Solution Manual for Anatomy & Physiology, 1st Edition by Elizabeth Co

InstructorManualfor c c



Anatomy & Physiology 1st Edition Elizabeth Co
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Chapterc1-28
ElizabethcCo,cAnatomycandcPhysiology,cFirstcEditionc2023,cCorecISBNc9780357802212;cChapterc1:cT
hecArtcandcSciencecofcLearningcincAnatomycandcPhysiology

Table of Contents
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PurposecandcPerspectivecofcthecChapter ...................................................................................... 2
KeycTerms ................................................................................................................................... 2
ChaptercOutline ........................................................................................................................... 2
DiscussioncQuestions .................................................................................................................. 3
AdditionalcActivitiescandcAssignments .......................................................................................... 4
AdditionalcResources ................................................................................................................... 4
ExternalcVideoscorcPlaylist .......................................................................................................................... 4
InternetcResources ..................................................................................................................................... 4
Appendix ..................................................................................................................................... 5
GenericcRubrics .......................................................................................................................................... 5
StandardcWritingcRubric ............................................................................................................................. 5
StandardcDiscussioncRubric ........................................................................................................................ 5




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,Purpose and Perspective of the Chapter
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cThecpurposecofcthiscchaptercisctocintroducecthecstudentctocmethodscandctechniquescthatcwillchelpct
hemcunderstandcthecconceptscrelatedctocanatomycandcphysiology.cThiscchaptercbeginscwithcacdisc
ussionccenteredcaroundcthecsciencecofclearningcandcthecstagescofctheclearningcprocess.
Additionally,cthiscchaptercdefinescaclearningcobjectivecandchelpscstudentsctocunderstandchowclear
ningcobjectivesccanchelpcthemctocknowcwhatctheircinstructorcfeelsciscimportantcandcwantscthemctoc
know.cThiscknowledge,calongcwithcthecmethodscandctechniques,cwillchelpcstudentsctocdevisecacpr
ocessctocassistcwithchoningctheircskillscincpreparingctocgivecbackcinformationclearnedconcdifferingct
ypescofcassessments.cFinally,cthiscchaptercteachescstudentschowctocreadcandctransfercanatomical
cknowledgeclearnedcfromcviewingconecimagectocvariouscothercimages,cascopposedctoctryingctocme

morizecthecoriginalcimage.c Similarlycstudentscarectaughtchowctocunderstandcthecimagescofcphysio
logicalcprocessescbycfirstcunderstandingcthecsymbolscusedcincthecimagecandcthencincorporatingcth
atcunderstandingcintocwhatctheycknowcaboutcphysiologicalcprocesses.c Eachcsectioncofcthiscchapt
ercfocusesconcmetacognitivecapproachescthatcstudentsccancusectocbecsuccessfulcincthisccourse.

Key Termsc

Logcinctoccengage.comcascancinstructorctocdownloadcaclistcofckeyctermscseparatedcbycchapter.cT
hectextbookcandceBookcincludecacdetailedcglossary,candcthecMindTapccoursechascacglossarycap
p.
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Chapter Outline c


I. ThecSciencecofcLearning
a. Thereciscacsciencectoclearningcandcmasteringccontent.cThinkingccriticallycandcapplyingct
hecinformationcyouclearnciscthecaimcofcthiscprocess.
b. Therecarecthreecstagescofclearning:
1. Foreign
2. Familiar
3. Mastery
c. Duringcthecforeigncstage,cacbeginningclearnerciscexposedctocthecinformationcforcthecfirstcti
me.cIncmanyccases,cthiscoccurscincacclassroomcsetting.cThroughcacvarietycofclearningcst
rategies,cknowledgecofcthecinformationcorcsubjectccancbecachieved.cThesecstrategiesci
ncludecstory-telling,cmnemoniccdevices,cchunking,candcretrievalcpractice.
1. Story-telling—creatingc storiesc toc helpc rememberc information
2. Mnemonicc devicesc —usingc acrhymec orc songctoc rememberc information
3. Chunking—groupingc itemsc together
4. Retrievalc practice—memoryc strengthening
d. Aclearnerccanctransitioncfromcthecforeigncstagectocthecfamiliarcstagecthroughcrepetitivec
exposurectocthecmaterial.cThisccancoccurcby:
1. Reading/rereadingcthecnotes
2. Copyingcthecnotescacsecondctime
3. Watchingcandcrewatchingclectures
4. Readingcandcrereadingcthectextbook
5. Usingcflashcardsctocmemorizecterminology
e. Thectransitioncfromcfamiliarityctocthecmasterycstagecoccurscthroughcpractice.cThischapp
enscthroughcteachingcorcexplainingcthecmaterialctocsomeonecelse,cdrawingcacstructur
ecorcstructures,cwritingcancexplanationcofcacconcept,crecreatingcacgraphcwith




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, explanations,ccompletingcpracticecproblems,corcansweringcthecquestionc—
whatchappenscifctheseccomponentscdon’tcwork?”.
II. Bloom’scTaxonomycofcCognitivecLearning
a. Bloom’scTaxonomyciscanceducationalcframeworkcforcevaluatingcthecskillscusedcincacquest
ioncorctask.cItciscbasedconcthecconceptcthatcdifferentcquestionctypescrequirecdifferentcsk
ills.cAdditionally,cthecskillscbuildconconecanother.cForcexample,cyouccannotcapplycinfor
mationcifcyouccannotcremembercitcfirst.
b. Bloom’sctaxonomyclevelscbegincwithcrememberingcinformation.cRememberingccancleadct
ochigherclevels,csuchcascunderstandingcandcapplyingc(seecfigurec1.03).
III. Learningcobjectives
a. Learningcobjectivesc(LOs)carecgoalscassignedcbycancinstructorcthatchelpcstudentsctocunde
rstandcwhatctheycarecexpectedctocknow.cTheyccancalsocimprovectransparencycbetween
cstudentcandcinstructor.cIncthisctext,ctheycareclocatedcatcthecbeginningcofceachcsectionca

ndcthecendcofceachcchapter.cStudentscshouldcbecawarecthatcancinstructorcmaycprovidec
additionalclearningcobjectives.
b. Forcdetailscregardingcthecanatomycofcaclearningcobjectivecpleasecseecfigurec1.04.
IV. ThecAnatomycofcArt
a. Imagectransferencecincancanatomycandcphysiologyccourseciscvaluable.cUnderstandingcan
atomycandcphysiologycrequirescvisualclearning.cOnecexampleciscrecognizingcthree-
dimensionalcgrosscanatomycthroughcdiagrams,cthencapplyingcthiscinformationctocotherc
visualsc(x-rayscandcothercmedicalcimaging).
b. Tocunderstandcthecgrosscanatomycdiagrams,cstartcwithcacpointcofcreferencecandcbuildcf
romcthere.
c. Histologicalcimagescarecusedctocunderstandcmicroscopiccanatomy.
d. Diagramscarecalsochelpfulctocunderstandcphysiologicalcprocesses.cThecbestcapproachcisct
ocstartcwithcunderstandingcwhatcthecdiagramciscshowingcoverall.cFromcthere,cstudentscs
houldcfollowcarrowscorcothercsymbolscasctheycshowcprogressioncthroughcthec process.
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Discussion Questions c

Youccancassigncthesecquestionscincseveralcways:cascacdiscussioncforumcincyourcLMS;cascac
whole-classcdiscussioncincperson;corcascacpartnercorcgroupcactivitycincclass.
1. Discussion:c Howctoc learn.c Durationc 5–10cminutes.
a. Question:cWhatctechniquescorcpracticeschavechelpedcyouclearncincthecpast?
i. There’scnocrightcorcwrongcanswerctocthiscquestion.cThecstudentscshouldcs
pendcsomectimecthinkingcandcreflectingconctechniquescthatchavechelpedcth
emclearncincthecpast.cEmphasizecthatcifcitchascworkedcforcthemcincthecpast,c
thenctheycshouldctryctoccontinuecthosectechniquescinctheircanatomycandcp
hysiologyccourse.
2. Discussion:cLearningcincanatomycandcphysiology.cDurationc5–10cminutes.
a. Question:cWhatcpracticescandctechniquescdocyoucthinkcworkcbestcforclearningc
conceptscincanatomycandcphysiology?
i. Answer:cThereciscnocrightcorcwrongcanswer.cThecgoalcisctocgetcstudentsctocb
rainstormcdifferentclearningctechniquescthatcmaycbenefitcthemcduringc theirc
anatomycandcphysiologyccourse.cIfcthereciscactechniquecorcapproachcthatcth
eychavecnotctriedcbefore,cencouragecthemctocattemptctocusecitcifctheycthinkcitc
soundsclikecitccouldcbecbeneficial.cYouccouldcalsocsuggestctechniquescthatc
havecworkedcforcyoucincyourcowncacademiccpursuits.




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Additional Activities and Assignments
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1. UsingcBloom’scTaxonomy:cThiscactivitycwillcallowcstudentsctocgaincacbetterc
understandingcofcBloom’sctaxonomy.
a. DividecstudentscintocsmallcgroupscandchavecthemclookcovercBloom’sctaxonomy.cTh
eycshouldcbegincbycdefiningcthecvariousclevels.cAftercdefiningceachclevel,chavecthecs
tudentscsuggestcdifferentcverbscthatcrelatectoceachclevel.cTheseccancbecrecordedcfo
rcthecstudentscandcdisplayedcsocthatctheyccancseectheircowncsuggestions.cHavecthe
mccomparectheircsuggestionsctoccommoncverbscthatcareclistedcincthecfollowingcform.
cAdaptcthiscactivitycforconlinecusecbycusingcacdiscussioncboard.

b. Bloom’scTaxonomycActioncVerbs
2. Creatingcyourcownclearningcobjectives:cThiscactivitycwillcallowcstudentsctocexperiencect
hecanatomycofcaclearningcobjective.
a. Studentscshouldcthinkcaboutcancactivitycthatctheycdoceverycday.cThisccouldcbecso
methingcascsimplecascbrushingctheircteethcorcputtingconcclothes.cHavecthecstuden
tsclistcacfewcstepscinvolvedcincaccomplishingcthectask.cNext,chavecthemcwriteclear
ningcobjectivescrelatedctocthecstepscofcthectaskcthatctheycchose.c Allowcthemctocex
changectheirclistscwithcothercstudents.cTocadaptcthisctocanconlinecclassroom,cthisc
activityccouldcbecturnedcintocacgroupcproject,corcacdiscussioncboardccouldcbecuse
d.
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Additional Resources c



External Videos or Playlist
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 CengagecA&PcYouTubecPlaylist

Internet Resourcesc

 WhatciscBloom’scTaxonomy?carticle
 Howctocwritecaclearningcobjectivecarticle
 Learningcstylescarticle
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