Laboratory Manual
, Anatomy and Physiology
Laboratory Safety Guidelines*
1. pon entering the laboratory, locate exits, fire extinguisher, fire blanket, chemical shower,
U
eyewash station, first aid kit, containers for broken glass, and materials for cleaning up spills.
2. o not eat, drink, smoke, handle contact lenses, store food, or apply cosmetics or lip balm in
D
the laboratory. Restrain long hair, loose clothing, and dangling jewelry.
3. S tudents who are pregnant, are taking immunosuppressive drugs, or have any other medical
conditions (e.g., diabetes, immunological defect) that might necessitate special precautions in
the laboratory must inform the instructor immediately.
4. earing contact lenses in the laboratory is inadvisable because they do not provide eye
W
protection and may trap material on the surface of the eye. Soft contact lenses may absorb
volatile chemicals. If possible, wear regular eyeglasses instead.
5. Use safety glasses in all experiments involving liquids, aerosols, vapors, and gases.
6. econtaminate work surfaces at the beginning and end of every lab period, using a
D
commercially prepared disinfectant or 10% bleach solution. After labs involving dissection of
preserved material, use hot soapy water or disinfectant.
7. eep all liquids away from the edge of the lab bench to avoid spills. Clean up spills of viable
K
materials using disinfectant or 10% bleach solution.
8. Properly label glassware and slides.
9. Use mechanical pipetting devices; mouth pipetting is prohibited.
10. W
ear disposable gloves when handling blood and other body fluids, mucous membranes, and
nonintact skin, and when touching items or surfaces soiled with blood or other body fluids.
Change gloves between procedures. Wash hands immediately after removing gloves. (Note: Cover
open cuts or scrapes with a sterile bandage before donning gloves.)
11. P lace glassware and plasticware contaminated by blood and other body fluids in a disposable
autoclave bag for decontamination by autoclaving, or place them directly into a 10% bleach
solution before reuse or disposal. Place disposable materials such as gloves, mouthpieces,
swabs, and toothpicks that have come into contact with body fluids into a disposable autoclave
bag, and decontaminate before disposal.
12. T o help prevent contamination by needlestick injuries, use only disposable needles and lancets. Do
not bend the needles and lancets. Needles and lancets should be placed promptly in a labeled,
puncture-resistant, leakproof container and decontaminated, preferably by autoclaving.
13. Do not leave heat sources unattended.
14. Report all spills or accidents, no matter how minor, to the instructor.
15. Never work alone in the laboratory.
16. Remove protective clothing before leaving the laboratory.
*Adapted from:
Biosafety in Microbiological and Biomedical Laboratories (BMBL), Fifth Edition. 2007. U.S. Government Printing Office. Washington,
D.C. www.cdc.gov/od/OHS/biosfty/bmbl5/bmbl5toc.htm
Centers for Disease Control. 1996. “Universal Precautions for Prevention of Transmission of HIV and Other Bloodborne Infec-
tions.” Washington, D.C. www.cdc.gov/ncidod/dhqp/bp_universal_precautions.html
Johnson, Ted, and Christine Case. 2010. Laboratory Experiments in Microbiology, Ninth Edition. San Francisco: P earson Benja-
min Cummings.
School Chemistry Laboratory Safety Guide. 2006. U.S. Consumer Product Safety Commission. Bethesda, MD. www.cpsc.gov/
CPSCPUB/PUBS/NIOSH2007107.pdf
ALGrawany
CVR_MARI2259_12_GE_CVR_Ashford_IFC_IBC.indd All Pages
, Your time is valuable. Make the most
of your time inside and outside the lab.
To help you manage your time inside and outside the A&P lab classroom, this
best-selling manual works hand-in-hand with Mastering A&P, the leading online
homework and learning program for A&P. This edition features dozens of new,
full-color figures and photos, revamped Clinical Application questions, an
expanded set of pre-lab videos, dissection videos, and more.
9
E X E R C I S E
The Axial Skeleton NEW! Mastering
A&P study tools
are highlighted on the
first page of each lab
Learning Outcomes Go to Mastering A&P™ > Study exercise, along with a
Area to improve your performance
▶▶ Name the three parts of the axial skeleton. in A&P Lab. photo preview of a
▶▶ Identify the bones of the axial skeleton, either by examining disarticulated
bones or by pointing them out on an articulated skeleton or skull, and related pre-lab video,
name the important bone markings on each.
image from Practice
▶▶ Name and describe the different types of vertebrae.
▶▶ Discuss the importance of intervertebral discs and spinal curvatures.
Anatomy Lab 3.1 (PAL),
▶▶ Identify three abnormal spinal curvatures. or animation.
▶▶ List the components of the thoracic cage.
▶▶ Identify the bones of the fetal skull by examining an articulated skull or
image. > Lab Tools > Bone & Dissection
▶▶ Define fontanelle, and discuss the function and fate of fontanelles. Videos
▶▶ Discuss important differences between the fetal and adult skulls. Instructors may assign new NEW! Mastering
Building Vocabulary coaching
activities, Pre-Lab Quiz questions, Art A&P assignments,
Pre-Lab Quiz
Instructors may assign these and other Pre-Lab
Quiz questions using Mastering A&P™
Labeling activities, related bone videos
and coaching activities, Practice
including NEW
1. The axial skeleton can be divided into the skull, the vertebral column,
Anatomy Lab Practical questions (PAL),
and more using the Mastering A&P™
Building Vocabulary
and the:
a. thoracic cage c. hip bones
Item Library. Coaching Activities,
b. femur d. humerus are signaled at
2. The bone allows the passage of the optic and Materials
trigeminal nerves. ▶▶ Intact skull and Beauchene skull appropriate points
a. occipital
3. The
b. temporal c. sphenoid
vertebrae contribute to the formation of the
▶▶ X-ray images of individuals with scoliosis,
lordosis, and kyphosis (if available) throughout the manual
pelvis. ▶▶ Articulated skeleton, articulated vertebral
column, removable intervertebral discs
to help you connect the
a. lumbar b. sacral c. coccygeal
4. The , commonly referred to as the breastbone, is a flat ▶▶ Isolated cervical, thoracic, and lumbar exercises to relevant
bone formed by the fusion of three bones: the manubrium, the body, vertebrae, sacrum, and coccyx
and the xiphoid process. ▶▶ Isolated fetal skull assignments that can
a. coccyx
5. The sagittal suture:
b. sacrum c. sternum
be auto-graded in
a. is between the two parietal bones Mastering A&P.
b. is between the frontal and temporal bones
c. is between the parietal and temporal bones
d. is between the occipital and parietal bones
T he axial skeleton (the green portion of Figure 8.1 on p. 122) can be divided into
three parts: the skull, the vertebral column, and the thoracic cage. This division
of the skeleton forms the longitudinal axis of the body and protects the brain,
spinal cord, heart, and lungs.
133
See p. 133
M09_MARI2259_12_GE_C09.indd 133 17/06/2022 15:55
1
A01_MARI2259_12_GE_FM.indd 1 18/07/22 0
, Be Prepared: Learning in A&P Lab
is an Active Process.
Before going Page
9_MARI6358_13_SE_C09.indd into141
the lab, 3:21
11/6/17 readPM the
f-0035background information for the exercise, connect
/203/PH03335/9780134806358_MARIEB/MARIEB_HUMAN_ANATOMY_AND
your reading to the figures and photos, complete the pre-lab quiz, and preview the
questions in the tear-out Exercise Review Sheet. After lab, review your lab notes
to remember important concepts. To improve your performance on lab practical
M13_MARI6358_13_SE_C13.indd Page 224 11/7/17 3:44 PM f-0035 /203/PH03335/9780134806358_MARIEB/MARIEB_HUMAN_ANATOMY_AND_PHYSIOLOGY_LAB_M
exams, log into Mastering A&P, where you can watch related videos, practice with
Review Sheet 9
customized flashcards, and more.224 Review Sheet 13
The Fetal Skull Muscles of the Head and Neck
3. Using choices from the key at the right, correctly identify muscles provided with leader lines on the illustration.
NEW! Dozens of full-color Key:
22. Are the same skull bones seen in the adult also found in the fetal skull? _________________________________________
figures and photos have a. buccinator
been added to the Exercise b. depressor anguli oris
23. How
Review does
Sheets, the size of the fetal face compare to its cranium? ___________________________________________________
replacing c. depressor labii inferioris
black-and-white line drawings. d. frontal belly of the epicranius
Selected______________________________________________________________________________________________________
labeling questions
e. levator labii inferioris
are available as new Art-
LabelingHowassignments
does this compare
f. masseter
into the adult skull? __________________________________________________________________
Mastering A&P. g. mentalis
h. occipital belly of the epicranius
______________________________________________________________________________________________________
i. orbicularis oculi
j. orbicularis oris
______________________________________________________________________________________________________
k. risorius
l. sternocleidomastoid
24. What are the outwardSee
conical projections on some of the fetal cranial bones? _____________________________________
p. 242
m. zygomaticus minor and major
4. Using the key provided in question 3, identify the muscles described next.
25. What is a fontanelle? ___________________________________________________________________________________
________ 1. used in smiling ________ 6. used to form the vertical frown crease on
the forehead
________ 2. used to suck in your cheeks
What is its fate? ________________________________________________________________________________________
________ 7. your kissing muscle
Compare to Previous Edition
________ 3. used in blinking and squinting
________ 8. prime mover of jaw closure
What is the function of the fontanelles in the
________ fetal
4. used skull?
to pout ______________________________________________________
(pulls the
mouth downward)
corners of the
________ 9. tenses skin of the neck during shaving
________ 5. raises your eyebrows for a questioning
______________________________________________________________________________________________________
expression
26. + Craniosynostosis is a condition in which one or more of the fontanelles is replaced by bone prematurely. Discuss th
fications of this early closure.
NEW! Clinical Application Questions have been
added to the Exercise Review Sheets to help you connect
______________________________________________________________________________________________________
lab concepts with real-world clinical scenarios.
______________________________________________________________________________________________________
27. + As we age, we often become shorter. Explain why this might occur. ________________________________________
See p.______________________________________________________________________________________________________
159
______________________________________________________________________________________________________
NEW! Building Vocabulary Coaching Activities are a fun way to learn word
roots +A&P
28.and Theterminology while
xiphoid process building
is often and
missing practicing
from important
the sternum in bone language
collections.skills.
Hypothesize why it might be missing. ____
ALGrawany
______________________________________________________________________________________________________
A01_MARI2259_12_GE_FM.indd 2 18/07/22 0
, Anatomy and Physiology
Laboratory Safety Guidelines*
1. pon entering the laboratory, locate exits, fire extinguisher, fire blanket, chemical shower,
U
eyewash station, first aid kit, containers for broken glass, and materials for cleaning up spills.
2. o not eat, drink, smoke, handle contact lenses, store food, or apply cosmetics or lip balm in
D
the laboratory. Restrain long hair, loose clothing, and dangling jewelry.
3. S tudents who are pregnant, are taking immunosuppressive drugs, or have any other medical
conditions (e.g., diabetes, immunological defect) that might necessitate special precautions in
the laboratory must inform the instructor immediately.
4. earing contact lenses in the laboratory is inadvisable because they do not provide eye
W
protection and may trap material on the surface of the eye. Soft contact lenses may absorb
volatile chemicals. If possible, wear regular eyeglasses instead.
5. Use safety glasses in all experiments involving liquids, aerosols, vapors, and gases.
6. econtaminate work surfaces at the beginning and end of every lab period, using a
D
commercially prepared disinfectant or 10% bleach solution. After labs involving dissection of
preserved material, use hot soapy water or disinfectant.
7. eep all liquids away from the edge of the lab bench to avoid spills. Clean up spills of viable
K
materials using disinfectant or 10% bleach solution.
8. Properly label glassware and slides.
9. Use mechanical pipetting devices; mouth pipetting is prohibited.
10. W
ear disposable gloves when handling blood and other body fluids, mucous membranes, and
nonintact skin, and when touching items or surfaces soiled with blood or other body fluids.
Change gloves between procedures. Wash hands immediately after removing gloves. (Note: Cover
open cuts or scrapes with a sterile bandage before donning gloves.)
11. P lace glassware and plasticware contaminated by blood and other body fluids in a disposable
autoclave bag for decontamination by autoclaving, or place them directly into a 10% bleach
solution before reuse or disposal. Place disposable materials such as gloves, mouthpieces,
swabs, and toothpicks that have come into contact with body fluids into a disposable autoclave
bag, and decontaminate before disposal.
12. T o help prevent contamination by needlestick injuries, use only disposable needles and lancets. Do
not bend the needles and lancets. Needles and lancets should be placed promptly in a labeled,
puncture-resistant, leakproof container and decontaminated, preferably by autoclaving.
13. Do not leave heat sources unattended.
14. Report all spills or accidents, no matter how minor, to the instructor.
15. Never work alone in the laboratory.
16. Remove protective clothing before leaving the laboratory.
*Adapted from:
Biosafety in Microbiological and Biomedical Laboratories (BMBL), Fifth Edition. 2007. U.S. Government Printing Office. Washington,
D.C. www.cdc.gov/od/OHS/biosfty/bmbl5/bmbl5toc.htm
Centers for Disease Control. 1996. “Universal Precautions for Prevention of Transmission of HIV and Other Bloodborne Infec-
tions.” Washington, D.C. www.cdc.gov/ncidod/dhqp/bp_universal_precautions.html
Johnson, Ted, and Christine Case. 2010. Laboratory Experiments in Microbiology, Ninth Edition. San Francisco: P earson Benja-
min Cummings.
School Chemistry Laboratory Safety Guide. 2006. U.S. Consumer Product Safety Commission. Bethesda, MD. www.cpsc.gov/
CPSCPUB/PUBS/NIOSH2007107.pdf
ALGrawany
CVR_MARI2259_12_GE_CVR_Ashford_IFC_IBC.indd All Pages
, Your time is valuable. Make the most
of your time inside and outside the lab.
To help you manage your time inside and outside the A&P lab classroom, this
best-selling manual works hand-in-hand with Mastering A&P, the leading online
homework and learning program for A&P. This edition features dozens of new,
full-color figures and photos, revamped Clinical Application questions, an
expanded set of pre-lab videos, dissection videos, and more.
9
E X E R C I S E
The Axial Skeleton NEW! Mastering
A&P study tools
are highlighted on the
first page of each lab
Learning Outcomes Go to Mastering A&P™ > Study exercise, along with a
Area to improve your performance
▶▶ Name the three parts of the axial skeleton. in A&P Lab. photo preview of a
▶▶ Identify the bones of the axial skeleton, either by examining disarticulated
bones or by pointing them out on an articulated skeleton or skull, and related pre-lab video,
name the important bone markings on each.
image from Practice
▶▶ Name and describe the different types of vertebrae.
▶▶ Discuss the importance of intervertebral discs and spinal curvatures.
Anatomy Lab 3.1 (PAL),
▶▶ Identify three abnormal spinal curvatures. or animation.
▶▶ List the components of the thoracic cage.
▶▶ Identify the bones of the fetal skull by examining an articulated skull or
image. > Lab Tools > Bone & Dissection
▶▶ Define fontanelle, and discuss the function and fate of fontanelles. Videos
▶▶ Discuss important differences between the fetal and adult skulls. Instructors may assign new NEW! Mastering
Building Vocabulary coaching
activities, Pre-Lab Quiz questions, Art A&P assignments,
Pre-Lab Quiz
Instructors may assign these and other Pre-Lab
Quiz questions using Mastering A&P™
Labeling activities, related bone videos
and coaching activities, Practice
including NEW
1. The axial skeleton can be divided into the skull, the vertebral column,
Anatomy Lab Practical questions (PAL),
and more using the Mastering A&P™
Building Vocabulary
and the:
a. thoracic cage c. hip bones
Item Library. Coaching Activities,
b. femur d. humerus are signaled at
2. The bone allows the passage of the optic and Materials
trigeminal nerves. ▶▶ Intact skull and Beauchene skull appropriate points
a. occipital
3. The
b. temporal c. sphenoid
vertebrae contribute to the formation of the
▶▶ X-ray images of individuals with scoliosis,
lordosis, and kyphosis (if available) throughout the manual
pelvis. ▶▶ Articulated skeleton, articulated vertebral
column, removable intervertebral discs
to help you connect the
a. lumbar b. sacral c. coccygeal
4. The , commonly referred to as the breastbone, is a flat ▶▶ Isolated cervical, thoracic, and lumbar exercises to relevant
bone formed by the fusion of three bones: the manubrium, the body, vertebrae, sacrum, and coccyx
and the xiphoid process. ▶▶ Isolated fetal skull assignments that can
a. coccyx
5. The sagittal suture:
b. sacrum c. sternum
be auto-graded in
a. is between the two parietal bones Mastering A&P.
b. is between the frontal and temporal bones
c. is between the parietal and temporal bones
d. is between the occipital and parietal bones
T he axial skeleton (the green portion of Figure 8.1 on p. 122) can be divided into
three parts: the skull, the vertebral column, and the thoracic cage. This division
of the skeleton forms the longitudinal axis of the body and protects the brain,
spinal cord, heart, and lungs.
133
See p. 133
M09_MARI2259_12_GE_C09.indd 133 17/06/2022 15:55
1
A01_MARI2259_12_GE_FM.indd 1 18/07/22 0
, Be Prepared: Learning in A&P Lab
is an Active Process.
Before going Page
9_MARI6358_13_SE_C09.indd into141
the lab, 3:21
11/6/17 readPM the
f-0035background information for the exercise, connect
/203/PH03335/9780134806358_MARIEB/MARIEB_HUMAN_ANATOMY_AND
your reading to the figures and photos, complete the pre-lab quiz, and preview the
questions in the tear-out Exercise Review Sheet. After lab, review your lab notes
to remember important concepts. To improve your performance on lab practical
M13_MARI6358_13_SE_C13.indd Page 224 11/7/17 3:44 PM f-0035 /203/PH03335/9780134806358_MARIEB/MARIEB_HUMAN_ANATOMY_AND_PHYSIOLOGY_LAB_M
exams, log into Mastering A&P, where you can watch related videos, practice with
Review Sheet 9
customized flashcards, and more.224 Review Sheet 13
The Fetal Skull Muscles of the Head and Neck
3. Using choices from the key at the right, correctly identify muscles provided with leader lines on the illustration.
NEW! Dozens of full-color Key:
22. Are the same skull bones seen in the adult also found in the fetal skull? _________________________________________
figures and photos have a. buccinator
been added to the Exercise b. depressor anguli oris
23. How
Review does
Sheets, the size of the fetal face compare to its cranium? ___________________________________________________
replacing c. depressor labii inferioris
black-and-white line drawings. d. frontal belly of the epicranius
Selected______________________________________________________________________________________________________
labeling questions
e. levator labii inferioris
are available as new Art-
LabelingHowassignments
does this compare
f. masseter
into the adult skull? __________________________________________________________________
Mastering A&P. g. mentalis
h. occipital belly of the epicranius
______________________________________________________________________________________________________
i. orbicularis oculi
j. orbicularis oris
______________________________________________________________________________________________________
k. risorius
l. sternocleidomastoid
24. What are the outwardSee
conical projections on some of the fetal cranial bones? _____________________________________
p. 242
m. zygomaticus minor and major
4. Using the key provided in question 3, identify the muscles described next.
25. What is a fontanelle? ___________________________________________________________________________________
________ 1. used in smiling ________ 6. used to form the vertical frown crease on
the forehead
________ 2. used to suck in your cheeks
What is its fate? ________________________________________________________________________________________
________ 7. your kissing muscle
Compare to Previous Edition
________ 3. used in blinking and squinting
________ 8. prime mover of jaw closure
What is the function of the fontanelles in the
________ fetal
4. used skull?
to pout ______________________________________________________
(pulls the
mouth downward)
corners of the
________ 9. tenses skin of the neck during shaving
________ 5. raises your eyebrows for a questioning
______________________________________________________________________________________________________
expression
26. + Craniosynostosis is a condition in which one or more of the fontanelles is replaced by bone prematurely. Discuss th
fications of this early closure.
NEW! Clinical Application Questions have been
added to the Exercise Review Sheets to help you connect
______________________________________________________________________________________________________
lab concepts with real-world clinical scenarios.
______________________________________________________________________________________________________
27. + As we age, we often become shorter. Explain why this might occur. ________________________________________
See p.______________________________________________________________________________________________________
159
______________________________________________________________________________________________________
NEW! Building Vocabulary Coaching Activities are a fun way to learn word
roots +A&P
28.and Theterminology while
xiphoid process building
is often and
missing practicing
from important
the sternum in bone language
collections.skills.
Hypothesize why it might be missing. ____
ALGrawany
______________________________________________________________________________________________________
A01_MARI2259_12_GE_FM.indd 2 18/07/22 0
