Type:
Solution Manual
Resource:
Essentials of Human Anatomy & Physiology
Edition:
12th Edition
Author(s):
Elaine N. Marieb Suzanne M. Keller
INSTRUCTOR GUIDE/TEST BANK Sandra Hutchinson SANTA MONICA COLLEGE
Patty Bostwick-Taylor FLORENCE-DARLINGTON TECHNICAL COLLEGE
Essentials of Human Anatomy & Physiology TWELFTH EDITION
Elaine N. Marieb
Table of Contents
PREFACE
v
INSTRUCTOR GUIDE CHAPTER 1
The Human Body: An Orientation
1
CHAPTER 2
Basic Chemistry
11
CHAPTER 3
Cells and Tissues
22
CHAPTER 4
Skin and Body Membranes
34
CHAPTER 5
The Skeletal System
42
CHAPTER 6
The Muscular System
52
CHAPTER 7
The Nervous System
62
CHAPTER 8
Special Senses
74
CHAPTER 9
The Endocrine System
83
CHAPTER 10 Blood
93
CHAPTER 11 The Cardiovascular System
101
CHAPTER 12 The Lymphatic System and Body Defenses
113
CHAPTER 13 The Respiratory System
123
CHAPTER 14 The Digestive System and Body Metabolism
134
CHAPTER 15 The Urinary System
146
CHAPTER 16 The Reproductive System
154
Multimedia Resource Distributors
164
iii
TEST BANK CHAPTER 1
The Human Body: An Orientation
T-1
CHAPTER 2
Basic Chemistry
T-23
CHAPTER 3
Cells and Tissues
T-46
CHAPTER 4
Skin and Body Membranes
T-73
CHAPTER 5
The Skeletal System
T-93
CHAPTER 6
The Muscular System
T-119
CHAPTER 7
The Nervous System
T-144
CHAPTER 8
Special Senses
T-175
CHAPTER 9
The Endocrine System
T-198
CHAPTER 10 Blood
T-225
CHAPTER 11 The Cardiovascular System
T-247
CHAPTER 12 The Lymphatic System and Body Defenses
T-275
CHAPTER 13 The Respiratory System
T-303
CHAPTER 14 The Digestive System and Body Metabolism
T-329
CHAPTER 15 The Urinary System
T-357
CHAPTER 16 The Reproductive System
T-385
iv
TABLE OF CONTENTS
Preface
The Instructor Guide/Test Bank to accompany the Twelfth Edition of Essentials of Human Anatomy & Physiology by Elaine N. Marieb features a wealth of information for the human anatomy and physiology instructor.
Organization of This Guide This guide is divided into two sections. The first section, the Instructor Guide, includes eight subsections for each chapter: Chapter Summary, Suggested Lecture Outline, Learning Objectives, Resources for Teaching Online, Lecture Hints, Classroom Demonstrations and Student Activities, and Multimedia. (Note: A list of Key Terms for each chapter can be found in the Instructor Resources section of Mastering A&P, and in the Instructor Resources Center in the Pearson online catalog, at http://www.pearsonhighered.com.) The second section, the Test Bank, contains test questions for each chapter. Chapter Summaries. Chapter summaries give a brief synopsis of the material that is covered within the chapters. Each summary references the significance of the chapter in relation to the study of anatomy and physiology, and all major topics are highlighted in the order in which they appear. Suggested Lecture Outlines. These outlines provide a quick overview of the chapter content and include page references to the text. Learning Objectives. These lists include all of the learning objectives in each chapter. Resources for Teaching Online. This section is comprised of two parts: Discussion Board Topics and Integrating Interactive Physiology. In Discussion Board Topics, questions concerning specific Homeostatic Imbalance sections are provided (along with possible student responses). A list of science websites, as well as search terms to garner relevant articles, is also provided. In Integrating Interactive Physiology, relevant pages from the Essentials of Interactive Physiology® program are cited. Lecture Hints. Lecture hints provide useful information for creating lectures, including topics that are common student pitfalls, creative tips for clarifying difficult concepts with analogies and short demonstrations, and ideas for discussion topics that can add interest to the class. Key points emphasize the pedagogical relevance of each lecture hint. Classroom Demonstrations and Student Activities. The suggestions provided here address the need to have students actively involved in their learning. The activities run the gamut from participatory group activities to library research topics. Because most courses for this text do not have lab sessions, many of the demonstrations included here use models and simple laboratory equipment. Hopefully, these student-oriented activities will enable students to solidify their understanding or substantially expand it.
v
Multimedia. This section contains listings of videos and software. Each title description includes the following information, when available: title, distributor code, length of title, year of release, and format, as well as a brief description of the topics that are covered. If a listing is of particular interest, it is recommended that you check your own college’s multimedia catalog. If the title is not available there, request it from the distributor listed. The distributors’ addresses, phone numbers, and web addresses are in the List of Media Distributors that appears at the end of the Instructor Guide. List of Media Distributors. This helpful list provides contact information for more than 40 distributors of educational, multimedia materials. The first part of this appendix provides a key to the media distributors that are referenced under Multimedia in the Instructor Guide. The second part of this appendix lists additional media resources. Test Bank. The test bank contains multiple-choice, true/false, matching, and essay questions, and it is intended to provide a foundation of test items of varying difficulty that can be used as written or modified to correlate with the personal focus of your own class. Page references to the main text and the Bloom’s taxonomy level are provided for each question. All questions are assignable and can be automatically graded in Mastering A&P.
Acknowledgments Instructor Guide I would like to express my appreciation and gratitude to Anastasia Slesareva, Content Producer for this project. It was a pleasure to work with her on this 12th edition of the Instructor Guide. Thank you also to Lauren Harp, Senior Courseware Portfolio Manager, for her support in this project. I am indebted to my wonderful husband, Brian, who was my sounding board and clinical guru, providing a physician’s perspective on the material within this edition of the Instructor Guide, as well as for the previous editions. I also thank my wonderful and amazing children, Ian and Mia, for their unfaltering support and pride for my work on this project. I would like to dedicate my work on the Instructor Guide to my parents, Sam and Sonoko Ikeda, for instilling my love of science, writing, and teaching, as well as to all of my incredible students at Santa Monica College who inspire me every day. Sandra C. Hutchinson Santa Monica College, Santa Monica, CA
Test Bank A heartfelt thank-you to Anastasia Slesareva for being a supportive, expedient, and efficient associate on this journey through the revision process! The opportunity to work on the Test Bank for Essentials of Human Anatomy & Physiology by Elaine N. Marieb has been a privilege and a joy. It gives me great pleasure to think that my contributions to the Test Bank may make your life easier when planning an assessment for your students. I hope these questions prod your students to pause and appreciate how fascinating the human body really is! Last, thank you to my family for allowing me quiet time to work on this project. Patty Bostwick Taylor Florence–Darlington Technical College, Florence, SC vi
PREFACE
Instructor Guide
CHAPTER
1
The Human Body An Orientation
Chapter Summary Chapter 1 emphasizes the relevance of anatomy and physiology in explaining the phenomena that occur in the body every day. It introduces and establishes the framework upon which all the other chapters are built. This chapter provides the necessary terminology so that instructor and students are all “speaking the same language.” It begins by defining the key terms anatomy and physiology, and then continues to describe the ways in which these key terms are interrelated. It is important that students understand the concept of complementarity of structure and function in the body. Structure determines function; the various body structures in their form are most efficient for the particular function that the structure performs. This concept will help students to master the more difficult material in future chapters. It is also important to emphasize to students that this course is similar to a language class in that new, unfamiliar terminology will be introduced; this course requires students to begin to learn the language of medicine. This language is a universal one shared by medical professionals across various specializations, and it is one that the students will repeatedly “speak” in their future allied health careers. Levels of hierarchical structural/anatomical organization in the body are presented next, beginning with the atomic building block level and progressing through to the highest level of organization, the human body. A brief overview of each organ system follows, with a focus on the ways in which all the organ systems are interconnected into a working whole. This concept is presented through the discussion of the eight necessary life functions, since it is important for students to understand that each of the organ systems has several functions and that any given function is actually carried out by several organ systems working together. For example, excretion is not only overseen by the urinary system; it is also carried out and/or monitored by the endocrine, integumentary, respiratory, and cardiovascular systems. The five survival needs of the body to accomplish the necessary life functions are then discussed. The next section then provides the basic terminology that will be used and expanded upon throughout the text. Instructors should emphasize anatomical position and the midline of the body as an axis point. To that end, directional terms referencing trunk attachment points, such as proximal and distal, or midline reference points, such as medial and lateral, are introduced. Regional terms are then discussed to address anterior and posterior body landmarks. Terminology for body sections and planes, as well as classification of body cavities and their respective components, round out the introduction of medical terminology. The final section of this chapter ends with a discussion of homeostasis, the ability of the organ systems to cohesively function to respond to the ever-changing environment, as well as consequent disease states that occur when homeostasis cannot be achieved or resolved. Students appreciate the image of the dynamic body continually striving to maintain balance and equilibrium.
..
1
Suggested Lecture Outline I. An Overview of Anatomy and Physiology (pp. 1–2) A. Anatomy (pp. 1–2) B. Physiology (p. 2) C. Relationship between Anatomy and Physiology (p. 2)
TEACHING TIP
II. Levels of Structural Organization (pp. 2–7)
Build a language of biology. Use commonly used words to help students decipher the meanings of anatomic terminology. For example, for hypergastric, break the word down to hyper (use a word like hyperactive to lead the students to understand hyper means “more than”) and gastric (similarly, use the term gastric bypass surgery, from which the students will derive the word stomach). Have students make flash cards of commonly encountered A&P word roots, prefixes, and suffixes, then have students combine the word parts in different ways to create new terms. In discussing medical conditions, point out the use of these same word parts to form medical terms. Students are usually excited to see how quickly their vocabulary expands with their increasing knowledge of word parts.
A. From Atoms to Organisms (pp. 2–3) B. Organ System Overview (pp. 3–7) 1. Integumentary System 2. Skeletal System 3. Muscular System 4. Nervous System 5. Endocrine System 6. Cardiovascular System 7. Lymphatic System 8. Respiratory System 9. Digestive System 10. Urinary System 11. Reproductive System
III. Maintaining Life (pp. 7–12) A. Necessary Life Functions (pp. 7–9) 1. Maintaining Boundaries 2. Movement 3. Responsiveness 4. Digestion 5. Metabolism 6. Excretion 7. Reproduction 8. Growth
MEDIA TIP
B. Survival Needs (pp. 9, 12)
NOVA: Inside the Human Body(PBS; 240 min., 2004). Using microphotography, NOVA presents the microworld of the human body. Inside the Human Body (National Geographic; 50 min., 2007). The development of the human body from birth to old age is viewed through microscopic videography.
IV. The Language of Anatomy (pp. 12–19) A. Anatomical Position (p. 12) B. Directional Terms (p. 12) C. Regional Terms (pp. 12, 15) 1. Anterior Body Landmarks 2. Posterior Body Landmarks D. Body Planes and Sections (p. 15) E. Body Cavities (pp. 15–19) 1. Dorsal Body Cavity 2
INSTRUCTOR GUIDE FOR ESSENTIALS OF HUMAN ANATOMY & PHYSIOLOGY, 12e
..
2. Ventral Body Cavity 3. Other Body Cavities
V. Homeostasis (pp. 19-20) A. Components of Homeostatic Control Systems (p. 19) B. Feedback Mechanisms (pp.19-20) Note: For a list of Key Terms for this chapter, please see the Instructor Resource DVD, or visit the Instructor Resource Center for this title online, at www.pearsonhighered.com.
Learning Objectives 1-1
Define anatomy and physiology.
1-2
Explain how anatomy and physiology are related.
1-3
Name the six levels of structural organization that make up the human body, and explain how they are related.
1-4
Name the organ systems of the body, and briefly state the major functions of each system.
1-5
Identify and classify by organ system all organs discussed.
1-6
List eight functions that humans must perform to maintain life.
1-7
List the five survival needs of the human body.
1-8
Verbally describe or demonstrate the anatomical position.
1-9
Use proper anatomical terminology to describe body directions, surfaces, and body planes.
1-10 Locate the major body cavities, and list the chief organs in each cavity. 1-11 Define homeostasis, and explain its importance. 1-12 Define negative feedback, and describe its role in maintaining homeostasis and normal body function.
Resources for Teaching Online Discussion Board Topic: Homeostatic Imbalance – Aging In the textbook on page 20, the Homeostatic Imbalance section explains that most disease results from the disturbance of homeostasis. Engage your students by using the following discussion question in lecture or by posting it to the discussion board on your course management system.
Discussion Question The textbook cites aging as a cause of homeostatic imbalance, where body processes become inefficient, thus leading to changes in the body, including higher incidences of illness. One aging-related disease is osteoarthritis. Why is osteoarthritis common in elderly populations? What is the age of onset? How can osteoarthritis be caused in non-elderly populations?
..
CHAPTER 1 The Human Body: An Orientation
3
Which medical imaging techniques are used to diagnose osteoarthritis? What are the current treatment options for osteoarthritis?
Potential Student Responses: 1. Osteoarthritis is also known as the “wear and tear” arthritis. Over time, the articular cartilage will erode, tendons and ligaments can stretch, and bones can generate friction against each other. Most people over 60 years of age will have some degree of osteoarthritis. Osteoarthritis can also be a secondary result of a trauma or repetitive occupational/sports-related joint stress from overuse, which can occur even as early as in the 20s. Since osteoarthritis often affects weight-bearing joints, obesity can prematurely cause osteoarthritis as well. The conventional diagnostic imaging technique is radiography, which will allow visualization of localized narrowing of the joint spaces, sclerosis, and/or bone spurs in the joint, which are all hallmark symptoms of osteoarthritis. In addition, other diagnostic techniques can be used. MRIs can detect reactive bone edema, soft tissue swelling, or cartilage and bone fragments in the joint; CTs can determine the degree of bone spur formation; and ultrasound can detect synovial cysts that may be found in association with osteoarthritis. Although there are no procedures to cure osteoarthritis, there are treatments to alleviate the pain associated with the disease. NSAIDs, acetaminophen, cortisone injections, physical therapy, synovial fluid injections, osteotomies, and joint replacement surgeries are some treatment options, depending on the degree of damage caused by osteoarthritis.
Investigate Online Take learning a step further by searching for relevant research articles on the web. Visit science websites, such as those listed below, and begin by searching for key terms such as accident and trauma, abdominal cavity, abdominopelvic organs, and solid organinjury and see how what you’re learning in the course applies to science and medicine today. www.sciencedaily.com www.scientificamerican.com www.the-scientist.com https://www.ncbi.nlm.nih.gov/pubmed www.aaos.org
Lecture Hints 1. To illustrate the basic concept of anatomy = structure and physiology = function, micrographs or models of organs or various cells of the body can be shown. An effective organ system to use as an illustration for structure dictating function is the respiratory system, where macroscopic structures such as the nasal passages and trachea are specialized for conduction of air, and structural characteristics to aid respiratory function can continue to be described down to the level of the alveoli, which are composed of simple squamous cells; the one-layer thickness allows simple diffusion of O2 and CO2. Other microscopiclevel examples are cells, such as macrophages that look and function similar to amoebas with their phagocytosis, as well as neurons that have extensive processes to facilitate cellular communication. 4
INSTRUCTOR GUIDE FOR ESSENTIALS OF HUMAN ANATOMY & PHYSIOLOGY, 12e ..