Pig Dissection
Laboratory 10, AP Biology
Abstract During the Pig Dissection Lab we were determining if dissections were more beneficial than stimulations. We were also dissecting a fetal pig and learning about the digestive systems, cardio, kidneys, nervous and skeletal systems. The results we found were that hands on has a different way of being beneficial to students when learning about animals and dissection. As a group we believe dissections are more beneficial than a stimulation online.
Introduction
Dissections over the years have become a very controversial topic, in regards to is it right and should every student have to participate in dissections. Another question is, are dissections better than stimulations or vice versa. All members of our group participated in this lab because we all believe that dissections are beneficial to learning and can enhance what you are learning. Dissections are very beneficial in the fact that you can have a deeper understanding and see things you would not see in a stimulation because stimulations would try to be perfect and not all animals are perfect.
Our dissection lasted four days. On day one the group was to determine the sex of the pig, male, and that it had four toes and a few baby teeth. On day two, we finally started the dissection and began by cutting open the esophagus and the mouth. This allowed us to examine the soft and hard palate, as well as the digestive system. By day three we got to explore the cardio and cut open the kidneys and heart. We got to see the tubes and how everything was connected together. On the last day we got to pull away the skin and tissue to examine the muscles, this was the nervous system and skeletal system. Then we cut through the skull in order to examine in the brain. Lastly, we extracted the eye and took it apart that way we could see the lens and how everything worked together in the eye.
All four days, we explored different systems and how everything worked together and discovered what the fetal pig really looked liked on the inside. The group believes that this lab was very beneficial because we got to do hands on activities that will enhance our understanding of not only the fetal pig but dissections as a whole.
Methods
This dissection was conducted at New Tech High @ Coppell. Our dissection took place in Mrs. Wootton’s classroom. The specimen was an unborn pig, which had died before birth, humanely extracted from the womb. There was no mutilation done to the animal, it was simply an exercise to observe and report the anatomy of the cadaver.
The dissection of the fetal pig begins with an incision to the jaw. This was expanded to view the soft and hard palate of the mouth. We then removed the forelimbs of the pig to allow for easier maneuvering of our dissection tools. The abdominal cavity was sliced open and we viewed the digestive, excretory, and reproductive systems of the animal. The liver, stomach, pancreas, and gallbladder were all clearly evident upon opening the abdominal cavity. The scrotum was located in order to verify the gender of the pig as a male. We removed the kidneys and sliced them open to obtain an internal view of the organ.
Furthermore, we continued our incision upwards to view the thoracic cavity. The main organs of the circulatory and respiratory systems were located here. These consists of the heart and lungs (and the diaphragm which separate the thoracic and abdominal cavities). We identified the four chambers of the heart after removing from the body.
Additionally, we sawed into the skull of the fetal pig to get a look at a part of the central nervous system, more specifically, the brain. After sawing around around the skull to open a socket we were able to achieve a clean removal of the brain. Finally, we removed the lids of the eye in order to extract it from the head. This allowed us to get a view of the len of the eye.
Discussion
When it comes to this dissection, there are a couple of reasons we participated. The biggest reason is that this is a unique hands-on experience that we might never get again. Being able to dissect a body and observe the different parts of it is an interesting experience, and is a good learning tool. When looking at the textbook, all we saw were picture-perfect diagrams of the body. In this dissection, we were able to really see the different parts of the body, as well as the slight differences most bodies have. In addition, it was simply engaging for all of us. We were interested in the dissection itself, and actively participated and explored the body.
The reasons we participated were several of the pros for dissection, but there are also a few more reasons. The dissection itself opens up avenues of discussion when it comes to the ethics of life and how it connects to scientific advancement. It also gives an advantage towards students who are interested in pursuing an educational career in biology.
There are cons to dissection. There is simply a health and safety concern. Students are handling a dead body, chemicals, and are using sharp tools for the dissection. All of this together is a safety concern for students. There is also the concern that dissections lower the student's’ value of life. They could potentially start seeing life merely as a tool for learning and scientific advancement. There are students who may not want to participate because of this, and so can miss out on a learning experiences with their classmates. Alternatives can be safer, re-usable, and more respectful to the environment in general.
Conclusion
For four days we explored a different system inside the fetal pig. Day one we observed the reproductive and digestive system. It was extremely beneficial for the group to observe and feel all the glands and organs in these systems.
Works Cited
Wootton, K. (2015). Pig Dissection Lab. Coppell.
Laboratory 10, AP Biology
Abstract During the Pig Dissection Lab we were determining if dissections were more beneficial than stimulations. We were also dissecting a fetal pig and learning about the digestive systems, cardio, kidneys, nervous and skeletal systems. The results we found were that hands on has a different way of being beneficial to students when learning about animals and dissection. As a group we believe dissections are more beneficial than a stimulation online.
Introduction
Dissections over the years have become a very controversial topic, in regards to is it right and should every student have to participate in dissections. Another question is, are dissections better than stimulations or vice versa. All members of our group participated in this lab because we all believe that dissections are beneficial to learning and can enhance what you are learning. Dissections are very beneficial in the fact that you can have a deeper understanding and see things you would not see in a stimulation because stimulations would try to be perfect and not all animals are perfect.
Our dissection lasted four days. On day one the group was to determine the sex of the pig, male, and that it had four toes and a few baby teeth. On day two, we finally started the dissection and began by cutting open the esophagus and the mouth. This allowed us to examine the soft and hard palate, as well as the digestive system. By day three we got to explore the cardio and cut open the kidneys and heart. We got to see the tubes and how everything was connected together. On the last day we got to pull away the skin and tissue to examine the muscles, this was the nervous system and skeletal system. Then we cut through the skull in order to examine in the brain. Lastly, we extracted the eye and took it apart that way we could see the lens and how everything worked together in the eye.
All four days, we explored different systems and how everything worked together and discovered what the fetal pig really looked liked on the inside. The group believes that this lab was very beneficial because we got to do hands on activities that will enhance our understanding of not only the fetal pig but dissections as a whole.
Methods
This dissection was conducted at New Tech High @ Coppell. Our dissection took place in Mrs. Wootton’s classroom. The specimen was an unborn pig, which had died before birth, humanely extracted from the womb. There was no mutilation done to the animal, it was simply an exercise to observe and report the anatomy of the cadaver.
The dissection of the fetal pig begins with an incision to the jaw. This was expanded to view the soft and hard palate of the mouth. We then removed the forelimbs of the pig to allow for easier maneuvering of our dissection tools. The abdominal cavity was sliced open and we viewed the digestive, excretory, and reproductive systems of the animal. The liver, stomach, pancreas, and gallbladder were all clearly evident upon opening the abdominal cavity. The scrotum was located in order to verify the gender of the pig as a male. We removed the kidneys and sliced them open to obtain an internal view of the organ.
Furthermore, we continued our incision upwards to view the thoracic cavity. The main organs of the circulatory and respiratory systems were located here. These consists of the heart and lungs (and the diaphragm which separate the thoracic and abdominal cavities). We identified the four chambers of the heart after removing from the body.
Additionally, we sawed into the skull of the fetal pig to get a look at a part of the central nervous system, more specifically, the brain. After sawing around around the skull to open a socket we were able to achieve a clean removal of the brain. Finally, we removed the lids of the eye in order to extract it from the head. This allowed us to get a view of the len of the eye.
Discussion
When it comes to this dissection, there are a couple of reasons we participated. The biggest reason is that this is a unique hands-on experience that we might never get again. Being able to dissect a body and observe the different parts of it is an interesting experience, and is a good learning tool. When looking at the textbook, all we saw were picture-perfect diagrams of the body. In this dissection, we were able to really see the different parts of the body, as well as the slight differences most bodies have. In addition, it was simply engaging for all of us. We were interested in the dissection itself, and actively participated and explored the body.
The reasons we participated were several of the pros for dissection, but there are also a few more reasons. The dissection itself opens up avenues of discussion when it comes to the ethics of life and how it connects to scientific advancement. It also gives an advantage towards students who are interested in pursuing an educational career in biology.
There are cons to dissection. There is simply a health and safety concern. Students are handling a dead body, chemicals, and are using sharp tools for the dissection. All of this together is a safety concern for students. There is also the concern that dissections lower the student's’ value of life. They could potentially start seeing life merely as a tool for learning and scientific advancement. There are students who may not want to participate because of this, and so can miss out on a learning experiences with their classmates. Alternatives can be safer, re-usable, and more respectful to the environment in general.
Conclusion
For four days we explored a different system inside the fetal pig. Day one we observed the reproductive and digestive system. It was extremely beneficial for the group to observe and feel all the glands and organs in these systems.
Works Cited
Wootton, K. (2015). Pig Dissection Lab. Coppell.