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16-17 Chicken Wing Dissection: Organ Systems and
Homologous Structures
Student initial here: ______________
1
Name: ________________________Period: _____ Date: ______________ Final Grade: _____/100
RUBRIC POINTS
10
7
4
1
1. Homework
Pre-Investigation
Questions
Each of 8 questions answered,
using original wording, no
plagiarism. Complete
sentences used for answers
where appropriate, with
relevant examples.
Some of the 8 questions
answered, using original
wording, complete
sentences used in some
cases, examples are not
correct.
Incomplete answers found
and/or wording is not original,
but copied, examples missing.
Most questions not answered, and/or
wording not original, and examples
missing.
2. Background
Research and
Scientific Method
Background explanation of
function completed for both
wing and arm; relationship
between the testable question
and hypothesis is clear and
well-reasoned
Background explanation of
function completed for one
limb, relationship between
the testable question and
hypothesis is clear and well-
reasoned
Background explanation of
function is confused with
structure, relationship
between testable question,
hypothesis is confused and/or
does not address question
No hypothesis has been stated nor
background research assembled.
3. Three drawings
completed: wing,
muscle system,
skeletal system.
Table completed.
Drawings on pages 4, 6, and 7
completed carefully, accurately,
and with all tissues labelled
correctly. Table 1 on page 5
completed, including
connective tissues
Drawings on pages 4, 6, and
7 completed with lack of
accuracy, and tissues not
labelled correctly. Table 1
completed, but connective
tissues missing.
Drawings on pages 4, 6, and
7 incomplete; lack of
accuracy, and tissues labelled
incorrectly. Table 1 on page 5
not completed.
Each drawing on pages 4, 6, and 7
incomplete or missing, with lack of
accuracy, and tissues labelled
incorrectly. Table 1 on page 5 not
done, with tissues that a particular
tissue attach to missing.
4. Procedures and
performance
rubric completed
by student and
instructor
All pages have been read and
initialed and highlighted in clear
steps and pre-investigation
questions answered. Lab is
carried out with full attention to
relevant safety procedures
All pages read and initialed,
and pre-investigations
questions answered. Lab is
generally carried out with
attention to relevant safety
procedures.
Pages not read nor initialed,
but pre-investigation pages
done. Lab is carried out with
some attention to relevant
safety procedures, several
procedures need reviewing...
Pages not read, pre investigation
questions not done. Safety
procedures were ignored and/or
some aspect of the experiment
posed a threat to the safety of the
student or others.
5. Conclusions
Conclusion includes whether
findings support the hypothesis
and why, possible sources of
error, and what was learned
from the experiment.
Conclusion includes whether
the findings supported the
hypothesis, but not why, and
what was learned from the
experiment.
Conclusion includes what was
learned from the experiment.
No conclusion was included in the
report OR shows little effort and
reflection.
6. Summary
Questions and
Observations
Pages 8-9, all questions
answered, using full sentences
and evidence from the
dissection. Full explanation of
homologous structures
included.
Pages 8-9, some questions
answered, using full
sentences, with less than
effective use of evidence.
Full explanation of
homologous structures
included.
Pages 8-9, missing questions
present, not using full
sentences, evidence from the
dissection is lacking.
Incomplete or no explanation
of homologous structures
included.
No summary is written.
7. Microscope
observations
Clear, accurate diagrams are
included and make the
experiment easier to
understand. Diagrams are
labeled neatly and accurately.
Diagrams are included and
are labeled neatly and
accurately.
Diagrams are included and
are labeled.
Needed diagrams are missing OR
are missing important labels.
8. Homologous
structures
Bottom of page11 and figure
completed with full
understanding and all
questions answered with clear
explanation of homology, and
why limbs are homologous
Pages11 and figure are
missing some answers, lack
of final detail on homology
missing attempt to explain
homology among limbs.
Lack of correct coloring
evident.
Very few of the required
elements are done, without
detail given on final answer,
nor were complete sentences
used in response.
Several required elements are
missing and response lacks detail,
and no effort is made to explain limb
homology.
9. Components of
the report
All required elements are
colored, with in depth, us of
complete sentences for an
original answer to final question
on homology, and explanation
attempted as to why these
limbs are homologous.
Most required elements are
colored, but lack of detail in
final answer on homology
with no attempt to explain
homology among limbs.
Very few of the required
elements are correctly done
with attention to detail.
Complete sentences were not
used in responses, and
drawings were not properly
labelled.
Most of the required elements were
incorrect and no attention paid to
detail and provision of evidence.
Written work did not use full
sentences and paragraphs lacked
conclusion. The drawings were
incomplete, and not labelled.
10. Safety and
procedures grade
Totals
_______ 100
16-17 Chicken Wing Dissection: Organ Systems and
Homologous Structures
Student initial here: ______________
2
Know your chicken wing.
I. Dissection Preview.
A.) Although you may not think so at first, a chicken wing is a very good
representation of a human arm. It has similar muscle attachments and similar joints. It is an
excellent way to investigate movement in our own body.
B.) We will observe the similarity and differences in structure and function between
our human limb and the wing of a chicken. We will study the pattern produced by the
bones, the arrangement of muscle, and locate tendons, connective tissues, and blood
vessels. The pattern we will look for is one large bone, connected to two smaller bones,
connected to a group of tiny bones at the wrist.
C.) We will also use the dissection to look at “similarity” among organisms.
Examples of similarities are seen from the chicken wing and human arm. These two limb
types can also be compared with the structure and function of a whale or bat limb.
Common patterns among organisms are evidence that they share features from a common
ancestor, although that ancestor may trace back thousands of years.
D.) Remember, muscle contracts when stimulated by the nervous system. Second,
skeletal muscles produce movement by pulling on bones across joints, using
tendons. Third, muscles are next to the bones they move. In this lab, muscles act in pairs.
II. Objectives of Experiment
A. Student abilities/skills required
Procedures: learn basic skills of dissection, including use of tools
Safety objectives: improve use and clean-up of goggles and aprons, and observe
proper safety conditions and expectations for a lab using sharp instruments.
Content: Next Generation Science Standards expectations. Students will:
o MS-LS1-1. Conduct an investigation to provide evidence that living things are
made of cells; either one cell or many different numbers and types of cells. [
o MS-LS1-3. Use argument supported by evidence for how the body is a system of
interacting subsystems composed of groups of cells.
B. Lab dissection objectives:
Dissect and identify the parts of a chicken wing to determine how muscle, bone,
and tendons work together to move (flex and extend) the chicken’s wing.
Observe the different tissues that make up a bird's wing.
Observe the movement of opposing pairs of muscles which flex and extend
Relate the structure of a bird's wing to its function.
Compare/contrast the range of motion of a wing with the human arm.
Use the dissection to help understand the concept of similarity among body limbs
III. Real World Applications
Dissections are one means of understanding all life around us. Comparative
dissection, when one organism is compared to another, can help us also understand
the way life has developed on earth.
16-17 Chicken Wing Dissection: Organ Systems and
Homologous Structures
Student initial here: ______________
3
IV. Materials
Dissection tray, dissecting scissors, dissecting probe
Protective gloves
Plastic bag for waste disposal of bones and tissues
Paper towels
Fresh chicken wing
Safety: goggles, lab aprons
Clean up: soap and towels
V. Homework: Pre-Investigation Questions
1. What are the two organ systems we will study in this dissection lab?
___________________________________________________________
2. What do we mean by “structure and function?” Give One Example Of Each.
Structure: ________________________________________________________
_________________________________________________________________
Function: ________________________________________________________
_________________________________________________________________
3. Give the scientific names for the bones that make up the upper and lower arm.
Upper am: ______________________________________________________
Lower arm: _____________________________________________________
4. Name the three types of joints in the arm, from shoulder to wrist.
__________________________________________________________________
__________________________________________________________________
5. What are the three types of muscle tissue?
a. _____________________
b. _____________________
c. _____________________
6. What type of muscle tissue is attached to bones? _________________________
7. What is the single most important function of muscle tissue? ______________
__________________________________________________________________
8. What is the difference between a ligament and a tendon? _________________
__________________________________________________________________
VI. Background research. Compare/contrast the functions of the arm and wing.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
One source of information:
https://askabiologist.asu.edu/human-bird-and-bat-bone-comparison
16-17 Chicken Wing Dissection: Organ Systems and
Homologous Structures
Student initial here: ______________
4
VII. Using the Scientific Method
1. The testable question for this investigation is:
How do the muscles of the chicken wing affect the movement of its bones?
2. Given the testable question above, now create a Hypothesis – Make a Prediction –
Answer the question above using an “If…. . then …because” statement.
If …. __________________________________________________________________
_______________________________, then ___________________________________
because ________________________________________________________________.
VIII. Conduct the Dissection – test your hypothesis.
A. Observations before conducting the dissection
Examine the skin covering the wing. Extend the wing to determine how many parts it has.
Figure 1. Draw a detailed diagram of the external structure and label: upper arm, elbow,
lower arm, and hand (wing tip). Record observations of skin in Table 1.
Starting sketch: must be full size; show details, and be labeled.
16-17 Chicken Wing Dissection: Organ Systems and
Homologous Structures
Student initial here: ______________
5
B. Dissection instructions - follow directions carefully and exactly.
1. In this lab, we begin using our dissection scissors. Use the tip of the scissors to pierce
the skin, then opening the scissors and start to cut the skin without cutting into the muscle.
Skin is difficult to cut, so don’t give up. Pull the wing one way while cutting away from
yourself. Cut a single line from the hinge joint to the wing tip, beginning near the hinge
joint. Try not to cut through the muscles below the skin.
2. Now, take the scissors and repeat the same type of single cut, this time from the
shoulder joint to the hinge joint. Be careful here, as this is where the biceps and triceps are
located. Start at the first cut, near to the ball and socket joint, and cut away from yourself as
we did for the forearm.
3. Following both cuts, peel the skin back as far as you can, and pull it off. You can cut
further to loosen it.
C. Dissection, Tissues and Observations. Use this table to record your
observations for the rest of the dissection. Carefully complete observations now, including
descriptions and tissues of attachment.
Table 1. Tissue description. Use this table for all tissue descriptions.
#
Tissue
Description (color, texture, etc.)
Tissues it attaches
to:
1.
Skin
2.
Fat
3.
Muscle
4.
Tendon
1. Fat. Yellowish tissue clumped together beneath the skin.
2. Muscles. They look like bundles of pink tissue around the bones.
Find the two groups of muscles in the upper arm, they are: _________________________
3. Move the wing. Hold the arm down at the shoulder, and alternately pull on each of the
above muscles. What does the wing do?
Show teacher that you did this. Teacher initials: _____________
Next, find the two groups of muscles in the lower arm. Hold down the arm at the elbow,
and alternately pull on each muscle group. Below sketch the arrangement of muscles along
the bones of the wing, being sure to accurately represent their relative sizes and shapes.
16-17 Chicken Wing Dissection: Organ Systems and
Homologous Structures
Student initial here: ______________
6
Figure 2. Drawing of wing muscle. Follow directions below for your drawing.
A. Draw in the biceps muscle correctly attached (to bones) with the tendon.
Label the biceps muscle. Find and label the ligaments.
B. Draw the triceps muscle correctly attached (to bones) with the tendon.
Label the triceps muscle. Find and label the ligaments.
3. Tendons. Find the tendons--shiny white tissue at the ends of the muscles that are
attached to the bone. Notice where the tendons connect. Find a tendon and pull it to move
the chicken wing and see how it helps the wing move. Joints and Ligaments. Two bones
come together to form a joint. Bend and straighten the elbow joint and observe how the
bones fit together.
Show teacher that you did this. Teacher initials: _____________
Label all muscle groups as noted above.
16-17 Chicken Wing Dissection: Organ Systems and
Homologous Structures
Student initial here: ______________
7
4. Skeleton. Carefully remove the muscles and tendons. Do not cut the ligaments. Find
the ligaments, the whitish ribbon like structures between bones.
Remove as much muscle tissue as possible, we are now trying to see the skeletal organ
system and its bones as clearly as possible. Draw a detailed figure of the bone arrangement
of the wing. Draw the various bones to scale, showing their sizes and shapes. Specific
labeling:
A. Label (with an arrow) the direction the radius and ulna move when the
triceps contract.
B. Circle the three joints shown in the diagram.
C. Label three joints: ball and socket, hinge, and gliding in the diagram.
D. Label bones: humerus, ulna; radius; carpals; metacarpals; phalanges.
D. Clean Up. When done, throw the chicken into plastic bag with your
gloves. Wash all equipment and counter tops with soapy water. Stack
dissecting trays and equipment.
Skelton sketch: must include points A-D above.
16-17 Chicken Wing Dissection: Organ Systems and
Homologous Structures
Student initial here: ______________
8
IX. Lab safety and performance Grading Rubric.
Assess your work below. (Up to 10 points)
2= Excellent; 1 = Good; 0= did not perform.
Rubric Criterion
Student Assessment
(from 2 to 0)
Teacher Assessment
(from 2 to 0)
Student followed safety procedures
Student took detailed lab notes
Student drew his/her dissection carefully
and accurately
Student included evidence from
drawings in their concluding paragraph
and summary questions.
Student actively cleaned up tools, tray,
table, and trash
Totals:
X. Write your conclusions – add extra paper if needed
Begin by stating the testable question; then your hypothesis, what you observed, three
pieces of evidence from your drawings to support the hypothesis, and finally did your
conclusions support your hypothesis, and why or why not?
In this experiment, my dissection examined how wing muscles affect the movement
of the wing’s skeletal structure. My hypothesis was that...
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_______________________________________ (attach extra paper for response if needed)
16-17 Chicken Wing Dissection: Organ Systems and
Homologous Structures
Student initial here: ______________
9
XI. Summary Questions – Homologous Limb Structures
1. For this question, use your text book, Prentice Hall’s Cell and Heredity,
page 150 as your starting point.
(A) Please provide three pieces of evidence as to how the bone pattern of a wing is
similar to the human arm and sea lion (or other such mammal). See Zihlman, A.L.,
Human Evolution Coloring Book,” p. 1-6, as an example.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
(B) How does the structure of the wing help its function?
_________________________________________________________________________
_________________________________________________________________________
(C). Why are homologous structures in different species of such importance?
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Observations.
A. How does a chicken wing move its hinge joint?
_________________________________________________________________________
_________________________________________________________________________
B. How does this motion compare to your elbow movement?
_________________________________________________________________________
_________________________________________________________________________
C. Which bones come together at the hinge joint?
________________________________________________________________________
3. Classifying.
Categorize the muscles you observed in the dissection as smooth, cardiac, or skeletal,
and explain why.
_______________________________________________________________
16-17 Chicken Wing Dissection: Organ Systems and
Homologous Structures
Student initial here: ______________
10
4. Inferring.
What happened when you pulled on one of the wing muscles? What muscle action
does the pulling represent? ________________________________________________
_______________________________________________________________
5. Use your labelled wing bone dissection drawing to sketch out the skeletal structure
of the human arm.
XII. Microscope Investigation of Muscle Tissue
A. Pick up muscle slide from teacher, and draw and label what is seen under the
microscope at low and medium objectives.
Name of tissue: _______________
Magnification power: __________
Name of tissue: _______________
Magnification power: __________
16-17 Chicken Wing Dissection: Organ Systems and
Homologous Structures
Student initial here: ______________
11
B. List structural features of the muscle type(s) you observed. Refer to text book for
help, or muscle packet.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
XIII. Comparing homologous limb structures for five animals
1) On page 11, color homologous forelimbs using the color scheme below,
or one of your own:
• Green = humerus and scapula
• Red = radius
• Blue = ulna
• Yellow = carpels & metacarpals
• Purple = phalanges
Page taken from Zihlman, A.L., Human Evolution Coloring Book,” p. 1-6
2) Answer the following question: what common structures do these
forelimbs have?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________________