MARIAN DIAMOND: All right.
I often ask who is more
excited the first day of class,
the students or the teacher?
Who do you think?
You get excited coming to class?
[WHISTLING]
I get excited coming to class.
Do you start by saying hi,
do you start by saying hello,
or do you start by
saying good morning?
I usually like good morning.
And why?
Because it conveys
a positive thought
to open the thalamic
gates to the cortex.
What do you think of that?
You'll learn more about
the thalamic gates
when we study the
nervous system.
But that's an
introduction to them.
How many of you have
studied anatomy before?
Just a few of you.
All right.
And when you studied
anatomy, did you introspect--
because that's the way
we study this course.
You're going to look at each
other differently from now on.
Introspect.
Learn who you are beneath the
surface because the knowledge
that you'll gain here in Wheeler
Auditorium in the fall of 2005
can last you your
full 100 years.
By then, will you geneticists
extend that to 120 years?
Who knows?
But you will always have
your anatomy with you
wherever you are.
So learn it well
while you're here
so you can take care of yourself
so we'll cut those big health
bills the latter quarter
of those 100 years.
Be healthy for the whole time.
Now, each year, I
have to find out
if my class is really necessary.
So I ask three questions,
different questions,
every year.
So this time, how many of
you know the structural
and functional unit of the
lung, without which you cannot
breathe?
1, 2, 3, 4.
I guess we need the class
for my first question.
Second question--
how many of you
know the structural
and functional unit
of compact bone, without which
your bones would collapse?
You'd just be a puddle
of protoplasm there.
How many know the structural
and functional unit
of compact bone?
We do need a class, don't we?
One person doesn't.
[CHUCKLING]
All right.
Now, third question--
how many of
you know the structural
and functional unit
of the most complex mass of
protoplasm on this Earth?
How many know the structural
and functional unit?
Do you know what the
most complex mass
of protoplasm on this Earth is?
What do you think it would be?
STUDENT: Brain.
MARIAN DIAMOND: A brain.
Sure.
Without a doubt.
Can anybody tell me
anything more complex
than the human brain?
How many have never seen
a human brain before?
Just a few of you by now.
I remember once we took
one in second grade.
And the children said, we
already saw it in first grade.
[LAUGHTER]
We have a program where
we teach in the schools.
But at least they were
learning about the human brain.
But I want you to
appreciate what
you carry in the
top of your heads
because this mass only
weighs three pounds,
and yet it has the capacity
to conceive of a universe
a billion light-years across.
Now, isn't that phenomenal?
A mass of protoplasm
can do that.
And yet at the same
time, it can turn around
and be mad or sad or glad or
any kind of emotional expression
you'd like to think about.
It is a phenomenal mass.
And it's housed in a human body.
They have a symbiotic
relationship.
The brain affects the body.
The body affects the brain.
So I love teaching human anatomy
to give you the whole picture.
And then next semester, we
concentrate only on the brain.
But I want you to
appreciate your brains.
And you say, why do
you put on your gloves?
Well, you've always
heard of formaldehyde.
We used to store
them in formaldehyde.
We fix them in formaldehyde
to initially preserve them.
And then you transfer
them to 70% alcohol
because alcohol will
preserve the brain.
Need I say more?
[LAUGHTER]
My message is clear, right?
All right.
So let's enjoy this unique
educational journey today.
You see, every day,
I'll put up an outline
of what we intend to cover.
And we put up the
vocabulary that we use.
And you are responsible
for the vocabulary
because I'll be using it.
But students requested
a long time ago
that we write it up there
so they'd have it spelled
correctly to begin with.
I do not give you handouts.
I want you to use
kinesthetic sense.
This is why I stay
it's not old-fashioned.
It's through years and
years of studying education
and how you learn.
And you learn with kinesthetic
sense when you write.
I don't want you reading papers.
You can just get a book.
All right.
So I want you to copy what
we have up here so it's
in your handwriting.
And I got a letter from
of my students who's
a professor at Johns Hopkins.
And she said she
still has her notes.
And they're very clear.
And she uses them.
So it was very encouraging.
So let's begin first
by meeting somebody
you don't know in class.
So turn to somebody
you don't know.
And pretend like
they have no hair.
Pretend like they have no skull.
You're going to be talking brain
to brain, a unique experience.
You wanted that
here, didn't you?
You've never done
that before, I'm sure.
So find out where the
person sitting next to you
is from, what their name
is, and a little about them.
I'll give you two minutes.
Hi.
Since you're down
here, I'll get you.
STUDENT: Oh, hi.
MARIAN DIAMOND: What's you name?
STUDENT: My name is Cynthia.
MARIAN DIAMOND: Cynthia.
And where are you from?
STUDENT: I'm from the
Bay Area from Lafayette.
MARIAN DIAMOND: Lafayette,
not too far away.
STUDENT: Yeah.
MARIAN DIAMOND: What
are you studying?
STUDENT: I'm studying molecular
environmental biology.
MARIAN DIAMOND: And what
do you want to do with it?
STUDENT: I might go
to medical school.
But I haven't decided yet.
I might go into politics, too.
MARIAN DIAMOND: Wow.
STUDENT: Yeah.
MARIAN DIAMOND: I
prefer medical school.
STUDENT: Yeah.
Actually--
MARIAN DIAMOND: But
you have to be serious.
STUDENT: Yeah.
MARIAN DIAMOND: Right?
OK.
Good luck.
[TAPPING MICROPHONE]
Your two minutes are up.
But I hope you've
made a new friend.
We consider ourselves
a big family here.
We want you to get
to know each other.
And you'll find it's very useful
to find a study buddy, somebody
to study with after you've
done the original studying,
because that helps you
to speak the language,
work together, see it from
a different perspective.
So after maybe a week or
two, if you don't have one,
let me know.
And we'll ask all those who
want a study buddy to meet out
on the right side of
the entrance here.
All right.
Now, you see, I've got two
names on the board over here.
And I just wonder if
Kathleen Abanilla is here.
There she is.
Great.
How about Stephen Zmugg?
Is it "Smoog" or "Smug"?
Perfect.
It's "Smug"?
STEPHEN ZMUGG: Yes.
MARIAN DIAMOND: Great.
Do you know why
your name's there?
STEPHEN ZMUGG: I do not.
MARIAN DIAMOND: You do not?
Well, every week, I take
two students to lunch.
And I pick the name at random.
So you can tell that this
has been picked at random.
All right.
[APPLAUSE]
No.
[APPLAUSE]
Well, it's a way I
can keep up with what
you're doing because I catch
all the new ones coming
in every year.
But this way, I get
an idea of what's
popular amongst the students.
So after class today, come here.
And we'll find a time
where we go at noon
to the Faculty Club for lunch.
At 1:00 we stop, right?
So come up quick.
All right.
Now we have the
format of this class.
My name is Marian Diamond.
And I've been teaching
here for many decades
because I love to awaken
students to anatomy.
They so seldom have
appreciated their bodies.
And I just love it.
So that's why I continue.
I have worked at Harvard.
I've taught at Cornell
for four years.
I've taught at UCSF.
I've taught all over the world.
But I come back to Berkeley.
I like my Berkeley students.
All right.
[APPLAUSE]
So I have office hours from
11:00 to 1:00 on Tuesday,
Thursday in room 5120 VLSB.
And with so many of
us, we have to sign up.
So if you really
want an appointment,
I put up the list on
Friday to sign up.
I should just say
sheet, not list.
It'll be a list after you sign.
And then you'll have
your appointments
on the following week.
So this is essential, from
experience in the past.
Now, as we know,
this class is 131.
It's going to be Human Anatomy.
And it will be three
hours a week for 15 weeks.
How long's that?
45 hours.
How many hours in two days?
48.
So we have class
less than two days.
[LAUGHTER]
Right?
Those who are
signed up for 131L,
you'll have class for four
hours a week-- so 60 hours.
But for a structure that's taken
millions of years to evolve,
you could see we're just
touching the surface.
We have another class, 131A.
Have you heard of 131A?
That's Applied Anatomy.
That's a one-unit course.
Those have already
signed up for lab--
before I go to 131A,
let me give you
the name of a head
GSI for the lab.
OK.
So if you have anything to
do with lab, you contact him.
This is Matt Brandley.
And his email is
brandley@berkeley.edu.
So he'll take care of
anything to do with 131L.
131A is Applied Anatomy, where
we have former students who
are professionals,
one way or another,
in the medical field
and health field.
And they come and talk
about their field,
how they applied what
they did and what
they do as a profession.
We have neurosurgeons.
We have radiologists, forensic
medicine, healthy buildings,
all sorts of people
coming to talk for 131A.
It does not begin
until September 17.
And it will be
Friday at noon in--
where is it-- 10 Davis Hall.
But the students love it.
There's no exam.
You write a paper at the
end of two pages long.
And that's it.
But I want you to know the
personal lives of people
in health-related
careers to help
you choose what you want to do.
Now, the books that we
require for this course--
there are two that we require.
We have one for gross
anatomy, which is by Marieb.
You'll find I repeat
a lot because that
helps with your protein
synthesis in remembering.
So I do it purposely, right?
So Marieb et al.--
it's called Human Anatomy.
That is the fourth edition.
Students are already asking
can they use the third?
Sure.
You can use the third.
But the fourth is more updated.
So make your choice.
The other one is
Microscopic Anatomy.
And this one is Wheater's
Functional Histology.
And that's also a fourth
edition, a superb book.
I don't know that it has a peer.
So those two are required.
Recommended-- may sound strange
to you-- just one of them--
it's called the Human
Anatomy Coloring Book.
You said you colored
in kindergarten.
But again, it's the
kinesthetic sense
of coloring in the
muscles-- where they
originate, where they attach.
It helps embed the knowledge.
So it's the Human
Brain Coloring Book.
And that's the third edition.
And there are many of these out.
But by far, the one that has the
best texts is Kapit and Elson.
Elson was a former student here.
Guess how many
copies this has sold?
How would you like to
be author of a book that
has sold four million copies?
That's what Larry's
book has done.
It's good.
Students enjoy it
all over the world.
All right.
So now we have our exams.
We have three exams,
each worth 30%--
33%, we should say,
or let's say a third--
each worth one third of
points, total points.
And the exams will only
cover what I give in lecture.
There is so much work.
You use your books to
enrich, to understand,
to see other dimensions.
But I'll only cover on exam
what I give in lecture--
only exams cover lecture.
And we grade by percentage.
And we've never had any
problems over the years.
If you get 90% and above,
you get an A. You get 80%
and above--
a B. 70%-- and so forth.
But it's a very clever way.
And it's lasted us well.
We do consider growth curves
because frequently, many of you
have had a lot of biology.
And some of you've had none.
So you don't do too
well on the first exam.
But say you do poorly.
But then you do very well.
Then you do very well.
And you get something
like a 79% total.
If I see that growth
curve, we look at all
of your grades, all 750 of you.
We look at every single grade
at grading time at the final
to see whether you've improved.
If you get a 79%, then we'll
take you up to the 80%.
It has to be on the margin
between the two to move you.
But we do consider
it-- so doesn't
mean that means you can
slack for the first exam.
But in case that happens,
you could let-- work it up.
Now, many people say
anatomy is only vocabulary.
So we look at terminology now.
But when you take
a French course,
do you say that French
is only vocabulary?
Sure it is.
If you're going to speak
the language of the body,
you need to know the
terminology because no two
cells in the brain are alike.
Clusters of cells
have different names.
We need to learn them.
But that's the fun
of it because most
of the tissues and
structures of the body
are from either Greek or Latin.
How many have had
Greek and Latin?
Isn't that amazing?
My mother had nine
years of Greek and eight
years of Latin way back when she
went to Cal in the early 1900s.
How it's just been removed
from the system, almost--
it's amazing.
So we're going to go
back and learn a little.
The first-- what is the
meaning of the word "anatomy"?
It's a Greek word.
Have you ever asked yourself
what does anatomy mean?
We break it up.
It's Greek.
And "ana" deals with "up."
And "tomy" is from "temnein,"
just to give the Greek word.
It's not the same.
But that's what it comes from.
And that just
means "to dissect."
So essentially, one is
going to dissect the body
to see the various parts.
But you'll find that
looking at terminology
and finding the
derivation can be fun.
So terminology derivation--
it helps you remember.
So we're going to
just take six words.
Let's take artery.
Everybody's heard of an artery.
What does your
artery do for you?
Carries oxygenated blood, right?
But in Latin, what
does artery mean?
It means air holder.
Why?
Because with the last
contraction of the heart,
the blood goes out
through all the arteries.
So the cadaver has no
blood in the arteries.
So the early individuals
looked at this
and said, well,
it must hold air.
Interesting-- makes an
artery dynamic for you
when you see an empty
artery in a cadaver.
So in Latin, artery
means air holder.
Let's take another
word, genitals.
You can figure
that one, genitals.
Where'd that don't come from?
From "genesis."
What does genesis mean?
Birth.
Let's take another one--
just want to make it fun
when you look at words
and try to figure out
how they came about.
They only had dead
bodies to look at
to see blood flow or
anything in those days.
What's another one?
Let's take carotid.
What's a carotid?
Does anybody know?
The arteries in your neck
taking the blood to your brain.
The carotid arteries in
neck take blood to brain.
So what's carotid mean?
It means stupor.
So if you press
on your carotids,
you reduce the blood
flow to your brain.
And you go into a stupor, right?
So never take your pulse
from your carotid arteries.
Take it from your
radial artery here.
You don't cut the
brain supply, right?
But that's fun of carotid.
Let's take the uterus.
What does uterus mean?
How many here have a uterus?
[LAUGHTER]
How many have ever asked, what
does the word uterus mean?
Uterus means hysteria.
[LAUGHTER]
That's what the early
anatomists thought.
Isn't it fascinating
how far we've come?
Hysteria means excess
anxiety, right?
So much for that.
What's the uterus do really?
Do you think it causes you
all that excess anxiety
or do you think it houses
the growing individual?
Right.
It's where the baby
grows, baby develops.
Let's try another one.
We said we had six.
Let's try five.
Let's take femur.
Most of you have heard of femur.
What is the femur?
It's the largest
bone in your body.
Where is it?
It's your thighbone.
Sure.
So femur means thigh.
So you know immediately
where it is.
We'll study it in detail.
But right now, we're just
seeing its derivation.
And since we've taken one organ
associated with reproduction
from the female, let's
take one from the male.
Let's take the penis.
What does penis mean?
No guesses?
You'll be really surprised.
Tail.
[LAUGHTER]
Sort of had their directions
mixed, didn't they--
gives you something
to think about.
But I bet you you won't
find anybody at lunch
who knows what penis means.
[LAUGHTER]
All right.
But the fun of
learning terminology--
look it up if you don't know
and want to know because once
you know, you never forget it.
All right.
Now, what kind of techniques
do we use to study anatomy?
As we've said, we
use gross anatomy
and we use histology
techniques to study.
Gross anatomy-- and that
is studying the body
with the naked eye.
And you'll learn we
have lots of shorthand.
In medical terms, a c with
a line over it means "with."
OK.
We use it all the time.
We'll be using shorthand.
So gross anatomy--
with naked eye.
With microscopic anatomy, we can
study with a light microscope
up to 1,000 times
magnification--
a light microscope,
1,000 times mag--
or with an electron
microscope over 30,000 times
magnification.
And there are different
kinds of electron microscopes
to help study the body.
We have what's called
a Transmission EM.
These abbreviate Electron
Microscope, just EM.
So we have a Transmission
EM, where the electrons
pass through the tissue.
Electrons pass through tissue.
And I write things on the
board because it gives you
a chance to think.
If I just flash
a slide up there,
you have no time to put it in
what we call your association
cortex.
So by the time you write it
out, you can remember it.
Then we have scanning EM.
And scanning EM, in contrast--
Transmission EM is just TEM
when you see that abbreviation.
Scanning EM is SEM.
And it just scans the
surface of the tissue.
It's beautiful.
I'll show some pictures of your
taste buds-- of scanning EM--
beautiful-- scans
surface of tissue.
So lots of equipment has
been developed over the year
to keep refinding our
approach to studying.
And these techniques
which I've mentioned here
are all used with dead tissue.
This is all dead tissue here.
And with light EM, these
are all dead tissue.
But more recently,
all of the technology
has been dealing
with living tissue.
So we have what's called the
Nuclear Magnetic Resonance
imaging with live
tissue, an NMR--
Nuclear Magnetic Resonance.
And that will give you
the anatomy of your body.
They do the leg bones
or skull, whatever.
This is for anatomy.
But then we can have what's
called Functional Nuclear
Magnetic Resonance,
functional NMR.
What is that then?
It's combining the physiology
and the anatomy, physiology
and anatomy, the function.
And they can do
that by picking up
the amount of oxygen
in the vessels.
So if you have a very active--
for me to be
speaking to you now,
my motor speech area is firing.
It will have much more
oxygen going through it
than the area where I'm
supposed to be sleeping, right?
So that's for a functional NMR.
And I'll give one more, PET.
PET is Positron
Emission Tomography.
So those of you who
are in bioengineering--
are interested in these
pieces of equipment,
designing better
ones so we can get
better images of our anatomy.
And in PET, you're using
radioactive material
to localize whatever
you're looking for.
I'll just leave it at that.
How many had a PET scan?
Note one?
Was it glucose?
Glucose.
What radioactivity
did they give you?
STUDENT: [INAUDIBLE].
MARIAN DIAMOND: You don't know?
No.
You'll find out.
Then you tell us.
All right?
Then we all learn.
No.
If you find things that
you know we don't know--
we're a class, right?
We talk.
So now we have structural
planes and directions.
We're going through this at a
superficial, but rapid rate.
And it's important to know
the terms for positions
so you can tell relationships
of structures, one to another.
You will learn these
directions in the body.
So let's call these-- what terms
did we use to give this group--
we call it structural
planes and directions.
First, we have to know the
anatomical position of the body
that we're going
to be referring to.
So the anatomical
position of the body
is face forward, palms forward.
So when we start
doing relationships,
we have to be in this
position-- not this position,
not this position, but face
forward, palms forward,
the anatomical position.
And as we learn, you'll see
why this is so important--
face forward and palms up.
So let's make a cartoon
head, neck, shoulders, trunk,
[INAUDIBLE] arm out here--
give the general idea.
If we make a line
straight through the body,
that's called a midline cut.
And if we're talking
about a structure that's
going to be here versus
a structure that's
going to be here, we will
say that A is medial to B.
It's closer to the midline.
A is medial to B.
And we will say that
B is lateral to A.
B is lateral to A. So if you're
describing some of the GI tract
and you've got the tissues that
you want to be talking about,
you use medial and lateral
to help orient you.
Then we use the terms
proximal and distal.
And this part of my
body is the trunk.
These are my extremities.
So proximal is closer to
the trunk, closer to trunk.
Distal then is away from trunk.
So these are terms
we'll be using
all the time with
these appendages
that we've attached
to this trunk.
So if I have a C here at the
shoulder and a D down here,
I will say that C is
proximal to the midline.
D, which would be out here,
is distal to the midline.
When we go to put
on muscles, we're
going to have
insertions and origins.
You're going to have
the insertions--
are proximal.
Excuse me.
The origin is proximal.
The insertion is distal.
So we'll be using these
terms all the time.
I have a few slides
I'd like to show.
I have a few words.
But I'll cover those later.
But let's try to review
some of the things we've
said with slides each day.
Whoops.
Do I have a--
my pointer?
Is this it?
They get fancier and
smaller all the time.
Let's see what this does.
This may be a clock.
It may be a radio.
I don't know.
We'll see.
There we go.
It's not one.
All right.
We had mentioned an artery.
This we'll learn.
Our thoracic aorta coming down--
this is, as we'll see it from
a structural point of view.
This is gross anatomy
of this vessel.
If we look at it histologically,
we look at the next slide.
This is what it looks
like histologically.
We look at its wall.
This is its opening,
where the blood flows.
But this is its wall.
These wavy little things are
what we call elastic fibers.
Every time your heart
contracts, your blood vessels
coming from it will expand.
And then they recoil.
So we'll get the
principle of what's
going on by looking at the
gross structure and then
the microscopic
structure to understand
the dynamics at this level.
In the next slide--
now, we were talking
about medial and lateral.
Does anybody know
what muscle this is?
Pectoralis major.
Well, this will be the origin.
It's medial.
It's close to the midline.
It will insert over here on
the humerus, which is distal.
Here's your deltoid.
It originates here.
It's closer to the midline
and will insert down here.
So we need to know medial,
lateral, proximal, distal.
This is closer.
This is proximal, distal.
So we'll be using these terms
all the time in bones, muscles,
and so forth.
In the next one,
well, this is a bone.
Would you call it a long
bone or a short bone?
STUDENT: A long bone.
MARIAN DIAMOND: Good for you.
It's a long bone.
When you look at the
femur-- and you know
that's really a long bone.
But the characteristics
of it are the same.
Short bones have
different characteristics
from long bones.
So I put this one
in just to show you.
But these metacarpals forming
the palm of your hand--
these are long bones.
But now if you want to look
at a beautiful picture,
look at them histologically.
Next one-- that gorgeous?
The art of science.
That's one reason
I loved anatomy--
because I like the art.
But this is taking a
section through that bone.
And this is what you have--
millions of these-- in your
long bones with the blood vessel
here, the bone cells here.
They've got to get nutrients.
Some people think
that anatomy is dead.
In our class where we go off
and teach the little kids,
kindergarten to
seventh grade, we
tell them to teach
their parents.
So this little kid went
home and told his mother
that bones were alive.
Mother said, no, they're not.
So a little kid came crying
back and said to my student,
you told me wrong.
So we had to Xerox out of
the book so they could--
a parent could see that bones
are alive, very much alive.
They grow with use.
They shrink with disuse.
Muscles grow with use,
shrink with disuse.
What other structure,
very important structure,
grows with use and
shrinks with disuse?
The one in the hot box.
That's why we teach.
Now, here's a picture
cut through the skull.
Have you ever seen your
body like this before?
Isn't that an interesting trip?
You can imagine.
Look this evening.
Open your mouth.
Look in your mirror.
Go back and see your uvula.
Know that if you go through
your vertebral column,
you'll come to the spinal cord.
Then you go up your spinal cord.
And imagine your cerebellum,
your pons, all your brain
structures, your
big corpus callosum.
We're going to
learn all of this.
But see, it took a dead
body to get this picture.
Let's look at an NMR, next one.
They do pretty well.
Don't they?
When we call them MRIs,
Magnetic Resonance Imaging,
it's the same.
But it's a sagittal
section through.
Here's your corpus callosum,
just as you saw it with death.
Here's the cerebellum.
Here is the pons.
Here is the spinal cord.
Isn't that good?
But they're trying to improve
the resolution at all times.
But they've done very
well at the present time.
So that, I think, gives
you an introduction.
