Virtual Anatomy - Drawn Storyboard Animatic with Sound

Virtual Anatomy - Storyboard

Peanut is put in mouth












Peanuts enters the mouth










The peanut enters the throat










Peanut travels down the esophagus










Mast cells attack the foreign food and releases histamines

The airway contracts making breathing

The blood vessels dilate and start to leak so blood pressure lowers

The heart beats irregularly

The epi-pen pierces into the muscle thigh

Alpha and beta receptors bind together using the epinephrine from the epi pen

It causes the blood vessels to narrow which increases blood pressure

The airway opens to ease breathing

In turn the heart becomes more regular

Virtual Anatomy - Exhibitions At The Science Museum

Glimpses of Medical History

Pre-booking not required
Duration
Suggested 30 mins
Suitable for:
Key Stage 2, Key Stage 3, Key Stage 4,

The Glimpses of Medical History gallery covers the work of doctors, dentists, opticians and surgeons. Models and life-size reconstructions illustrate developments in medical practice across the centuries. Medical scenes include operating theatres, pharmacies and optician practices through time.

Use the gallery to explore the following ideas:
- Over the last 100 years, equipment used by the medical professions has improved
- Healthcare now includes preventative measures, whereas in the past it focused on cures
- Improved hygiene and sterilisation techniques increase the chances of medical successes
- More people use medical experts today than in the past.

In the gallery ask children to select one profession to study in depth. Ask them to find a display showing their chosen medical person at work - the following display cases will be most useful (the time period represented in the scene is given in brackets):

Doctor; display case no. 4 (1400s), no. 19 (1799), no. 31 (1868), no. 36 (1905), no. 41(1900).
Dentist: display case no. 22 (1930s), no.38 (1890s).
Optician: display case no. 5 (1000s), no. 25 (1930s).
Surgeon: display case no. 1 (15000-5000BC), no. 8 (1500s), no. 12 (1800), no.14 (1914-19), no. 26 (1980), no. 35 (1300), no.40 (1895).

Virtual Anatomy - Exhibitions At The Science Museum

In Future

Pre-booking not required
Adult:student ratio
1:15
Suitable for:
Key Stage 3, Key Stage 4, Post 16,





In Future offers a tantalising glimpse of the future and invites you to say what you think about the technology that may well be common in twenty years' time.

The gallery also has three novel, multi-user games, each enabling your students and their friends to explore technologies that are already being developed – you can even vote for the ones that you’d like to see become a part of your everyday life.

But only one thing is certain about the world to come – the most surprising developments will be the ones we have yet to imagine.

Virtual Anatomy - Picture Animatic

I have done the main sequence of my animation as an animatic to show the order of how it will be created for the real animation. I have added some sound effects to get the animatic started with a background and also have added transitions which refer to the action that is going to be happening at that point in the animation. I will create a animatic from my own drawings later on to show exactly the views and how it will travel around the body showing the anaphylaxis.

Virtual Anatomy - Exhibitions At The Science Museum

Who Am I?

Pre-booking not required
Duration : Suggested 30 mins
Adult:student ratio : 1:15
Suitable for : Key Stage 3, Key Stage 4, Post 16

Students can try out the exciting interactives that can morph the face, making it look older or younger – and even switch their gender! Or find people who shared their surname 100 years ago and find out where their ancestors might have lived.

Virtual Anatomy - Digital Concept Art

I started this piece of concept art exactly the same as the last piece, considering the framing of the image and decided to have the split of the throat in the centre so it felt like you could follow the path of the esophagus to the left and the trachea to the right. To start I used the lasso tool to create curved triangles and added gradients so it felt like a tube that was ribbed which gave it the feeling that you were travelling into the body which is my aim. I brought this technique in until I created a circle for the split. The gradient I used was from a dark bluey-grey colour to a lighter tones of the colour. I used this because in the diagrams I have looked at they vary colour between grey and blue so I decided to combine them.

I then created the split of the throat into the esophagus and trachea and began to develop the continuation of the ribbed tube effect to either side of the split line.

After finishing the continuation of the ribbed tube effect either side of the split line I added the features inside the throat so at one side of split I added the flap that allows air through but stops food. I created this by creating a shape similar to the ones in reference images and a added the dark pink to light pink gradient I used inside of the last concept art but felt that it lacked life so i painted on top giving it more contrast and less of a fluid colouration as well as adding the muscles that open the flap. On the other side of the split I added random shapes and painted them the colour of a peanut as if it had been chewed up. After this I began to add shadows to the ribbed effect to make come to life as if it was going into the distance and give the effect of travelling through it which is what I intended.

After I had finished the shadows i still felt that the gradients used for the ribbed effect were over-powering and stopped it coming to life so I added curvature lines along the ribbed effect in many different shades of grey and blue to split up the gradient but it felt it was coming to life but was almost there.

So I began adding highlights on the built up parts of the ribbed tube as if the light from the mouth was entering and bouncing down the tube. This really brought the image to life, I felt, because it did a marvellous job of splitting up the gradient colouration in conjunction with the coloured curvature lines I added before.

Virtual Anatomy - Digital Concept Art

I started this piece of concept art by considering the framing of the the image and to make it more interesting i decided to let it flow off of the top and bottom edge so it feels like you are entering the body with the peanut. I inside the mouth a gradient colouring of dark pink to light pink with the framing of the mouth with the lips being painted in a light colour to allow it to stand out from inside te mouth as well as being darker than the skin around the lips.

I then began to add the features inside the mouth using more gradient colouration as a base coat while i add more tones in with freehand painting.

I then added the teeth which helped with the seperation between the mouth and lips. I started with basic white teeth shapes but to stop them from merging to the viewers eye, i addes tints of grey through-out the teeth to give the seperation.

After all the structure was completed, i turned my attention to the highlights and the shadows, using colour burn to provide a gradual highlight on the tongue where the light enters and using multiply in conjunction with a dark blue colour on the inside of the mouth where the light would not reach.

Then finally I added the nuts onto the tongue as if u were following them on the journey down the body which is enhanced by my initial framing of the image which acts as an entrance.

Virtual Anatomy - More About Anaphylaxis

How It Occurs

Anaphylaxis is an severe, whole-body allergic reaction. After an initial exposure to a substance like bee sting toxin, the person's immune system becomes sensitized to that allergen. On a subsequent exposure, an allergic reaction occurs. This reaction is sudden, severe, and involves the whole body.

Tissues in different parts of the body release histamine and other substances. This causes constriction of the airways, resulting in wheezing, difficulty breathing, and gastrointestinal symptoms such as abdominal pain, cramps, vomiting, and diarrhea.

Histamine causes the blood vessels to dilate (which lowers blood pressure) and fluid to leak from the bloodstream into the tissues (which lowers the blood volume). These effects result in shock. Fluid can leak into the alveoli (air sacs) of the lungs, causing pulmonary edema.

Hives and angioedema (hives on the lips, eyelids, throat, and/or tongue) often occur. Angioedema may be severe enough to block the airway. Prolonged anaphylaxis can cause heart arrhythmias.

Some drugs (polymyxin, morphine, x-ray dye, and others) may cause an anaphylactoid reaction (anaphylactic-like reaction) on the first exposure. This is usually due to a toxic reaction, rather than the immune system mechanism that occurs with "true" anaphylaxis. The symptoms, risk for complications without treatment, and treatment are the same, however, for both types of reactions.

Anaphylaxis can occur in response to any allergen. Common causes include insect bites/stings, horse serum (used in some vaccines), food allergies, and drug allergies. Pollens and other inhaled allergens rarely cause anaphylaxis. Some people have an anaphylactic reaction with no identifiable cause.

Anaphylaxis occurs infrequently. However, it is life-threatening and can occur at any time. Risks include prior history of any type of allergic reaction.

Symptoms

Symptoms develop rapidly, often within seconds or minutes. They may include the following:

Difficulty breathing
Wheezing
Abnormal (high-pitched) breathing sounds
Confusion
Slurred speech
Rapid or weak pulse
Blueness of the skin (cyanosis), including the lips or nail beds
Fainting, light-headedness, dizziness
Hives and generalized itching
Anxiety
Sensation of feeling the heart beat (palpitations)
Nausea, vomiting
Diarrhea
Abdominal pain or cramping
Skin redness
Nasal congestion
Cough

Signs and tests

Examination of the skin may show hives and swelling of the eyes or face. The skin may be blue from lack of oxygen or may be pale from shock. Angioedema in the throat may be severe enough to block the airway.

Listening to the lungs with a stethoscope may reveal wheezing or indicate fluid (pulmonary edema). The pulse is rapid, and blood pressure may be low. Weakness, pale skin, heart arrhythmias, mental confusion, and other signs may indicate shock.

Testing for the specific allergen that caused anaphylaxis (if the cause is not obvious) is postponed until after treatment.

Treatment

Anaphylaxis is an emergency condition requiring immediate professional medical attention. Assessment of the ABC's (airway, breathing, and circulation from Basic Life Support) should be done in all suspected anaphylactic reactions.

CPR should be initiated if needed. People with known severe allergic reactions may carry an Epi-Pen or other allergy kit, and should be assisted if necessary. Emergency interventions by paramedics or physicians may include placing a tube through the nose or mouth into the airway (endotracheal intubation) or emergency surgery to place a tube directly into the trachea (tracheostomy or cricothyrotomy).

Epinephrine should be given by injection without delay. This opens the airways and raises the blood pressure by constricting blood vessels.

Treatment for shock includes intravenous fluids and medications that support the actions of the heart and circulatory system.

Antihistamines, such as diphenhydramine; and corticosteroids, such as prednisone may be given to further reduce symptoms (after lifesaving measures and epinephrine are administered).

Expectations (prognosis)

Anaphylaxis is a severe disorder which has a poor prognosis without prompt treatment. Symptoms, however, usually resolve with appropriate therapy, underscoring the importance of action.

Complications

Shock
Cardiac arrest (no effective heartbeat)
Respiratory arrest (absence of breathing)
Airway obstruction

Calling your health care provider

Go to the emergency room or call the local emergency number (such as 911) if severe symptoms of anaphylaxis develop.

Prevention

Avoid known allergens. Any person experiencing an allergic reaction should be monitored, although monitoring may be done at home in mild cases.

Occasionally, people who have a history of drug allergies may safely be given the offending medication after pretreatment with corticosteroids (prednisone) and antihistamines (diphenhydramine).

People who have a history of allergy to insect bites/stings should be instructed to carry (and use) an emergency kit consisting of injectable epinephrine and chewable antihistamine. They should also wear a Medic-Alert or similar bracelet/necklace stating their allergy.

Virtual Anatomy - Cartoon Concept Art

After creating the realistic concept art, I started to create concept art with the cartoon effect - First I started by painting all the trachea and bronchioles in grey tones

Then I added the alveoli onto the bronchioles in a red colour where they are in contact with the veins which contain the red blood cells

Then I added the background colour for the lung and added the facial features (top of the trachea and the bubbles on the lung)

My second cartoon concept art is based around the cells that attack the food that the person is allergic to. They are seen as foreign and when the cells attack they realease gases which causes the anaphylaxis.

Virtual Anatomy - Realistic Concept Art

First of all I created a piece of concept art based around the heart and lungs considering an outside look of the most important parts effected by anaphylaxis. I started of by painting the sketched images in with block colours.












I then added the darker tones to all the parts of image.













Lastly I added the lighter tones/ highlights to the image.













My second realistic painted concept art is based around the cells that attack the food that has caused the allergic reaction because seen as foreign and the gas released causing the anaphylaxis

Virtual Anatomy - Initial Sketches

Realistic Sketches of the major organs and parts involved in anaphylaxis - these sketches are based on the idea if the target audience was ks4

Cartoon sketches giving human characteristics to all the organs and parts to get the target audience interested - ks2 - as well as allowing them to understand the principle of anaphylaxis

Virtual Anatomy - Research Images

Virtual Anatomy - Audience

After looking at the variety of audiences I have decided to develop on two of them to see how each one turns out and how effective it will be towards that audiece. I have chose KS2 and KS4

KS2 as it will allow will to try out characterisation in my animation as it will make it look like a cartoon so it will get there attention.

KS4 as it will allow me to put in a lot of detail which they will understand without the complex information

I discarded KS3 and KS5

I discarded KS3 because i feel it does not allow me to give characterisation or enough detail in the animation

I discard KS5 because i felt without alot of information accompanying the amimation it will not be able to hold its self as a piece.

Virtual Anatomy - Audience

KS5

Virtual Anatomy - Audience

KS4