Type:
Instructor Manual
Resource:
Anatomy & Physiology for Health Professions An Interactive Journey
Edition:
2nd Edition
Author(s):
Bruce J. Colbert Jeff J. Ankney Karen T. Lee
CONTENTS Preface iv Acknowledgments v Chapter 1 Introduction to Anatomy and Physiology: Learning the Language 1 Chapter 2 The Human Body: Reading the Map 15 Chapter 3 Biochemistry: The Basic Ingredients of Life 31 Chapter 4 The Cells: The Raw Materials and Building Blocks 43 Chapter 5 Tissues and Systems: The Inside Story 59 Chapter 6 The Skeletal System: The Framework 77 Chapter 7 The Muscular System: Movement for the Journey 95 Chapter 8 The Integumentary System: The Protective Covering 111 Chapter 9 The Nervous System (Part I): The Information Super Highway 127 Chapter 10 The Nervous System (Part II): The Traffic Control Center 145 Chapter 11 The Senses: The Sights and Sounds 165 Chapter 12 The Endocrine System: The Body’s Other Control System 181 Chapter 13 The Cardiovascular System: Transport and Supply 199 Chapter 14 The Respiratory System: It’s a Gas 225 Chapter 15 The Lymphatic and Immune Systems: Your Defense Systems 249 Chapter 16 The Gastrointestinal System: Fuel for the Trip 273 Chapter 17 The Urinary System: Filtration and Fluid Balance 295 Chapter 18 The Reproductive System: Replacement and Repair 317 Chapter 19 The Journey’s End: Now What? 343 Test Bank 361 Answer Key 461 Contents iii
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
PREFACE This Instructor’s Resource Manual, companion to Anatomy and Physiology for Health Professions, Second Edition is designed to assist instructors in effectively using the textbook. Each chapter of the instructor’s manual includes learning objectives and a content abstract, which summarizes the material covered in the student edition. Teaching strategies, practical activities, and interesting “Factoids” are provided to enhance the learning of anatomy and physiology. Videos and animations relating to the chapter content are listed in the Instructor’s Resource Manual and included on the Instructor’s Resource DVD.
Student DVD and Companion Website
An interactive student package accompanies Anatomy and Physiology for Health Professions, Second Edition and contains a host of interactive study aids. The videos and animations help students visualize the content they are learning. Interactive exercises, games, and activities provide students with extra practice to master the chapter content.
Workbook This corresponding workbook is the perfect companion, helping students identify the essential content and master the critical concepts. The workbook features crossword puzzles, concept maps, multiple-choice, matching, fill-in-the blank and labeling exercises.
Instructor’s Resource DVD The DVD provides many resources in an electronic format. It includes the complete 2001-question test bank that allows instructors to design customized quizzes and exams. It also includes a PowerPoint lecture package that contains key discussion points, along with color images, animations, and videos. This package allows instructors to customize the materials to meet their specific course needs. The Instructor’s Resource DVD also contains PowerPoint content to support instructors who wish to use Personal Response Systems. Finally, it contains a complete image library that includes every photograph and illustration contained in the book.
Online Course Management Systems Instructors who wish to facilitate online courses will be able to access a wide array of resources together in one convenient place for both students and faculty. Our course can be housed within any Learning Management System (i.e., Blackboard, eCollege, Angel). It features interactive modules, tests and quizzes, text and image PowerPoints of varying levels of complexity, animations, videos, case studies, and more. Faculty can customize course content, build online tests, create assignments, enter grades, post announcements, and communicate with students. Please contact your Pearson sales representative for a demonstration. Acknowledgments
v
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
ACKNOWLEDGMENTS The authors would like to express our appreciation to the following people for their valuable contributions to the supplements:
Instructor’s Resource Manual Debra S. McKinney, RN, BSN TESST College of Technology Alexandria, Virginia Jennifer Esch, BS, PA-C Bryant and Stratton College Milwaukee, Wisconsin
PowerPoint Lectures Debra S. McKinney, RN, BSN TESST College of Technology Alexandria, Virginia
Test Bank Nina Beaman, MS RNC CMA Bryant and Stratton College Richmond, Virginia Joy Harden, RN, BSN, CNOR, MBA Virginia College Mobile, Alabama
Companion Web Site and Student DVD Margaret N. Anfinsen, RN, MSN Southwest Florida College Fort Myers, Florida Minda Brown, RMA Pima Medical Institute Colorado Springs, Colorado Joy Harden, RN, BSN, CNOR, MBA Virginia College Mobile, Alabama Mary Warren-Oliver, BA Gibbs College Vienna, Virginia
Workbook Nadine Forbes, M.S. Johns Hopkins University Baltimore, Maryland . Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Classroom Response System Joel Scott, LMT Blue Cliff Career College Mobile, Alabama
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Chapter 1 INTRODUCTION TO ANATOMY AND PHYSIOLOGY: LEARNING THE LANGUAGE
LEARNING OBJECTIVES ➯ Understand the term Anatomy and Physiology and its various related areas ➯ Construct and define medical terms using word roots, prefixes, and suffixes ➯ Explain the concept and importance of homeostasis
MULTIMEDIA FOUND ON THE POWERPOINT LECTURE OUTLINE Videos 1. Medical Assisting Professional Profile 2. Medical Records and Health Information Technician Professional Profile 3. Medical Specialties 4. Medical Transcription Professional Profile 5. Vital Signs
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Name_______________________
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
LECTURE OUTLINE I. Chapter Introduction A. Medical terminology is the language of health professionals. B. This chapter lays the foundation for this language and for an introduction to anatomy and physiology (A & P). C. Future chapters build on this foundation to help students understand anatomy and physiology and become fluent in the language. II. Anatomy and Physiology A. Anatomy 1. Anatomy is the study of internal and external structures of the human body. 2. Anatomy is Greek for “to cut apart.” 3. Microscopic anatomy studies the structures that can only be seen with magnification, like a microscope. a. Cytology is the study of cells. b. Histology is the study of tissues. 4. Macroscopic anatomy is the study of structures visible to the naked eye. a. Study of the skeletal system b. Looking at an X-ray B. Physiology 1. Physiology focuses on the functions and vital processes of body structures. 2. Physiology is the study of how anatomical structures function. 3. Physiology deals with all the vital processes of life and is more complex than anatomy with more subspecialties. a. Human physiology b. Animal physiology c. Cellular physiology d. Neurophysiology C. Putting it all together 1. Anatomy focuses on structures and how body structures are put together. 2. Physiology is the study of how these different structures work together to make the body function as a whole. 3. The design of the structure is often related to its function. 4. Human anatomy and physiology forms the foundation for all medical practice.
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
III. The Language A. Medical terminology 1. Each medical term has a basic structure on which to build, called a root word. 2. Prefixes and suffixes added to root words change or alter the meaning. B. Forming medical terms 1. If a suffix begins with a vowel, drop the vowel in the combining form. 2. When using prefixes, put the word parts in the order you say the definition; for example before birth is prenatal. C. Abbreviations 1. The medical profession uses abbreviations extensively. 2. Abbreviations are useful in simplifying long, complicated terms for diseases, diagnostic procedures, and therapies. IV. The Measurement Systems A. Two major systems of measurement used in the world today: 1. The U.S. Customary System (USCS) a. Used in the United States and Myanmar b. Based on the British Imperial System (English system) c. Different designations for length, weight, and volume d. Difficult to use because there is no common base and no relationship between units 2. The metric system (System International [SI]) a. Used everywhere else, especially in health care, science, and pharmaceutical companies b. Based on the power of 10 c. Relationship between units V. Language of Disease A. Disease is a condition in which the body fails to function normally. B. Eating habits, smoking, inherited traits, trauma, cancer, environmental factors, and aging can cause disease. C. Signs and symptoms of disease 1. Signs are definitive, objective, obvious indicators of wellness or an illness. a. Vital signs b. Lab values 2. Symptoms are more subjective and difficult to measure, like pain. 3. A syndrome is a group of signs and symptoms that commonly occur with a specific disease. D. Other disease terms 1. Diagnosis is the identification of a disease. 2. Prognosis is the prediction of the outcome of a disease. 3. Etiology is the cause of the disease.
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
VI. Homeostasis A. Homeostasis is the physiologic process that monitors and maintains a stable internal environment. B. Negative feedback 1. The feedback opposes the stimulus, bringing variable back to normal range. 2. Example: The hypothalamus in the brain uses a negative feedback loop to control body temperature and maintain homeostasis. C. Positive feedback 1. Increases the magnitude of a change instead of resisting change. 2. This kind of process is also known as a vicious cycle. 3. Not homeostasis. 4. An example of useful positive feedback is the recurrent contractions of the uterus during childbirth.
CLASSROOM ACTIVITIES 1. Make flash cards for students to learn to define medical terminology. Put root words on blue paper, suffixes on red paper, and prefixes on yellow paper. Then tape one of each to the board, asking students to define the term. Remove the suffix or prefix, replace it with another one, and ask them to define how the term changed. 2. Have students give examples of signs or symptoms of a disease. 3. Have students give examples of negative or positive feedback loops, or give them examples and have them decide if the example is negative or positive feedback loop.
TEACHING STRATEGIES 1. Take every opportunity to use medical terminology, and have students dissect the word to determine what it means. 2. When medical terminology is used, have students learn the abbreviations that apply to that term. 3. Jeopardy! is a wonderful game to play to teach students medical terminology. Categories can include root words, prefixes, suffixes medical terms, abbreviations, and medical definitions.
FACTOIDS 1. Many medical terms originate from the Latin language. Prior to the 1970s, students entering medical fields were encouraged to take Latin in high school. Latin is an extremely difficult language to learn, and few high schools even offer this subject today. 2. Hospitals regulate abbreviations used in medical documentation to maintain legality of the record. Each hospital has a standardized list of acceptable abbreviations, including things like HOB (head of bed), ROM (range of motion), HS (bedtime), and QID (four times a day). . Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
ETHICAL DILEMMAS 1. It is virtually impossible to understand the meaning of every medical term—no matter how long you are in the profession—because you will always run into a new word you’ve not heard before. Have students discuss the ethical consequences of “guessing” what a term means when you don’t want to take the time to look the term up and learn exactly what it refers to. 2. Hospitals are required to have a legally acceptable list of abbreviations that can be used in patient documentation. Ask students to explain what could happen if an abbreviation was used that others didn’t understand. Have students explain both the legal and ethical considerations of following this acceptable list of abbreviations.
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
ANSWERS TO TEST YOUR KNOWLEDGE Test Your Knowledge 1–1 Answers, p. 4 1. G 2. M 3. M 4. G 5. M Test Your Knowledge 1–2 Answers, p. 8 1. Acrocyanosis: blue extremities (condition of blue extremities) 2. Nephrologist: one who studies the kidneys 3. Cytomegaly: enlarged cells 4. Dermatitis: skin inflammation 5. Appendectomy: removal of the appendix 6. Removal of the stomach: gastrectomy 7. Disease of the bones: osteopathy 8. Electrical recording of the heart: electrocardiogram or EKG or ECG 9. Inflammation of the joints: arthritis 10. One who studies the nervous system: neurologist Test Your Knowledge 1–3 Answers, p. 13 1. a. vital sign b. not a vital sign c. vital sign d. not a vital sign e. not a vital sign f. vital sign g. vital sign 2. c 3. a 4. b ANSWERS TO THE CASE STUDY, P. 16 a. Where exactly in the hospital was the patient taken? To the intensive care unit b. Describe the patient’s color, heart rate, and breathing. Patient’s extremities are bluish, his heart rate is fast, and he is having shortness of breath. c. What is the medical term for what the x-ray is showing? Cardiomegaly d. What future facial surgery will he need? A nose job or rhinoplasty.
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
ANSWERS FOR REVIEW QUESTIONS, P. 16 Multiple Choice 1. c, 2. b, 3. b, 4. b, 5. d, 6. b, 7. c Fill in the Blank 1. arthroscope 2. Anatomy; physiology 3. liver; enlarged 4. vital 5. positive feedback (vicious cycle)
Short Answer 1. A diagnosis is the process of pinpointing the underlying cause of symptoms and signs, whereas a prognosis is the predicted outcome of the disease. 2. A phagocyte is a cell that ingests bacteria, viruses, and cellular debris. (Literally, a swallowing cell.) 3. Negative feedback is a process in which the body attempts to reverse any change in physiology, bringing the variable back to “normal.” Positive feedback is a vicious cycle. Positive feedback enhances a change in physiology, usually making the situation worse. 4. There are many examples of homeostasis in the body. All physiological variables are controlled by homeostasis, including blood pressure, blood pH, blood sugar, body temperature, and hormone levels, to name a few. All are regulated by negative feedback. For example, if blood pressure falls below normal levels, your body increases the heart rate and causes vasoconstriction. Increased heart rate and vasoconstriction increase blood pressure back toward normal. On the other hand, if blood pressure rises, the heart rate will decrease, and vasodilation will occur, decreasing blood pressure. 5. Jose has broken his leg. His symptoms may include pain, swelling, bruising, and decreased range of motion. The etiology is excessive mechanical forces that caused bone damage. His prognosis is that he will recover after rest and treatment. Treatment is immobilization for several weeks, rest, and perhaps surgery, depending on the severity of the break.
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Name ____________________________ CHAPTER 1 – WORKSHEET Multiple Choice 1) The study of body structures is A) anatomy. B) physiology. C) pathology. D) etiology. 2) The study of body functions is A) anatomy. B) physiology. C) pathology. D) etiology. 3) The study of disease is A) cytology. B) histology. C) physiology. D) pathology. 4) The physiological process that maintains a state of balance in the body is A) homeostasis. B) idiopathic. C) communicable. D) pathological. Fill in the Blank For each of the following abbreviations, please write out the whole term. 5) PRN_____________________________________________________ 6) SOB_____________________________________________________ 7) A&P_____________________________________________________ 8) BP______________________________________________________ 9) DX______________________________________________________ 10) NPO____________________________________________________
Worksheet – p. 1 of 2
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Matching Please match the following word parts with the appropriate definition. 11) _____ graphy 12) _____ cardi/o 13) _____ sub14) _____ hyper15) _____ arthr/o 16) _____ -logist 17) _____ brady18) _____ micro19) _____ -megaly 20) _____ -oma 21) _____ endo22) _____ hist/o 23) _____ cyt/o 24) _____ rhin/o 25) _____ path/o
A. Below B. Small C. Tumor D. Above normal E. Process of recording F. Tissue G. Specialist H. Cell I. Disease J. Nose K. Within L. Slow M. Joint N. Heart O. Enlargement
Worksheet – p. 2 of 2 . Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
ANSWER KEY Chapter 1—Worksheet 1) A 2) B 3) D 4) A 5) as needed 6) short of breath 7) anatomy & physiology 8) blood pressure 9) diagnosis 10) nothing by mouth 11) E 12) N 13) A 14) D 15) M 16) G 17) L 18) B 19) O 20) C 21) K 22) F 23) H 24) J 25) I
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Name____________________________________________ LABELING ACTIVITY INSTRUCTIONS: Please label the arteries or common pulse points in the following diagram.
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
LABELING ACTIVITY ANSWER KEY
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Chapter 2 THE HUMAN BODY: READING THE MAP
LEARNING OBJECTIVES ➯ List and describe the various body positions ➯ Define the body planes and associated directional terms ➯ Locate and describe the body cavities and their respective organs ➯ List and describe the anatomical division of the abdominal region ➯ Identify and locate the various body regions
MULTIMEDIA FOUND ON THE POWERPOINT LECTURE OUTLINE Videos 1. Body Positions 2. MRIs 3. Radiologic Technology Professional Profile 4. Surgical Technology Professional Profile 5. Ultrasound Interactive Labeling Activities 1. Body Cavities 2. Body Positioning
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
LECTURE OUTLINE I. Mapping the Human Body A. Body positions 1. To standardize the orientation for the study of anatomy, the anatomical position was developed: stand erect, face forward, feet apart, arms at side, palms forward 2. Supine: faceup 3. Prone: facedown 4. Trendelenburg: head lower than feet 5. Fowler’s: sitting at 45 degrees II. Directional Terms and Planes of Section A. Directional terms 1. Depends on comparison to other body parts 2. The point of reference is always from the patient’s point of view and is not dependent on which way the patient is facing you 3. Terms usually come in pairs a. Superior (cranial or cephalic): above, toward the head b. Inferior (caudal): below, toward the tail c. Medial: toward the midline d. Lateral: toward the side (away from the midline) e. Anterior (ventral): toward the front, belly f. Posterior (dorsal): back, toward the back g. Proximal: near the origin h. Distal: far from the origin i. Internal: inside the body j. External: near the outside of the body k. Superficial: near the surface l. Deep: far from the surface m. Central: near center of body n. Peripheral: near edges of body B. Body planes 1. Transverse or horizontal plane: divides body into superior and inferior parts 2. Sagittal plane: divides body into right and left pieces 3. Median or midsagittal plane: divides body into right and left halves 4. Frontal or coronal plane: divides body into anterior and posterior parts III. Body Cavities A. House and protect organs 1. Anterior cavity a. Divided by the diaphragm b. Thoracic cavity . Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
i. The thoracic cavity is superior to the diaphragm ii. Contains heart, lungs, blood vessels c. Abdominopelvic cavity: inferior to diaphragm. i. Abdominal cavity a. Superior to imaginary line at pelvis b. Contains abdominal organs: stomach, intestines, liver, gallbladder, pancreas, and spleen ii. Pelvic cavity a. Inferior to imaginary line at pelvis b. Contains pelvic organs such as the urinary bladder, reproductive system, rectum, and anus 2. Dorsal cavity a. Cranial cavity houses the brain b. Spinal cavity houses the spinal cord 3. Many smaller cavities throughout the body IV. Body Regions A. The abdominal region divided into nine quadrants 1. Epigastric is superior to the umbilical region. 2. The right and left hypochondriac is lateral to epigastric. 3. Umbilical region is located in the center, over the umbilicus. 4. Right and left lumbar regions are located on either side of the umbilical region. 5. The hypogastric region lies inferior to the umbilical area. 6. The left and right iliac regions are located on either side of the hypogastric region. B. It is simpler to divide the abdominal region into four quadrants with the center line of the inferior/superior and left/right division being the umbilicus; quadrants are generally abbreviated. 1. Right lower quadrant (RLQ): appendix 2. Right upper quadrant (RUQ): liver, gallbladder 3. Left lower quadrant (LLQ): rectum 4. Left upper quadrant (LUQ): spleen C. Additional body regions: every body part has a technical name
CLASSROOM ACTIVITIES 1. Have students demonstrate various body positions by moving their extremities into the various positions. 2. Play “Go to the Head of the Class.” Have all students start in the back of the classroom. Every time they answer a question correctly, they can move one seat forward until eventually they reach the head of the class. Rewards can be extra credit points, food, or privileges. 3. Play “Pin the tail on the anatomy.” Have students look for the body part based only on the technical name, or have blindfolded students directed to the point on the “body” by other students using only . Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
directional terms.
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
TEACHING STRATEGIES 1. Give students the names of organs, and ask them to identify in what body cavity the organs would be located. 2. The game “Operation” can be a wonderful teaching tool for body cavities, organs, and anatomical divisions. Play a game where students must answer questions related to the chapter to win a chance to remove one of the “organs” in the game board. Questions should include things like, “What is that organ called in real life?” or “What is the name for the body cavity where that organ is located?” If they successfully remove the organ without making the buzzer go off, they get to draw a card that awards them “money.” At the end of the game, they can use the money they’ve earned to buy rewards like extra credit points.
FACTOIDS 1. Species with a vertebral column are classified as vertebrates and include fish, amphibians, reptiles, birds, and mammals. The various planes apply to veterinary medicine as well, and add the term “rostral” to refer to the direction toward the nose. Dorsal and ventral describe the sides closest to the sky and closest to the ground in animals. The terms anterior and posterior are not necessarily the same as ventral and dorsal in four-legged animals or invertebrates like lobsters. 2. A sagittal plane divides the body into right and left, but does not have to run down the center of the body—it can divide the body at any point. If the plane does run down the center of the body, dividing the body in half, it is a midsagittal plane. 3. Ipsilateral means on the same side, whereas contralateral means on the opposite side.
ETHICAL DILEMMAS 1. Imagine that the doctor told you to surgically prepare the left hypochondriac region of the abdomen for surgery, and you didn’t know where that region was located. Ask students how they would go about finding out where that area was located. Ask them to discuss the ethics of “guessing” the location and potential consequences. 2. What obligation do you have to your patient to understand the information provided in this chapter? What consequences could occur if you fail to meet your obligation?
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
ANSWERS TO TEST YOUR KNOWLEDGE Test Your Knowledge 2–1 Answers, p. 26 1. Person should be standing face forward, palms out as in Figure 2-1. 2. Best body position for following circumstances a. Getting a back massage: prone b. Eating in a hospital bed: Fowler’s c. Watching television in bed: Fowler’s d. Watching the stars at night: supine 3. Give the opposite directional term a. Superior: inferior b. Posterior: anterior c. Caudal: cephalic (cranial) d. Ventral: dorsal e. Distal: proximal f. External: internal g. Superficial: deep h. Peripheral: central i. Medial: lateral 4. superficial 5. proximal; distal 6. superior 7. peripheral or pedal 8. central cyanosis Test Your Knowledge 2–2 Answers, p. 29 1. transverse or horizontal 2. anterior (ventral); posterior (dorsal) 3. midsagittal 4. Identify the major body cavity in which the following organs are located. a. Heart: thoracic or pericardial b. Spinal cord: spinal, dorsal, or vertebral c. Stomach: abdominal d. Lungs: thoracic or pleural e. Reproductive organs: pelvic f. Brain: cranial 5. nervous Test Your Knowledge 2–3 Answers, p. 35 1. oral 2. axillary 3. umbilical 4. lumbar 5. patellar 6. spleen or liver . Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
ANSWERS TO CASE STUDY, P. 36 a. right knee b. center of the chest (breastbone area) c. left arm d. no stomach pain e. in front of elbow f. feet ANSWERS TO REVIEW QUESTIONS, P. 37 Multiple Choice 1. a, 2. d, 3. d, 4. d, 5. a, 6. d Fill in the Blank 1. anatomical 2. supine 3. inferior; superior 4. brain 5. peripheral or acrocyanosis 6. midsagittal Short Answers 1. The organs found in the abdominal cavity are the liver, stomach, pancreas, spleen, gallbladder, small intestine, and part of the large intestine. 2. In the prone position a person is lying facedown. In the supine position a person is lying faceup. In Fowler’s position, a person is sitting up at a 45 to 60 degree angle. 3. There are three superior regions in the abdominal cavity. The medial superior region is the epigastric (above the stomach) region. The lateral superior regions are the hypochondriac (under the ribs) regions. Inferior to those three regions are two lateral regions, the lumbar regions, and a medial region, the umbilical region. The three most inferior regions are two lateral regions, the iliac regions and one medial region, the hypogastric (under the stomach) region.
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Name__________________________________ CHAPTER 2 – WORKSHEET Multiple Choice 1) In this position, a patient is lying on their back, faceup. A) Prone B) Supine C) Trendelenburg D) Fowler’s 2) In this position, a patient is lying on their stomach, facedown. A) Anatomical B) Trendelenburg C) Prone D) Supine 3) In this position, a patient is lying with the head of the bed lower than the feet. A) Trendelenburg B) Prone C) Fowler’s D) Anatomical 4) A patient is standing erect, with face forward, feet parallel, arms hanging to the side, and palms facing forward. What position is this patient in? A) Supine B) Anatomical C) Fowler’s D) Prone 5) A patient has a slightly blue discoloration to the fingers and toes. This is an example of _____ cyanosis. A) central B) peripheral C) lateral D) sagittal Fill in the Blank 6) _____ The plane divides the body into left and right portions. 7) The _____ plane divides the body into anterior and posterior parts. 8) Another name for the midsagittal plane is the _____ plane. 9) The _____ plane divides the body into superior and inferior parts. 10) The cranial and spinal cavities are both part of the larger _____ cavity. 11) The thoracic and abdominal cavities are part of the larger _____ cavity. Worksheet – p. 1 of 2 . Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Matching Please match the following terms with the correct definition. 12) _____ Sternal 13) _____ Pedal 14) _____ Pubic 15) _____ Axillary 16) _____ Cervical 17) _____ Epigastric 18) _____ Thoracic 19) _____ Gluteal 20) _____ Lumbar 21) _____ Oral 22) _____ Buccal 23) _____ Antecubital 24) _____ Digital 25) _____ Nasal
A. Foot region B. Neck region C. Cheek region D. Breastbone region E. Finger region F. Chest region G. Nose region H. Genital region I. Buttock region J. Superior central portion of the abdomen K. Front of the elbow L. Low back region M. Mouth region N. Armpit region
Short Answer/Essay 26. List three organs that might be found in the abdominal cavity. _________________________________________________________ _________________________________________________________ _________________________________________________________ 27. Give one example of an organ found in the thoracic cavity. _________________________________________________________ _________________________________________________________ _________________________________________________________
Worksheet – p. 2 of 2
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
ANSWER KEY Chapter 2—Worksheet 1) B 2) C 3) A 4) B 5) B 6) sagittal 7) frontal/coronal 8) median 9) horizontal/transverse 10) dorsal 11) ventral 12) D 13) A 14) H 15) N 16) B 17) J 18) F 19) I 20) L 21) M 22) C 23) K 24) E 25) G 26) Answers will vary, but may include stomach, intestines, liver, kidneys, bladder, etc. 27) Answers will vary, but may include heart, lungs, esophagus, etc.
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Name LABELING ACTIVITY #1 INSTRUCTIONS: Please label the cavities in the following diagram.
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
LABELING ACTIVITY #1 ANSWER KEY
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Name LABELING ACTIVITY #2 . INSTRUCTIONS: Please label the following regions.
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
LABELING ACTIVITY #2 ANSWER KEY
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Chapter 3
BIOCHEMISTRY: THE BASIC INGREDIENTS OF LIFE
LEARNING OBJECTIVES ➯ Differentiate between atoms, elements and ions ➯ Define pH, acids, and bases and their role in the body ➯ Describe chemical bonding and the role of water ➯ Describe the properties of a solution ➯ Distinguish among the types of biological molecules ➯ Explain metabolism ➯ Explain cellular respiration ➯ Explain the role of enzymes in physiology
MULTIMEDIA FOUND ON THE POWERPOINT LECTURE OUTLINE Videos 1. Biochemist Professional Profile Animations 1. Carbohydrates 2. DNA 3. Lipids 4. Proteins Interactive Activities 1. Cellular Metabolism
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
Name________________________________ CONCEPT MAP INSTRUCTIONS: Fill in the empty boxes with an appropriate term using the clues pvidroed.
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
ANSWER KEY
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
LECTURE OUTLINE I. Atoms, Elements, and Ions A. Element: the smallest unit of matter 1. Retains chemical properties 2. Abbreviated using first two letters of technical name 3. Trace elements: elements the body needs in small amounts B. Molecule: two or more elements joined together C. Atom: smallest unit of an element 1. Nucleus a. Protons: positively charged particles b. Neutrons: neutral or noncharged particles 2. Electrons: negatively charged particles that circle nucleus D. Ions 1. Atoms that gain or lose electrons 2. Polar: charged 3. Gain electron, negative charge 4. Lose electron, positive charge 5. Electrolytes: physiologically important ions found in the body. E. Acids and bases 1. pH: based on concentration of hydrogen ions 2. Measures relative strength of acids and bases 3. pH < 7 is acid; pH = 0 is neutral; pH > 7 is basic (alkaline) 4. Strong acids and bases are harmful to living tissue. 5. Acid/base balance is carefully regulated primarily by the renal and respiratory systems. II. Bonding A. Elements bound together to form molecules B. Three types of bonds 1. Ionic bonds: one atom gains electrons the other loses them. Molecule is polar. 2. Covalent bond: atoms share electrons equally. Nonpolar. 3. Polar covalent: atoms share electrons unequally. Polar. III. Water A. Chief liquid in biological systems B. Polar covalent—unique characteristics 1. Molecules classified based on relationship to water a. Hydrophilic: will mix with water; literally “water loving” b. Hydrophobic: will not mix with water; literally “water fearing” 2. Hydrogen bonds a. Weak bond between hydrogen on one molecule and oxygen on another b. Increased heat capacity, water heats up and cools off more slowly than air C. Solution
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
1. One substance dissolved in another 2. Solute: what’s dissolved 3. Solvent: the dissolver 4. Concentration: amount of solute in solution IV. Biological molecules A. Molecules found in living systems B. Contain mainly carbon, hydrogen, and smaller amounts of oxygen, nitrogen, phosphorous C. Four classes 1. Carbohydrates a. Two hydrogens and one oxygen for each carbon b. Used mainly for energy storage c. Hydrophilic d. Classification i. Monosaccharides: simple sugars, five to six carbons ii. Disaccharides: two monosaccharides bound together iii. Polysaccharides: chain of monosaccharides; starches; glycogen stored in the liver for energy 2. Lipids a. Two hydrogens for every carbon, very little oxygen b. Hydrophobic c. Used for energy storage, communication, protection d. Classification i. Fats and oils: glycerol and three fatty acid chains; familiar ii. Waxes: fatty acid chains and alcohol; most hydrophobic substance in body iii. Phospholipid: phosphate “head” hydrophilic; fatty acid “tails” hydrophobic; in cell membrane iv. Steroids: ringed lipids 3. Proteins a. Long chains of amino acids b. Have nitrogen in molecule c. Very versatile in function d. Structure determined by amino acid order 4. Nucleic acids a. RNA and DNA b. Long chains of nucleotides c. Genetic molecules V. Metabolism A. All the chemical reactions that take place in cells 1. Anabolism: making large molecules from small ones; dehydration synthesis 2. Catabolism: breaking down large molecules into small; hydrolysis
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
B. Enzymes 1. Most chemical reactions too slow to sustain cells 2. Enzymes speed up (catalyze) reactions a. Protein molecules b. Not used up in reaction c. Molecules bind to enzyme and are carried through reaction d. Characteristics i. Specificity: only certain reactions can be sped up ii. Competition: molecules can compete for enzyme iii. Inhibition: enzyme can be prevented from working iv. Saturation: enzymes can be filled up C. Cellular energy and ATP 1. Cellular respiration a. Uses glucose and oxygen b. Makes carbon dioxide and water as waste c. Makes lots of ATP 2. ATP a. A nucleotide (adenine) and three phosphates b. Remove one phosphate, release energy to use to run metabolism
CLASSROOM ACTIVITIES 1. Assign students in the roles of enzymes and substrates. Have them act out enzyme activity. Demonstrate specificity, competition, inhibition, and saturation. 2. Provide students with descriptions of a number of molecules. Using the characteristics of biological molecules; ask students to classify the molecules.
TEACHING STRATEGY 1. Many biological molecules and their characteristics are familiar to students. Use as many familiar examples as possible to illustrate the characteristics of different classes of biological molecules.
FACTOID 1. Fat has nearly twice as many calories as carbohydrates or proteins.
ETHICAL DILEMMA 1. Fat is needed by the body for many vital functions such as a properly functioning immune system. However, it gets a very bad rap because of our diet-conscious society and a negative association with the word fat. This can cause some people to
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
engage in nonhealthy diets because they do not understand the need for fat intake and the various types of fats. Do you think a campaign should be launched to better explain this?
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition
ANSWERS TO TEST YOUR KNOWLEDGE Test Your Knowledge 3–1 Answers, p. 47 1. atom 2. ions 3. electrolytes 4. solute; solvent 5. acid, decrease Test Your Knowledge 3–2 Answers, p. 50 1. biological 2. amino acids 3. lipids 4. a. hydrophilic b. hydrophobic c. hydrophobic 5. energy Test Your Knowledge 3–3 Answers, p. 53 1. b 2. a 3. c 4. removed ANSWERS TO THE CASE STUDY, P. 54 A. Diuretics have side effects, including depletion of the electrolyte potassium. The chief side effect of low potassium is heart palpitations. B. She needs a potassium supplement and counseling concerning the dangerous practice of using diuretics to lose weight. C. Diuretics help rid the body of excess water and are therapeutic in a number of conditions, but are not to be used for weight loss, as this is not a true weight loss, and this practice has potentially dangerous side effects.
ANSWERS TO REVIEW QUESTIONS, P. 55 Multiple Choice 1. d, 2. b, 3. c, 4. c, 5. d Fill in the Blank 1. ions 2. polar covalent
. Colbert , Ankney, Lee, Instructor’s Resource Manual for Anatomy and Physiology for Health Professions: An Interactive Journey, 2nd Edition