Laboratory Manual
, 7 th
EDITION
Laboratory Manual
for Anatomy and
Physiology
,Preface
A
natomy and physiology is a challenging course, • Experimental report sections after physiology experiments
and this laboratory manual is written to help students ask students to make predictions, collect and analyze data,
meet that challenge. It is written for students interested and write simple lab reports.
in allied health fields, such as nursing; physical, respiratory, • Discussion Questions are within the activities to make the
cardiovascular, or occupational therapy; radiology; and den- students think about the material presented.
tal hygiene. This manual may be used with any two-semester • An Answer Key is provided at the end of the laboratory
anatomy and physiology textbook. manual for the activities in each exercise. Students receive
The design of this laboratory manual is based on the authors’ immediate feedback, and they are not dependent on the in-
experience as anatomy and physiology instructors and uses structor for the correct answers.
three learning preferences: visual, auditory, and kinesthetic. • “Reviewing Your Knowledge” and “Using Your Knowl-
When students label diagrams, they focus on the struc- edge” sections follow the activities at the end of each ex-
ture rather than just the dot at the end of a line. Writing out ercise. “Reviewing Your Knowledge” provides a thorough
the structure’s name and pronouncing it reinforces learning. review of the material in the exercise, whereas “Using Your
Also, having students become subjects of laboratory exercises Knowledge” requires students to apply information learned.
personalizes the learning process. Animal dissections give Either or both of these sections may be handed in to the
students an opportunity to physically manipulate structures, instructors for a grade, because neither section has answers
comparing location and texture, and to observe how structures in the back of the laboratory manual.
are supported, protected, and attached by connective tissue. • Biopac Laboratory Guide Experiments are available online
for several exercises.
Special Features Incorporated in New Features to the Seventh Edition
this Laboratory Manual Include: • Revised Exercise 5: New Osmosis and Diffusion experiment
• Revised Exercises 9 and 10: New bone photos
• This lab manual can be used for online anatomy and physio- • Updated drawings in many exercises
logy classes. Many lab activities can be performed by stu- • Updated terminology
dents at home or used in the laboratory. Online students can • 3D interactives where students can manipulate structures,
also use the Real Anatomy Virtual Dissection program and interact with images, and listen to narrated explanations of
PowerPhys simulated lab activities to enhance their learning. physiological concepts to dive deeper into complex physi-
• Just enough text is provided to introduce concepts in each ologic processes.
section and to set up and support the laboratory section. The Lastly, our lab manual was written to accompany any textbook,
exercises are written so students do not need their textbooks but it has been carefully revised concurrently with Tortora/
to complete the laboratory activities. Derrickson’s Principles of Anatomy and Physiology 16th
• New material is divided into small segments, starting with Edition. Tortora and Derrickson’s focus on homeostasis has
simple diagrams, illustrating the basic concepts and build- always been our favorite hallmark feature of their book, which
ing up to more complex diagrams. Subsequent activities is also published by Wiley. The 16th edition contains many
add to the students’ knowledge in a stepwise fashion. This new 3D Interactives, updated terminology, and numerous new
is especially noticed in the skeletal and muscular exercises. “Clinical Connections” – which link the relevance of anatomy
• Each exercise contains a list of objectives, materials needed and physiology to professional, clinical, and everyday life.
for the exercise, and easily identifiable laboratory activity
sections.
• Unlabeled four-color drawings, photographs, and photo-
micrographs are included for students to label either at home Instructor Resources
or in the laboratory. Students first write out the name of the
structure to help learn it. Then the completed diagrams will • Text Illustrations & Tables in JPEG
be used to identify structures on models. • Text Illustrations in PowerPoint (Editable)
• Physiology experiments use students as subjects and can be • Animation Worksheet Answer Keys
completed with either simple, inexpensive equipment and • Real Anatomy Worksheet Answer Keys
materials or more complex lab setups. • PowerPhys Lab Report Answer Keys
v
, vi PREFACE
• Reviewing Your Knowledge Answer Keys We also wish to thank Wynne Au Yeung at Imagineering
• Using Your Knowledge Answer Keys Art for the artwork she provided for our laboratory manual.
• Anatomy and Physiology Visual Library Thank you to our colleagues at Edison State College: Bob
• Anatomy Overviews and Animations PowerPoint Slides Clemence, Colleen Swanson, Jody Gootkin, Richard McCoy,
• Discussion Questions and Answers Jeff Davis, Dick Felden, Lyman O’Neil, Kitty Gronlund, Tony
• Differential White Blood Cell Activity Contino, Cheryl Black, Jed Wolfson, Jay Koepke, and Roy
• Study Objectives Hepner who encouraged us, answered our questions, and pro-
vided critiques of exercises. We also wish to thank Nicole
For instructor access to these valuable resources, please con-
Yarbrough George for her critique of the skeletal muscle chap-
tact your Wiley sales representative.
ter. Thank you to Chaim Jay Margolin of Regional Radiology
Associates and David Michie of Clinical Physiology Associ-
ates for providing images for this manual. Special thanks to
Acknowledgments SOMSO for providing images for our online Anatomy Drill
We deeply appreciate the support, instruction, and encour- and Practice: Anatomical Models section. Thanks to contribu-
agement from the members of our editorial, production, and tors Jerri Lindsey, Tarrant County College, and Terry Thomp-
marketing team at Wiley: Natalie Ruffatto, Patrick Farace, son, Wor-Wic Community College.
Linda Muriello, Trish McFadden, Lauren Freestone, Laura Additionally, we are grateful to the following colleagues
Byrnes, Brittany Hammond, Georgia Larsen, Samantha who provided their valuable feedback by reviewing our 7th
Hart, and Lumina Datamatics, Inc. We would like to express edition manuscript:
our special thanks to Amanda Rosenzweig of Delgado Com-
munity College for her keen eye, her suggestions that made Pat Clark, Indiana University-Purdue University Indianapolis
the lab manual better, and her invaluable assistance during Gary Glaser, Genesee Community College
the development and production of this book. We have truly James J. Bolton, Odessa College
enjoyed working with her! We also wish to thank Gerard Ann Caplea, Walsh University
Tortora and Bryan Derrickson for producing a wonderful Zoe Soon, University of British Columbia Okanagan
textbook that provided many illustrations and ideas for our Victor Alvarez, Delaware Technical Community College
laboratory manual. A special thank you to Susan Baxley for Kristen Hutchins, Howard Payne University
reviewing all the exercises and making suggestions and to Javanika Moody, Anne Arundel Community College
Bob Clemence for allowing us to use his figure of the Respi- Jeanine Page, Lock Haven University
ratory Volumes and Capacities. A special thanks to Charles Shannon McNew, Southeast Missouri State University
Harper for answering many clinical questions. Eric Sun, Middle Georgia State University
AL G R A WA N Y
, 7 th
EDITION
Laboratory Manual
for Anatomy and
Physiology
,Preface
A
natomy and physiology is a challenging course, • Experimental report sections after physiology experiments
and this laboratory manual is written to help students ask students to make predictions, collect and analyze data,
meet that challenge. It is written for students interested and write simple lab reports.
in allied health fields, such as nursing; physical, respiratory, • Discussion Questions are within the activities to make the
cardiovascular, or occupational therapy; radiology; and den- students think about the material presented.
tal hygiene. This manual may be used with any two-semester • An Answer Key is provided at the end of the laboratory
anatomy and physiology textbook. manual for the activities in each exercise. Students receive
The design of this laboratory manual is based on the authors’ immediate feedback, and they are not dependent on the in-
experience as anatomy and physiology instructors and uses structor for the correct answers.
three learning preferences: visual, auditory, and kinesthetic. • “Reviewing Your Knowledge” and “Using Your Knowl-
When students label diagrams, they focus on the struc- edge” sections follow the activities at the end of each ex-
ture rather than just the dot at the end of a line. Writing out ercise. “Reviewing Your Knowledge” provides a thorough
the structure’s name and pronouncing it reinforces learning. review of the material in the exercise, whereas “Using Your
Also, having students become subjects of laboratory exercises Knowledge” requires students to apply information learned.
personalizes the learning process. Animal dissections give Either or both of these sections may be handed in to the
students an opportunity to physically manipulate structures, instructors for a grade, because neither section has answers
comparing location and texture, and to observe how structures in the back of the laboratory manual.
are supported, protected, and attached by connective tissue. • Biopac Laboratory Guide Experiments are available online
for several exercises.
Special Features Incorporated in New Features to the Seventh Edition
this Laboratory Manual Include: • Revised Exercise 5: New Osmosis and Diffusion experiment
• Revised Exercises 9 and 10: New bone photos
• This lab manual can be used for online anatomy and physio- • Updated drawings in many exercises
logy classes. Many lab activities can be performed by stu- • Updated terminology
dents at home or used in the laboratory. Online students can • 3D interactives where students can manipulate structures,
also use the Real Anatomy Virtual Dissection program and interact with images, and listen to narrated explanations of
PowerPhys simulated lab activities to enhance their learning. physiological concepts to dive deeper into complex physi-
• Just enough text is provided to introduce concepts in each ologic processes.
section and to set up and support the laboratory section. The Lastly, our lab manual was written to accompany any textbook,
exercises are written so students do not need their textbooks but it has been carefully revised concurrently with Tortora/
to complete the laboratory activities. Derrickson’s Principles of Anatomy and Physiology 16th
• New material is divided into small segments, starting with Edition. Tortora and Derrickson’s focus on homeostasis has
simple diagrams, illustrating the basic concepts and build- always been our favorite hallmark feature of their book, which
ing up to more complex diagrams. Subsequent activities is also published by Wiley. The 16th edition contains many
add to the students’ knowledge in a stepwise fashion. This new 3D Interactives, updated terminology, and numerous new
is especially noticed in the skeletal and muscular exercises. “Clinical Connections” – which link the relevance of anatomy
• Each exercise contains a list of objectives, materials needed and physiology to professional, clinical, and everyday life.
for the exercise, and easily identifiable laboratory activity
sections.
• Unlabeled four-color drawings, photographs, and photo-
micrographs are included for students to label either at home Instructor Resources
or in the laboratory. Students first write out the name of the
structure to help learn it. Then the completed diagrams will • Text Illustrations & Tables in JPEG
be used to identify structures on models. • Text Illustrations in PowerPoint (Editable)
• Physiology experiments use students as subjects and can be • Animation Worksheet Answer Keys
completed with either simple, inexpensive equipment and • Real Anatomy Worksheet Answer Keys
materials or more complex lab setups. • PowerPhys Lab Report Answer Keys
v
, vi PREFACE
• Reviewing Your Knowledge Answer Keys We also wish to thank Wynne Au Yeung at Imagineering
• Using Your Knowledge Answer Keys Art for the artwork she provided for our laboratory manual.
• Anatomy and Physiology Visual Library Thank you to our colleagues at Edison State College: Bob
• Anatomy Overviews and Animations PowerPoint Slides Clemence, Colleen Swanson, Jody Gootkin, Richard McCoy,
• Discussion Questions and Answers Jeff Davis, Dick Felden, Lyman O’Neil, Kitty Gronlund, Tony
• Differential White Blood Cell Activity Contino, Cheryl Black, Jed Wolfson, Jay Koepke, and Roy
• Study Objectives Hepner who encouraged us, answered our questions, and pro-
vided critiques of exercises. We also wish to thank Nicole
For instructor access to these valuable resources, please con-
Yarbrough George for her critique of the skeletal muscle chap-
tact your Wiley sales representative.
ter. Thank you to Chaim Jay Margolin of Regional Radiology
Associates and David Michie of Clinical Physiology Associ-
ates for providing images for this manual. Special thanks to
Acknowledgments SOMSO for providing images for our online Anatomy Drill
We deeply appreciate the support, instruction, and encour- and Practice: Anatomical Models section. Thanks to contribu-
agement from the members of our editorial, production, and tors Jerri Lindsey, Tarrant County College, and Terry Thomp-
marketing team at Wiley: Natalie Ruffatto, Patrick Farace, son, Wor-Wic Community College.
Linda Muriello, Trish McFadden, Lauren Freestone, Laura Additionally, we are grateful to the following colleagues
Byrnes, Brittany Hammond, Georgia Larsen, Samantha who provided their valuable feedback by reviewing our 7th
Hart, and Lumina Datamatics, Inc. We would like to express edition manuscript:
our special thanks to Amanda Rosenzweig of Delgado Com-
munity College for her keen eye, her suggestions that made Pat Clark, Indiana University-Purdue University Indianapolis
the lab manual better, and her invaluable assistance during Gary Glaser, Genesee Community College
the development and production of this book. We have truly James J. Bolton, Odessa College
enjoyed working with her! We also wish to thank Gerard Ann Caplea, Walsh University
Tortora and Bryan Derrickson for producing a wonderful Zoe Soon, University of British Columbia Okanagan
textbook that provided many illustrations and ideas for our Victor Alvarez, Delaware Technical Community College
laboratory manual. A special thank you to Susan Baxley for Kristen Hutchins, Howard Payne University
reviewing all the exercises and making suggestions and to Javanika Moody, Anne Arundel Community College
Bob Clemence for allowing us to use his figure of the Respi- Jeanine Page, Lock Haven University
ratory Volumes and Capacities. A special thanks to Charles Shannon McNew, Southeast Missouri State University
Harper for answering many clinical questions. Eric Sun, Middle Georgia State University
AL G R A WA N Y
