Laboratory Manual for Anatomy and Physiology

CONNIE ALLEN Edison State College

VALERIE HARPER Colorado Mesa University

VP & EXECUTIVE PUBLISHER Kaye Pace EXECUTIVE EDITOR Bonnie Roesch ASSOCIATE EDITOR Lauren Elfers EDITORIAL ASSISTANT Grace Bagley MARKETING MANAGER Maria Guarascio PRODUCTION MANAGER Juanita Thompson PRODUCTION EDITOR Barbara Russiello SENIOR DESIGNER/COVER DESIGNER Madelyn Lesure SENIOR PHOTO EDITOR MaryAnn Price ILLUSTRATION EDITOR Claudia Volano SENIOR PRODUCT DESIGER Linda Muriello MEDIA SPECIALIST Svetlana Barskaya COVER IIIustration by Bryan Christie Design

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The procedures in this text are intended for use only by students with appropriate faculty supervision. In preparing the text, care has been taken to iden- tify potentially hazardous steps and to insert safety precautions where appropriate. The authors and publisher believe the procedures to be useful tools if performed with the materials and equipment specifi ed, in careful accordance with the instructions and methods in the text. However, these procedures must be conducted at one’s own risk. The author and publisher do not warrant or guarantee the safety of individuals using these procedures and specifi – cally disclaim any and all liability resulting directly or indirectly from the use or application of any information contained in this book.

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ISBN 978-1-118-34440-8

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Preface

Anatomy and physiology is a challenging course, and this laboratory manual is written to help students meet that challenge. It is written for students interested in allied health fields, such as nursing; physical, respiratory, cardiovascular, or occupational therapy; radiology; and den- tal hygiene. This manual may be used with any two-semester anatomy and physiology textbook.

The design of this laboratory manual is based on the au- thors’ experience as anatomy and physiology instructors and uses three learning styles: visual, auditory, and kinesthetic. When students label diagrams, they focus on the structure rather than just the dot at the end of a line. Writing out the structure’s name and pronouncing it reinforces learning. Also, having students become subjects of laboratory exer- cises personalizes the learning process. Animal dissections give students an opportunity to physically manipulate struc- tures, comparing location and texture, and to observe how structures are supported, protected, and attached by connec- tive tissue.UTILIZING THE BOOK AND THE FOLLOWING POWERPOINT SLIDES TO ANSWER THE TWO ESSAY QUESTIONS AND EACH QUESTION WITHIN EACH SECTION. YOU WILL NEED TO ANNOTATE WHERE YOU FOUND YOUR ANSWERS (VIA BOOK OR POWERPOINTS) ANNOTATE WHAT PAGE OR SLIDE NUMBER YOU FOUND EACH ANSWER ON.
THE ESSAYS SHOULD BE ONE OR TWO PARAGRAPHS EACH.
-note: the assignment is the word doc that’s attached (EXAM 4 STUDY GUIDE).
**PLEASE SEE EXAMPLE STUDY GUIDE FOR EXAMPLE OF THE FORMAT AND LAYOUT.