Instructor Manual for Anatomy & Physiology 1st Edition by Elizabeth Co | Chapters 1–28 Complete Teaching Guide, Lecture Resources & Course Solutions 2026–2027

Anatomy & Physiology 1st Edition by Elizabeth Co –
Instructor Manual Chapters 1–28 | Complete
Teaching Guide, Lecture Resources & Course
Solutions 2026–2027
All chapters covered




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,InstructorManualfor v v




Anatomy & Physiology 1st Edition Elizabeth Co v v v v v v




Chapter 1-28 v




Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN 9780357802212; Chapter 1: The
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Art and Science of Learning in Anatomy and Physiology
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Table of Contentsv v




Purpose and Perspective of the Chapter ........................................................................................ 2
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Key Terms ................................................................................................................................... 2
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Chapter Outline ........................................................................................................................... 2
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DiscussionQuestions................................................................................................................... 3
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Additional Activities and Assignments............................................................................................ 4
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Additional Resources ................................................................................................................... 4
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External Videos or Playlist ........................................................................................................................... 4
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Internet Resources ..................................................................................................................................... 4
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Appendix ..................................................................................................................................... 5
Generic Rubrics .......................................................................................................................................... 5
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Standard Writing Rubric ............................................................................................................................. 5
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Standard Discussion Rubric ......................................................................................................................... 5
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2

,Purpose and Perspective of the Chapter v v v v v




The purpose of this chapter is to introduce the student to methods and techniques that will help them
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understand the concepts related to anatomy and physiology. This chapter begins with a discussion
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centered around the science of learning and the stages of the learning process.
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Additionally, this chapter defines a learning objective and helps students to understand how
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learning objectives can help them to know what their instructor feels is important and wants them to
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know. This knowledge, along with the methods and techniques, will help students to devise a
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process to assist with honing their skills in preparing to give back information learned on differing
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types of assessments. Finally, this chapter teaches students how to read and transfer anatomical
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knowledge learned from viewing one image to various other images, as opposed to trying to
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memorize the original image. Similarly students are taught how to understand the images of
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physiological processes by first understanding the symbols used in the image and then
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incorporating that understanding into what they know about physiological processes. Each
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section of this chapter focuses on metacognitive approaches that students can use to be
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successful in this course.
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Key Terms v




Log in to cengage.com as an instructor to download a list of key terms separated by chapter. The
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textbook and eBook include a detailed glossary, and the MindTap course has a glossary app.
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Chapter Outline v




I. The Science of Learning
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a. There is a science to learning and mastering content. Thinking critically and applying the
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information you learn is the aim of this process.
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b. There are three stages of learning: v v v v v




1. Foreign
2. Familiar
3. Mastery
c. During the foreign stage, a beginning learner is exposed to the information for the first time.
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In many cases, this occurs in a classroom setting. Through a variety of learning
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strategies, knowledge of the information or subject can be achieved. These strategies
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include story-telling, mnemonic devices, chunking, and retrieval practice.
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1. Story-telling—creating stories to help remember information v v v v v




2. Mnemonic devices —using a rhyme or song to remember information v v v v v v v v v




3. Chunking—grouping items together v v




4. Retrieval practice—memory strengthening v v




d. A learner can transition from the foreign stage to the familiar stage through repetitive
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exposure to the material. This can occur by:
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1. Reading/rereading the notes v v




2. Copying the notes a second time v v v v v




3. Watching and rewatching lectures v v v




4. Reading and rereading the textbook v v v v




5. Using flashcards to memorize terminology v v v v




e. The transition from familiarity to the mastery stage occurs through practice. This
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happens through teaching or explaining the material to someone else, drawing a
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structure or structures, writing an explanation of a concept, recreating a graph with
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, explanations, completing practice problems, or answering thequestion —what happens if v v v v v v v v v v




these components don’t work?”.
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II. Bloom’s Taxonomy of Cognitive Learning
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a. Bloom’s Taxonomy is an educational framework for evaluating the skills used in a question
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or task. It is based on the concept that different question types require different skills.
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Additionally, the skills build on one another. For example, you cannot apply information
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if you cannot remember it first.
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b. Bloom’s taxonomy levels begin with remembering information. Remembering can lead to
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higher levels, such as understanding and applying (see figure 1.03).
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III. Learning objectives v




a. Learning objectives (LOs) are goals assigned by an instructor that help students to
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understand what they are expected to know. They can also improve transparency
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between student and instructor. In this text, they are located at the beginning of each
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section and the end of each chapter. Students should be aware that an instructor may
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provide additional learning objectives.
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b. For details regarding the anatomy of a learning objective please see figure 1.04.
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IV. The Anatomy of Art
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a. Image transference in an anatomy and physiology course is valuable. Understanding
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anatomy and physiology requires visual learning. One example is recognizing three-
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dimensional gross anatomy through diagrams, then applying this information to other v v v v v v v v v v




visuals (x-rays and other medical imaging).
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b. To understand the gross anatomy diagrams, start with a point of reference and build
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from there.
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c. Histological images are used to understand microscopic anatomy. v v v v v v v




d. Diagrams are also helpful to understand physiological processes. The best approach is to
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start with understanding what the diagram is showing overall. From there, students
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should follow arrows or other symbols as they show progression through the process.
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[return to top]
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DiscussionQuestions v




You can assign these questions in several ways: as a discussion forum in your LMS; as a
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whole-class discussion in person; or as a partner or group activity in class.
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1. Discussion: How to learn. Duration 5–10 minutes. v v v v v v




a. Question: What techniques or practices have helped you learn in the past? v v v v v v v v v v v




i. There’s no right or wrong answer to this question. The students should v v v v v v v v v v v




spend some time thinking and reflecting on techniques that have helped v v v v v v v v v v v




them learn in the past. Emphasize that if it has worked for them in the past, v v v v v v v v v v v v v v v v




then they should try to continue those techniques in their anatomy and v v v v v v v v v v v v




physiology course. v v




2. Discussion: Learning in anatomy and physiology. Duration 5–10 minutes. v v v v v v v v




a. Question: What practices and techniques do you think work best for learning v v v v v v v v v v v




concepts in anatomy and physiology?
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i. Answer: There is no right or wrong answer. The goal is to get students to v v v v v v v v v v v v v v




brainstorm different learning techniques that may benefit them during their v v v v v v v v v v




anatomy and physiology course. If there is a technique or approach that they v v v v v v v v v v v v v




have not tried before, encourage them to attempt to use it if they think it v v v v v v v v v v v v v v v




sounds like it could be beneficial. You could also suggest techniques that v v v v v v v v v v v v




have worked for you in your own academic pursuits. v v v v v v v v v




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