INSTRUCTOR'S MANUAL
FOR
ANATOMY & PHYSIOLOGY:
THE UNITY OF FORM AND FUNCTION
10th EDITION
Kenneth S. Saladin
Prepared by
David L. Evans
Revised by
Deborah J. McCool
Supplement Files Download Link at the end of this file
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
, CHAPTER 1: MAJOR THEMES OF
ANATOMY AND PHYSIOLOGY
Chapter Overview
Introduction
Chapter 1 explores the breadth of anatomy and physiology and the harmony of form and function. The
chapter reviews the history of biomedical sciences. The next section addresses the nature of the scientific
method, the inductive and hypothetico-deductive methods of thinking, and experimental design. Saladin
briefly delves into the evolution of humans as a way of explaining why we have the specific type of
structures that we have. Evolution can be a useful framework to make sense out of specific adaptations.
History is a useful approach to getting students to understand the way science works. Often students think
of science as just an assemblage of facts that they must memorize but lose sight of science as a dynamic
process. The chapter highlights the organizational hierarchy of the study of human anatomy and
physiology. Saladin discusses the characteristics of life in general and humans more specifically. The
author provides a summary of homeostasis, the primary unifying theme of physiology. Saladin then
presents the topic of dealing with medical terminology, its relationship to Greek and Latin , and how to
conquer both the spelling and pronunciation of the terms students will encounter during their study of
anatomy and physiology. This first chapter ends with a review of the major themes or unifying principles
behind the study of anatomy and physiology.
To access an Extended Chapter Outline, click on the Library/Instructor Resources tab in Connect.
Key Concepts
Here are some concepts that students should come away with after reading this chapter:
• the difference between anatomy and physiology and several sub-disciplines of each;
• unity of form and function;
• history of biomedical science;
• the modern scientific method;
• the difference between inductive and hypothetico-deductive methods;
• how experiments are designed and peer reviewed;
• the relationship among facts, laws, and theories;
• human origins and adaptations;
• the organizational hierarchy of human structure and its anatomical variations;
• characteristics of living things and their physiological variations;
• homeostasis including the importance of negative and positive feedback mechanisms;
• gradients and flow;
• an introduction to medical terminology along with some help with pronunciation;
• a review of medical imaging techniques.
Topics for Discussion
1. Investigate the history of science related to activities in the local area. This could be a near-by hospital
where an experimental procedure was first carried out, an agricultural experimental farm, or a research
lab.
2. List some familiar examples of homeostasis in the body: body temperature, osmoregulation, body
weight.
3. How can death be determined in humans?
4. Are viruses living things or not? Recently some very large viruses have been found so the question has
been taken seriously by some scientists. Sometimes the discussion of the question is more interesting
than the actual answer.
5. What are some of the ways that the environment affects the body? Temperature, humidity, and
availability of food are some aspects that might come up.
6
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
,6. What are some ways that fad diets or excesses of certain foods or dietary supplements might affect
homeostasis?
7. How are the form and function of body parts related? Give some examples of this interdependence.
8. What is the history of the light microscope? Get the students to make lists of body and cell imaging
techniques.
9. How are businesses like living things? Look over the characteristics of living things and think of
analogous functions and units within living things. Some examples: businesses with useful
characteristics will successfully adapt, grow and, reproduce (viz.: evolution), individual factories are
like cells, and corporate hierarchies are similar to the motor hierarchy in the nervous system.
10. How has society's view of science changed over the past 500 years?
11. If you really want a discussion going, try bringing up the Tuskeegee Study of syphilis-infected
African-American men who were denied free penicillin (or, apparently, any other meaningful
treatment) in the name of science. Sadly, the study was allowed to continue into the 1970’s and was
US government funded.
12. How has the pandemic involving COVID-19 changed the way that diseases are investigated? How has
the development of the vaccines changed from the normal timeline for development and testing of
vaccines?
Related Readings
Agur, A. and A.F. Dalley. Grant’s Atlas of Anatomy, 14th ed. Hagerstown, MD: Lippencott Williams &
Wilkins, 2016.
Anon. Scientific Style and Format: the CSE Manual for Authors, Editors, and Publishers, 8th ed.
Cambridge; New York: Cambridge University Press, 2014.
Anon. Physicians’ Desk Reference, 71st ed. Oradell, NJ: Medical Economics Company, Inc., 2017. The
reference book to get information about legal drugs.
Baigre, B.S. Scientific Revolutions. Upper Saddle River, NJ: Pearson, 2004. The author provides the
background and then reprints original and translated articles.
Billman, George E. “Homeostasis: The Underappreciated and Far too Often Ignored Central Organizing
Principle of Physiology,” Frontiers in Physiology (11:200), March 10, 2020.
Gilroy, A.M., et al. Atlas of Anatomy, 3rd ed. New York: Thieme Medical Publishers, Inc, 2016.
Hale, R.B. and T. Coyle. Albinus on Anatomy. New York: Dover Publications, Inc., 1988. This 18th
Century classic is still in print but downloadable too.
Henry, J. The Scientific Revolution and the Origins of Modern Science. London: Palgrave Macmillan, 2002.
Hitti, P.K. The History of the Arabs, 10th ed. London: Palgrave Macmillan, 2002. There is a section on
science in this classic reference.
Mahsood, E. “Arab Science: Blooms in the Desert,” Nature 416 (2002): 120-122.
Maziak, W. “Science in the Arab World: Vision of Glories Beyond,” Science 308 (2005): 1416-1418.
Milton, Katharine. “Diet and Primate Evolution,” Scientific American Special Editions 16, 3s, 22-29.
Philippe, N et al. 2014. “Pandoraviruses: Amoeba Viruses with Genomes up to 2.5 Mb Reaching that of
Parasitic Eukaryotes.” Science 341:281-86, 2013.
Saladin, K. Human Anatomy, 6th ed. Dubuque, IA: McGraw-Hill, 2020.
Simon, V. “Wanted: Women in Clinical Trials,” Science 308 (2005): 1517.
Strahlman, E. “Public Disclosure of Clinical Research,” The Lancet 373 (2005):1319-1320.
Topol, Eric J. Deep Medicine: How Artificial Intelligence Can Make Healthcare Human Again. Basic
Books, 2019.
Zuckerman, Gregory. A Shot to Save the World: The Remarkable Race and Ground-Breaking Science
Behind the Covid-19 Vaccine. Penguin Business, 2021.
Learning Strategies and Techniques
1. Join the Human Anatomy and Physiology Society (HAPS c/o Association Service Group 251 S.L.
White Blvd. P.O. Box 2945, LaGrange, GA 30241-2945) and receive the HAPS Educator and other
publications of the organization. The society is made up of other anatomy and physiology instructors
with problems just like yours. Sometimes great teaching tips come along and, by belonging, you can
get new ideas. There are additional advantages to joining: the HAPS list server which will allow you to
ask questions of others and get authoritative answers within a few days; receive free copies of the
7
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
, American Association of Anatomists journals; attend regional and annual general conventions. Finally,
even if you don’t join, you need to check out the What’s New pages—they will provide updates on the
newest research as well as teaching resources.
2. If you are teaching primarily first-semester students, you will find that they are very shy about asking
you questions. This is a very destructive habit and needs to be eliminated as soon as possible. Try to
reward those few students who do ask questions by praise for that vital habit. In addition to a verbal
reward, you might try giving out prizes each class for the best (or any!) question you get. I have used t-
shirts and bookmarks (get them printed up with your name and access information) but candy (watch
the peanut allergy issue), pencils, and pens do just as well. Some of our most important pieces of
equipment in science are questions.
3. Can you set up study groups? Get students that are geographically close to try working together with
their self-made flash cards. Some institutions go so far as to hire facilitators for these groups.
4. In the lab: correlate cross-sectional views of a human to that of a dissectible mannequin. Try to get
copies of X-rays, MRIs, PET, and CT scans to compare with the images in Atlas A which follows this
first chapter.
5. Obtain whole kidneys or brains from sheep or other livestock animals and compare them to dissectible
mannequin organs or (if you can get them) actual preserved human organs. Ask your students how
confident they would have felt 700 years ago going to a physician who had trained primarily using
livestock.
6. Emphasize the organizational hierarchy of the body: i.e., from sub-atomic particles to organ systems.
7. Try to get the students to relate negative feedback mechanisms in familiar physical objects to similar
mechanisms in their bodies. Some examples might include thermostats and pressure regulators.
8. Have students bring in newspaper clippings or Internet pages related to new biomedical developments.
Assign students to further research the specific topic and critique the article. Sometimes the articles are
inaccurate and, as the students gain more knowledge as your course progresses, they should be able to
pick up on the errors and propose corrections.
9. As the students become more sophisticated, have them look up the journal articles included in each
“Learning Strategies and Techniques” section. You can have them write reaction sheets on these. The
reaction sheets would include a summary of the major points of the article, how it relates to your
course content, and any specific points the student cannot understand. Challenge the student to find
independent means to gain this understanding. In this, as in other matters, keep in mind C.A.R.E.'s
motto: “If I give a hungry person a fish, I can feed the person for a day; if I teach a person to fish, I can
feed that person for a lifetime.” Teach fishing!
10. Try to facilitate study groups of about three students to work together. If students make their own flash
cards for studying, they can exchange decks with others after mastering their own set. Try to encourage
stronger students to make a cluster with a few weaker students. This latter arrangement can actually
help the better students too because it makes the ideas “gel” better when they mentor one another.
However, make it clear that the condition should never evolve to parasitism but to mutualism!
11. Some students will be greatly put off at first by those incredible polysyllabic monstrosities that we use
every day: terms such as sarcoplasmic reticulum or polymorphonucleocytes. Saladin, in his first
chapter, emphasizes the importance of this skill (Deeper Insights 1.4). Convince your students that
these terms are really quite easy if one learns the trick of translating them syllable-by-syllable. The
words will talk to you and tell you what they mean! Each syllable comes from a Latin or Greek root
with a specific meaning. Therefore, these words are actually easier once you get to know them than
more familiar English words such as “so,” because the scientific words have but one meaning and that
meaning is clear to anyone who has taken the time to learn to decode the roots. In lecture, make sure to
point out those roots in context as well so that they can add those study habits to their repertoire.
12. Publish or e-mail an anatomy and physiology newsletter every week or so. A desktop publisher would
be helpful but is not essential. Other more modern methods of newsletter dissemination could include
incorporating social media. The newsletter might have some or all of the following items:
• recent news items related to the week's work;
• lab directions and tips (save your voice!);
• homework questions;
• safety advice specific to that week's work;
• additional drawings or information;
8
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
FOR
ANATOMY & PHYSIOLOGY:
THE UNITY OF FORM AND FUNCTION
10th EDITION
Kenneth S. Saladin
Prepared by
David L. Evans
Revised by
Deborah J. McCool
Supplement Files Download Link at the end of this file
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
, CHAPTER 1: MAJOR THEMES OF
ANATOMY AND PHYSIOLOGY
Chapter Overview
Introduction
Chapter 1 explores the breadth of anatomy and physiology and the harmony of form and function. The
chapter reviews the history of biomedical sciences. The next section addresses the nature of the scientific
method, the inductive and hypothetico-deductive methods of thinking, and experimental design. Saladin
briefly delves into the evolution of humans as a way of explaining why we have the specific type of
structures that we have. Evolution can be a useful framework to make sense out of specific adaptations.
History is a useful approach to getting students to understand the way science works. Often students think
of science as just an assemblage of facts that they must memorize but lose sight of science as a dynamic
process. The chapter highlights the organizational hierarchy of the study of human anatomy and
physiology. Saladin discusses the characteristics of life in general and humans more specifically. The
author provides a summary of homeostasis, the primary unifying theme of physiology. Saladin then
presents the topic of dealing with medical terminology, its relationship to Greek and Latin , and how to
conquer both the spelling and pronunciation of the terms students will encounter during their study of
anatomy and physiology. This first chapter ends with a review of the major themes or unifying principles
behind the study of anatomy and physiology.
To access an Extended Chapter Outline, click on the Library/Instructor Resources tab in Connect.
Key Concepts
Here are some concepts that students should come away with after reading this chapter:
• the difference between anatomy and physiology and several sub-disciplines of each;
• unity of form and function;
• history of biomedical science;
• the modern scientific method;
• the difference between inductive and hypothetico-deductive methods;
• how experiments are designed and peer reviewed;
• the relationship among facts, laws, and theories;
• human origins and adaptations;
• the organizational hierarchy of human structure and its anatomical variations;
• characteristics of living things and their physiological variations;
• homeostasis including the importance of negative and positive feedback mechanisms;
• gradients and flow;
• an introduction to medical terminology along with some help with pronunciation;
• a review of medical imaging techniques.
Topics for Discussion
1. Investigate the history of science related to activities in the local area. This could be a near-by hospital
where an experimental procedure was first carried out, an agricultural experimental farm, or a research
lab.
2. List some familiar examples of homeostasis in the body: body temperature, osmoregulation, body
weight.
3. How can death be determined in humans?
4. Are viruses living things or not? Recently some very large viruses have been found so the question has
been taken seriously by some scientists. Sometimes the discussion of the question is more interesting
than the actual answer.
5. What are some of the ways that the environment affects the body? Temperature, humidity, and
availability of food are some aspects that might come up.
6
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
,6. What are some ways that fad diets or excesses of certain foods or dietary supplements might affect
homeostasis?
7. How are the form and function of body parts related? Give some examples of this interdependence.
8. What is the history of the light microscope? Get the students to make lists of body and cell imaging
techniques.
9. How are businesses like living things? Look over the characteristics of living things and think of
analogous functions and units within living things. Some examples: businesses with useful
characteristics will successfully adapt, grow and, reproduce (viz.: evolution), individual factories are
like cells, and corporate hierarchies are similar to the motor hierarchy in the nervous system.
10. How has society's view of science changed over the past 500 years?
11. If you really want a discussion going, try bringing up the Tuskeegee Study of syphilis-infected
African-American men who were denied free penicillin (or, apparently, any other meaningful
treatment) in the name of science. Sadly, the study was allowed to continue into the 1970’s and was
US government funded.
12. How has the pandemic involving COVID-19 changed the way that diseases are investigated? How has
the development of the vaccines changed from the normal timeline for development and testing of
vaccines?
Related Readings
Agur, A. and A.F. Dalley. Grant’s Atlas of Anatomy, 14th ed. Hagerstown, MD: Lippencott Williams &
Wilkins, 2016.
Anon. Scientific Style and Format: the CSE Manual for Authors, Editors, and Publishers, 8th ed.
Cambridge; New York: Cambridge University Press, 2014.
Anon. Physicians’ Desk Reference, 71st ed. Oradell, NJ: Medical Economics Company, Inc., 2017. The
reference book to get information about legal drugs.
Baigre, B.S. Scientific Revolutions. Upper Saddle River, NJ: Pearson, 2004. The author provides the
background and then reprints original and translated articles.
Billman, George E. “Homeostasis: The Underappreciated and Far too Often Ignored Central Organizing
Principle of Physiology,” Frontiers in Physiology (11:200), March 10, 2020.
Gilroy, A.M., et al. Atlas of Anatomy, 3rd ed. New York: Thieme Medical Publishers, Inc, 2016.
Hale, R.B. and T. Coyle. Albinus on Anatomy. New York: Dover Publications, Inc., 1988. This 18th
Century classic is still in print but downloadable too.
Henry, J. The Scientific Revolution and the Origins of Modern Science. London: Palgrave Macmillan, 2002.
Hitti, P.K. The History of the Arabs, 10th ed. London: Palgrave Macmillan, 2002. There is a section on
science in this classic reference.
Mahsood, E. “Arab Science: Blooms in the Desert,” Nature 416 (2002): 120-122.
Maziak, W. “Science in the Arab World: Vision of Glories Beyond,” Science 308 (2005): 1416-1418.
Milton, Katharine. “Diet and Primate Evolution,” Scientific American Special Editions 16, 3s, 22-29.
Philippe, N et al. 2014. “Pandoraviruses: Amoeba Viruses with Genomes up to 2.5 Mb Reaching that of
Parasitic Eukaryotes.” Science 341:281-86, 2013.
Saladin, K. Human Anatomy, 6th ed. Dubuque, IA: McGraw-Hill, 2020.
Simon, V. “Wanted: Women in Clinical Trials,” Science 308 (2005): 1517.
Strahlman, E. “Public Disclosure of Clinical Research,” The Lancet 373 (2005):1319-1320.
Topol, Eric J. Deep Medicine: How Artificial Intelligence Can Make Healthcare Human Again. Basic
Books, 2019.
Zuckerman, Gregory. A Shot to Save the World: The Remarkable Race and Ground-Breaking Science
Behind the Covid-19 Vaccine. Penguin Business, 2021.
Learning Strategies and Techniques
1. Join the Human Anatomy and Physiology Society (HAPS c/o Association Service Group 251 S.L.
White Blvd. P.O. Box 2945, LaGrange, GA 30241-2945) and receive the HAPS Educator and other
publications of the organization. The society is made up of other anatomy and physiology instructors
with problems just like yours. Sometimes great teaching tips come along and, by belonging, you can
get new ideas. There are additional advantages to joining: the HAPS list server which will allow you to
ask questions of others and get authoritative answers within a few days; receive free copies of the
7
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
, American Association of Anatomists journals; attend regional and annual general conventions. Finally,
even if you don’t join, you need to check out the What’s New pages—they will provide updates on the
newest research as well as teaching resources.
2. If you are teaching primarily first-semester students, you will find that they are very shy about asking
you questions. This is a very destructive habit and needs to be eliminated as soon as possible. Try to
reward those few students who do ask questions by praise for that vital habit. In addition to a verbal
reward, you might try giving out prizes each class for the best (or any!) question you get. I have used t-
shirts and bookmarks (get them printed up with your name and access information) but candy (watch
the peanut allergy issue), pencils, and pens do just as well. Some of our most important pieces of
equipment in science are questions.
3. Can you set up study groups? Get students that are geographically close to try working together with
their self-made flash cards. Some institutions go so far as to hire facilitators for these groups.
4. In the lab: correlate cross-sectional views of a human to that of a dissectible mannequin. Try to get
copies of X-rays, MRIs, PET, and CT scans to compare with the images in Atlas A which follows this
first chapter.
5. Obtain whole kidneys or brains from sheep or other livestock animals and compare them to dissectible
mannequin organs or (if you can get them) actual preserved human organs. Ask your students how
confident they would have felt 700 years ago going to a physician who had trained primarily using
livestock.
6. Emphasize the organizational hierarchy of the body: i.e., from sub-atomic particles to organ systems.
7. Try to get the students to relate negative feedback mechanisms in familiar physical objects to similar
mechanisms in their bodies. Some examples might include thermostats and pressure regulators.
8. Have students bring in newspaper clippings or Internet pages related to new biomedical developments.
Assign students to further research the specific topic and critique the article. Sometimes the articles are
inaccurate and, as the students gain more knowledge as your course progresses, they should be able to
pick up on the errors and propose corrections.
9. As the students become more sophisticated, have them look up the journal articles included in each
“Learning Strategies and Techniques” section. You can have them write reaction sheets on these. The
reaction sheets would include a summary of the major points of the article, how it relates to your
course content, and any specific points the student cannot understand. Challenge the student to find
independent means to gain this understanding. In this, as in other matters, keep in mind C.A.R.E.'s
motto: “If I give a hungry person a fish, I can feed the person for a day; if I teach a person to fish, I can
feed that person for a lifetime.” Teach fishing!
10. Try to facilitate study groups of about three students to work together. If students make their own flash
cards for studying, they can exchange decks with others after mastering their own set. Try to encourage
stronger students to make a cluster with a few weaker students. This latter arrangement can actually
help the better students too because it makes the ideas “gel” better when they mentor one another.
However, make it clear that the condition should never evolve to parasitism but to mutualism!
11. Some students will be greatly put off at first by those incredible polysyllabic monstrosities that we use
every day: terms such as sarcoplasmic reticulum or polymorphonucleocytes. Saladin, in his first
chapter, emphasizes the importance of this skill (Deeper Insights 1.4). Convince your students that
these terms are really quite easy if one learns the trick of translating them syllable-by-syllable. The
words will talk to you and tell you what they mean! Each syllable comes from a Latin or Greek root
with a specific meaning. Therefore, these words are actually easier once you get to know them than
more familiar English words such as “so,” because the scientific words have but one meaning and that
meaning is clear to anyone who has taken the time to learn to decode the roots. In lecture, make sure to
point out those roots in context as well so that they can add those study habits to their repertoire.
12. Publish or e-mail an anatomy and physiology newsletter every week or so. A desktop publisher would
be helpful but is not essential. Other more modern methods of newsletter dissemination could include
incorporating social media. The newsletter might have some or all of the following items:
• recent news items related to the week's work;
• lab directions and tips (save your voice!);
• homework questions;
• safety advice specific to that week's work;
• additional drawings or information;
8
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
