure your voice/audio is clearly recorded throughout
- Use the baby model to demonstrate the movements as you explain them
- Please note: this is an assessment of student's anatomical understanding and demonstration, not video production quality, artistic ability, presentation polish or drawing quality. Students may use anatomical directional terminology such as cranial/superior, caudal/inferior, medial and lateral to support their explanation. The baby model should be used to physically demonstrate the change in limb orientation rather than the student simply providing a verbal answer