Maniken muscle build
Open your materials, follow the steps, then turn in your work.
Build major muscles onto a Maniken model and explain each muscle's action.
1. Open your materials
Use the materials named in the first step below. Open lesson resources.
2. Start the work
Review the assigned muscle group and its origin, insertion, and action.
Show all 5 required steps
- Review the assigned muscle group and its origin, insertion, and action.
- Roll and place the clay muscles onto the Maniken in correct anatomical order.
- Label each muscle and state the movement it produces.
- Check your build against the reference and fix any misplacement with your group.
- Submit a photo of your labeled Maniken muscle build.
Lost your place? Behind on the build? Review your assigned muscle's origin, insertion, and action (step 1), roll and place the clay muscles in anatomical order (step 2), label each with the movement it produces (step 3), check against the reference, then submit your photo.
Check your work before submitting
- You can place major muscles in correct origin-to-insertion position.
- You can state the action each muscle produces.
Before lab work: read the safety rules
- Keep clay away from eyes and mouth.
- Wash hands before and after handling clay.
- Do not use wire or sharp implements inside clay near the model without teacher direction.
3. Turn in your work
DueCheck Schoology- Hand in
- Two labeled photos of your Maniken muscle build (anterior and posterior views) with each muscle identified and its action stated.
How to submit and name your file
Submit both photos with muscle labels visible.
In Schoology, open your course and the assignment for this lesson. Attach your file, select Submit, and check that it appears in the submission.
PDF upload helpYou get two school days for every day you were absent, so this deadline moves with you.
Choose your Schoology section. Open only one assignment.
Check the section number beside Human Anatomy and Physiology in Schoology.
Assignment: Wk6 Lab report: Maniken muscle build
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How this lesson connects
Keep using what you learned last class: Performance-enhancing drugs change muscle physiology through real hormone pathways, so they create health risks and fairness problems at the same time and cannot be judged on winning alone. Today: A muscle can only pull its insertion toward its origin, so the placement of those two points determines which bone moves and in which direction.
Unit 1 guide: what to keep and use nextOptional: listen or watch a unit review▸
Need help? Warm-up, timing, and directions▸
💡 Big idea: A muscle can only pull its toward its origin, so the placement of those two points determines which bone moves and in which direction.
- 0-10 and materials setup; review assigned muscle group and reference
- 10-20Roll clay muscles in correct proportions for each muscle
- 20-50Place muscles on Maniken at correct origin-to-; add labels
- 50-65Group check against reference; correct misplacements
- 65-75Photograph labeled build from and
- 75-80Submit photos; clean up clay and materials
- • Today we get hands on. Your group is building a muscle-covered skeleton using the Maniken and clay.
- • You are not just shaping clay. You are placing each muscle at its anatomically correct origin and . Wrong placement means wrong action.
- • Use your reference sheet the entire time. Check against it before labeling. Check again after.
- • The photo you submit today becomes part of Thursday when we analyze how these same muscles work in pairs.
- • Origin: the or less-movable attachment point of a muscle. : the or more-movable point. Action: the movement produced when the muscle contracts.
- • Major muscle groups to recognize: biceps brachii, triceps brachii, quadriceps femoris, hamstrings, gastrocnemius, deltoid, and pectoralis major.
- • Accurate placement on the Maniken requires using directional terms (, , medial, lateral) from the launch unit.
PLTW connection and today's work
Complete any Maniken-build or muscle-placement task in Activity 1.2.2 Makeup of a Muscle (Lesson 1.2 Muscles and Motion) on myPLTW that accompanies today's lab; finish it alongside your in-class build.
Today's stopping point: Sliding-filament task is done; today the muscle-placement task should show complete.
PLTW activity titles identify the course connection. If your account will not open, use the posted materials for today and tell Mr. Mendoza. Do not mark an online activity complete unless you completed it.
Course connection
- Activity 1.2.2 Makeup of a Muscle
Use the turn-in directions at the top of this page. Do not create a second submission unless your teacher asks for one.
Show another explanation or a smaller first step
Need help? Choose a starting point
Finish the assigned lab safely before starting extra practice.
Lesson resources: reading, slides, and vocabulary▸
The deck carries the prior idea forward, lets you inspect an analogy, maps the rule to biology, and ends with the same evidence decision and exit ticket used on this page.
Generated from this lesson's canonical data with a red-team citation check.
Performance-enhancing drugs change muscle physiology through real pathways, so they create health risks and fairness problems at the same time and cannot be judged on winning alone.
A muscle can only pull its toward its origin, so the placement of those two points determines which bone moves and in which direction.
A mechanic studies a tool whose shape allows one job but limits another.
- Which feature makes the tool work?
- What changes if that feature bends or breaks?
- Which observation shows function rather than appearance?
Structure creates possibilities and limits for function.
Living tissues adapt and interact with other systems; a metal tool does not.
- • Tool shape maps to .
- • The job maps to physiological function.
- • Damage maps to a predicted functional change.
Driving question: If you place the biceps on the Maniken with its ends swapped, or a few centimeters off, why does the model suddenly 'move' the wrong bone or the wrong way?
What you already know: Performance-enhancing drugs change muscle physiology through real pathways, so they create health risks and fairness problems at the same time and cannot be judged on winning alone.
New idea: A muscle can only pull its toward its origin, so the placement of those two points determines which bone moves and in which direction.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Maniken muscle build. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Trace the labeled structure, movement, or system relationship that connects form to function.
- Observe or measure the relevant feature in maniken muscle build.
- Organize the observation with a stable evidence ID.
- Apply this rule: Structure creates possibilities and limits for function.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: If you place the biceps on the Maniken with its ends swapped, or a few centimeters off, why does the model suddenly 'move' the wrong bone or the wrong way?
What the evidence supports: E1-E3 and F1 support the daily take-home when the response meets the stated success criteria.
What it cannot prove: The package does not support claims beyond this lesson's or any real patient diagnosis.
- • : The basic contracting unit of a muscle fiber, made of overlapping and filaments that slide past each other to shorten the muscle.
- • : A that forms thin filaments inside cells and slides past to produce muscle and cell movement.
- • : A motor in muscle whose heads grab and pull on filaments, producing the sliding motion that contracts the muscle.
- • : The shortening of a muscle as its fibers pull together, generating force to move bones, pump blood, or squeeze organs.
- • : A tough band of that anchors a muscle to a bone, transferring the muscle's pull so the bone can move.
- • origin: The fixed, anchoring attachment point of a muscle on a bone, which stays still while the muscle pulls on its other end.
- • : The end of a skeletal muscle attached to the bone that moves when the muscle contracts, as opposed to the more fixed origin end.
- • lever: A rigid bar that pivots at a fixed point to move a load, the simple machine that bones, joints, and muscles form to create movement.
Use it now: Choose one decision option. Cite E1 and E3, then explain how the rule connects the evidence to your choice.
Go further, optional: The source links below are optional enrichment. Every fact required for today's local evidence decision appears in this lesson package.
Musculoskeletal function depends on the interaction of structure, force, joints, neural activation, and loading history, so one model or measurement captures only part of performance.
Limit: A classroom model or movement measure cannot diagnose an injury or prescribe .
Structure creates possibilities and limits for function.
Limit: Living tissues adapt and interact with other systems; a metal tool does not.
You can place major muscles in correct origin-to- position.
Limit: E3 defines the classroom product or success criterion. It is not independent scientific evidence and cannot justify a clinical or causal claim.
PLTW-HAP-2027-02-23 · Simulated classroom evidence scenario
Your role: anatomy and physiology consultant
Decision: Your team must decide what the evidence from maniken muscle build supports before submitting the lab report named on today's page.
- • Move the model arm once before finishing, because clay placement alone does not prove the action.
- • Place each clay muscle so its pulls toward its origin, then state which bone moves.
- • Attach the biceps loosely at either end, since a muscle can push as well as pull.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Submit it as the lab report.
Claim ceiling: Today's evidence supports a classroom claim about maniken muscle build. It cannot prove causation, diagnose a real patient, or justify action outside this room.
Students often think Students think a muscle can both push and pull, so they place clay muscles loosely and assume the model will still move correctly.. The trap: Muscles only pull. They shorten and drag the toward the origin, and they cannot push a bone back. That is why the origin (the fixed, usually end) and the insertion (the moving, usually end) must be placed correctly, or the muscle will pull the wrong bone.
Anterior view (labeled muscles and actions):
- Biceps brachii: origin on the scapula, insertion on the radius. Action: flexes the elbow.
- Deltoid: origin on the clavicle and scapula, insertion on the humerus. Action: abducts the arm (raises it to the side).
- Quadriceps femoris: origin on the femur and pelvis, insertion on the tibia. Action: extends the knee.
- Pectoralis major: origin on the sternum and clavicle, insertion on the humerus. Action: pulls the arm across the chest (adduction).
Posterior view (labeled muscles and actions):
- Triceps brachii: origin on the scapula and humerus, insertion on the ulna. Action: extends the elbow.
- Hamstrings: origin on the pelvis, insertion on the tibia and fibula. Action: flexes the knee.
- Gastrocnemius: origin on the femur, insertion on the calcaneus via the Achilles tendon. Action: plantar-flexes the foot (points the toes).
Build check note: I used proximal and distal terms to confirm each muscle ran from its fixed origin to its moving insertion, and my group corrected the deltoid, which I had placed too low.
This model shows the level of evidence and organization needed to complete: Two labeled photographs (anterior and posterior views) of clay muscles placed on the model in correct origin-to-insertion position, each muscle named with the movement it produces.
- State the question and method.
- Present the observations and data with units.
- Explain the result, limitations, and next investigation.
Keep the structure. Replace the question, facts, measurements, and evidence. Then recheck units, vocabulary, and whether the conclusion goes beyond the evidence.
Also due today: Submit both photos with muscle labels visible.
- CER:
- Claim, Evidence, Reasoning: make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure, the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities. Find it in Clever with your Microsoft sign-in, right next to Schoology.
Tap the speaker to hear a term. Add two of these to your notebook glossary with a definition and an example in your own words.
Pick just 2 or 3 words from today and make them yours: write what each one means in your own words, name the context clue or evidence that helped, then give one example from what you actually did in Maniken muscle build. Try your own words first; the glossary is there if you get stuck. This is voluntary and counts as extra credit, so keep it short.
Saved on this device. Show Mr. Mendoza or add these to your notebook glossary to claim the extra credit.
Hand-picked readings, videos, and interactives for this lesson, all free and from authoritative open organizations (NIH, CDC, OpenStax, Khan Academy, PhET, HHMI, and more).
A fillable, Cornell-style notebook for Unit 1: Road to Rehabilitation. Type your notes, cues, and summaries right in the PDF, or print it and write by hand. Each lesson page has a cue column, a notes column, and a summary box, plus dated lab-record pages you can turn in.
HBS Unit 1 notebook: Road to Rehabilitation Fillable PDFCornell notes + lab recordsOpenVetted readings and references for this unit. Use them to prepare, to catch up if you were absent, or to go deeper on today's target.
Practice: try a question, then check your answer▸
Claim ceiling for this check: Today's evidence supports a classroom claim about maniken muscle build. It cannot prove causation, diagnose a real patient, or justify action outside this room.
The biceps brachii has its origin on the scapula and its insertion on the radius (forearm). When it contracts, which bone moves toward which, and what movement results?
Write an answer and pick a confidence to unlock the key.
Fast retrieval with instant answers, not the commit-then-reveal check above. Try each from memory first: write what you remember about the earlier units, then check yourself here.
Missed class or ready for more?▸
Run this before you touch the bench. It is built from the real lab procedure, so the decisions you make here are the ones you will make with the equipment in your hands. This lesson has more than one, and they cover different skills.
I can name the procedure's purpose and the evidence I will record. I can name today's hazards and the control for each: Do not use wire or sharp implements inside clay near the model without teacher direction. My data table is ready before materials are handled.
Finish the checklist before you handle any material.
- • Keep clay away from eyes and mouth.
- • Wash hands before and after handling clay.
- • Do not use wire or sharp implements inside clay near the model without teacher direction.
- 1Before materials are handled, identify the purpose, variables or comparison, controls, measurement units, and stop-work condition.
- 2Review the assigned muscle group and its origin, insertion, and action.
- 3Roll and place the clay muscles onto the Maniken in correct anatomical order.
- 4Label each muscle and state the movement it produces.
- 5Check your build against the reference and fix any misplacement with your group.
- 6Submit a photo of your labeled Maniken muscle build.
- 7Record each result in the prepared table before interpreting it. Mark missing, repeated, or invalid results truthfully.
- 8Complete the named cleanup and waste route, remove PPE safely, wash hands when required, and confirm the station is ready for the next group.
| Trial or sample ID | Independent condition | Measured result with units | Observation before interpretation | Quality-control note |
|---|---|---|---|---|
Before the procedure, predict the result and cite the rule behind the prediction.
After the procedure, compare the result with the prediction and name one limitation or source of uncertainty.
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
Use the linked virtual muscle tour to build a labeled digital or paper muscle map of the assigned group, naming each muscle's origin, , and action, then submit it.
Learn.Genetics (Utah)Submit both photos with muscle labels visible.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
Khan Academy: Muscular System- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedGo to Schoology to turn this in. Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
- Error analysis and method · counts doubleName a specific limit of the method and how it moved your result, and compare what you predicted to what happened. "Human error" does not count; say what about the procedure or instrument caused it.
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