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Essentials of Anatomy and Physiology 6th Edition Martini Solutions Manual Full Chapter PDF
Essentials of Anatomy and Physiology 6th Edition Martini Solutions Manual Full Chapter PDF
Teaching Strategies
1. Encouraging Student Talk
a. If, as described in the Introduction above, the instructor employs the subject of
learning as a centerpiece of Chapter 8, then the following question could be posed to
students before beginning instruction on the chapter: “After you learn something new,
in what ways is your brain different than it was before?”1 Have students discuss their
thoughts in pairs, and randomly select a few students to share the ideas that came up in
their discussions. Students might say that their brains “store the information in long-
term memory” or that a particular part of their brain (e.g., hippocampus) remembers
the learned information. Neither of those ideas accurately describes a way their brains
are “different” after learning, and the latter idea potentially hints at a misconception
(skills and memories of different types are stored throughout multiple areas of the
brain). Other students—considering the prompt more carefully—might admit they
don’t think anything really is “different” about their brain after learning. The key is to
further understand the cellular physiology of neural tissue and the functional regions of
the brain. After discussing Chapter 8 with an eye toward how learning might impact
the cells and areas of the brain, students discussing this same question would hopefully
refer to details regarding neuron anatomy, glial cells, synaptic transmission, and brain
regions. This could make the post-instruction discussion a good assessment of stu-
dents’ ideas regarding a broad swath of the chapter.
2. Lecture Ideas & Points to Emphasize
a. State clearly that the nervous system works together with the endocrine system to
control and regulate all other systems of the body. The two systems, by virtue of
their cellular processes, work on different timescales. The nervous system is quick
1
Prompt modified from Fulop, R. M. 2008. How High School Students and Biology Teachers Conceptualize the
Biology of Learning. M.S. Biology Thesis. San Francisco State University.
INPUT OUTPUT
Afferent efferent
Sensory motor
If you put up just one side of a given row, can they supply the missing term?
f. Note that ependymal glia are epithelial cells within the CNS; they line the ventricles of
the brain and central canal of the spinal cord. They possess many epithelial properties:
continuous sheet of tightly packed cells that secrete and possess cilia.
g. Neuroglia greatly outnumber the more famous neurons, and recent studies have shown
that glia can even participate in synaptic transmission.
h. The gyri and sulci are a bit random but a general pattern exists sufficient to name and
identify particular features (e.g., central sulcus, dentate gyrus). On the other hand, the
patterns can differ for the two hemispheres of the same individual.
i. Ask the students to trace a drop of CSF as it flows from the site of its production
(choroid plexuses within the lateral ventricles) to the place of its reabsorption
(arachnoid granulations in the superior sagittal sinus). Rely on Figure 8-18 to
document this trip.
j. If you are standing in a large area with lots of people around, and someone calls your
name, it is the reflex controlled within the nuclei of the midbrain that enables you to
turn your head in the direction of the sound to seek its origin. That is, visually orien-
ting to the source of a sound is an ability housed in adjacent parts of the midbrain.
58 INSTRUCTOR’S MANUAL FOR ESSENTIALS OF ANATOMY & PHYSIOLOGY, 6e Copyright © 2013 Pearson Education, Inc.
k. Help students recognize the litany of important functions handled by the relatively
small hypothalamus (Section 8-7).
l. The midbrain reticular formation can focus our attention on particular sensory
modalities; thus, the brain can select among the streams of sensory information,
attending to some, ignoring others.
m. A simplifying principle for spinal pathways is this: Ascending tracts are always sen-
sory; descending tracts are always motor. Point out that somatosensory information
enters the dorsal aspect from the periphery and moves up the cord to the brain; except
for segmental reflexes, motor responses move down from the brain and out the ventral
aspect to the periphery.
n. Point out the amazing fact that, of the twelve cranial nerves, six (II, III, IV, V, VI, VII)
are involved with eye function.
o. In addition to the mnemonic device given in the text for remembering the names of
the cranial nerves in order, one is frequently used to remember the primary functions
of the cranial nerves: “Some Say Marry Money, But My Brother Says Bad Business
Marry Money” (S = sensory, M = motor, B = both).
p. Point out that because the dorsal root is the afferent pathway from the periphery, it
makes sense that the dorsal columns should be the sensory tracts within the CNS.
Similarly, point out that, with the exception of the rubrospinal and lateral corticospinal
tracts, the descending motor pathways occur in the ventral region of the spinal cord.
This places them close to the ventral roots, the efferent path to the periphery.
q. Emphasize that ANS effects on peripheral effectors may be either to activate or inhibit
them, in contrast with the purely excitatory somatic nervous system. It is this property
that enables control by dual innervation, for example, airway resistance, heart rate, and
pupil diameter.
r. Regarding the “craniosacral” organization of the parasympathetic nervous system
point out that only four cranial nerves (III, VII, IX, and X) compose, the “cranio”
portion of the PS branch of the ANS and the “sacral” portion involves only S2, S3,
and S4. The cranial nerves innervate ganglia in the head, neck, thorax, and abdomen
(remind them of the “vagrant” nature of the vagus).
s. Figures 8-34 and 8-35 display structural comparisons of the sympathetic and parasym-
pathetic branches of the ANS. Functionally, the systems are compared in Table 8-5.
These graphic elements concisely summarize much of the chapter’s information about
the ANS.
3. Making Learning Active
a. The instructor might want to make use of a peer teaching jigsaw activity as a way to
cover the information on structure and function of the brain. Prior to class, each
student could be assigned a couple of the brain parts/regions from Section 8-7. Before
class, students would have to learn the locations and functions of their assigned brain
parts, such that they could point out these parts on a diagram and explain this informa-
tion to others. Students could submit a brief electronic report on their research prior
to class. During class, students would meet briefly in expert groups (with others who
were assigned the same brain parts), and then the instructor would count students
in expert groups off into heterogeneous jigsaw groups. Each member of a jigsaw
group would point out and describe their parts, and the group would be required to
answer some assessment questions on those brain parts for a grade. This would both
60 INSTRUCTOR’S MANUAL FOR ESSENTIALS OF ANATOMY & PHYSIOLOGY, 6e Copyright © 2013 Pearson Education, Inc.
noting the fingers of choroid plexus waving like seaweed, then down the interventricu-
lar foramen to the third ventricle, through the midbrain aqueduct to the shallow sea of
the fourth ventricle to the central canal.
j. The brain is like a mushroom. The cap is the cerebrum; when it’s pulled off, it reveals
the diencephalon and brain stem beneath it.
k. The use of the word “sympathetic” in daily life can be contrasted to the role of the
sympathetic nervous system. Students might think of a sympathetic person as someone
very calming and comforting to their friends and family. In contrast, the sympathetic
nervous system is associated with the body’s reaction to stressful or dangerous
situations.
l. Each autonomic ganglion is like the handoff in a relay race. The preganglionic fiber
“hands off” the baton to the postganglionic fiber that carries the race to the target
effector. In the sympathetic NS, the “baton” changes from acetylcholine to
norepinephrine.
5. Demonstrations
a. The “wave” performed at football games may be used to illustrate the continuous
propagation of the action potential. The stimulus must be strong enough to get a mini-
mum number of participants involved (exceed threshold). It propagates at a constant
rate based on the delays of seeing and standing. It shows a refractory period in that a
fan can’t stand up again until he has sat down. It emulates continuous propagation in
a related way: The “wave” moves but the people stay in place. The stimulus to stand
is the standing up of spectators just to the side of you. You can try this in class—up
one row and down the other as students rise when triggered by their immediate neigh-
bor rising and sit when they have finished standing.
b. Show the corpus callosum in both sagittal and coronal views (e.g., Figures 8-16 and
8-22) so that students can better visualize its size and extent. In lab, while dissecting
the sheep brain, insert your thumbs into the longitudinal fissure and gently spread the
two cerebral hemispheres apart to reveal its extent in situ.
c. To describe the left and right thalami, ball your hands and place them together, knuck-
les touching, to indicate how close the walls of the third ventricle are to each other.
Describe the thalamic nuclei as being located within each hand.
d. To dramatize the limit of our understanding of higher brain function, point out how
much neural real estate of the cerebral cortex is labeled “association” or “integrative,”
about which we know almost nothing in detail.
e. It is relatively easy to test cranial nerve function, and most aspects of a clinical cranial
nerve examination can be performed in a class setting. Descriptions and videos of a
cranial nerve examination can be found at this address:
http://library.med.utah.edu/neurologicexam/html/cranialnerve_normal.html.
f. Demonstrate the ability of descending influences to increase the excitability of
quadriceps motor neurons (bringing them closer to threshold), by investigating the
strength and briskness of the patellar stretch reflex (knee jerk). Repeatedly tap the knee
with a reflex hammer as the subject voluntarily contracts forearm muscles by making a
tight fist.
62 INSTRUCTOR’S MANUAL FOR ESSENTIALS OF ANATOMY & PHYSIOLOGY, 6e Copyright © 2013 Pearson Education, Inc.
h. Peripheral neuropathies can occur in the arms and hands of someone using ill-fitting
crutches that put constant pressure on nerves within the axilla. The functional loss can
become irreversible if it is not treated quickly.
i. Some students are aware that multiple sclerosis is an autoimmune process that disrupts
and destroys the myelin on central axons, causing loss of sensation and movement.
However, they are usually unaware that an exactly parallel disease can selectively
damage peripheral myelinated nerves. One form, Guillain–Barré syndrome, has a sud-
den onset and can strike anyone irrespective of age or gender. The cause is unknown
but often follows a viral or bacterial infection. This brings out the difference between
myelination of CNS and PNS nerve fibers.
j. Erb’s palsy, injury to the brachial plexus leading to weakness and loss of feeling in the
shoulder and arm, frequently results from birth trauma. Excessive stretch of the shoul-
der can cause irreversible damage.
k. Branches (maxillary, mandibular) of the trigeminal nerve (CN V) often are the nerves
that are “deadened” with local anesthetic by the dentist.
l. Amyotrophic lateral sclerosis (ALS), often referred to as Lou Gehrig disease, is named
after the beloved New York Yankees first baseman who died of ALS in 1941. The
disease remains incurable and fatal. Lower motor neurons die, leading to complete
flaccid paralysis and respiratory failure.
m. The sharp point (pain) and blunt side (light touch) of a safety pin can be used to probe
the skin to localize and differentiate spinal cord injury, with the dermatomal map in
mind.
n. Impress upon those students planning on entering health care professions they should
try to understand the central role the autonomic nervous system plays in maintaining
homeostasis. Because most diseases either lead to or result from disruptions to auto-
nomic function, this understanding of unconscious control is crucial for comprehending
normal and pathological physiology.
o. Belladonna (literally, “beautiful lady”) is a toxic plant once used for cosmetic purposes.
The active principal, atropine, is a potent cholinergic antagonist. As such, it blocks con-
traction of the radial muscle fibers in the pupil and so causes dilation. Because pupil
dilation is a sign of sexual interest in their companion, women would ingest belladonna
to enhance their allure. Atropine is still used to dilate the pupil for ophthalmoscopic
examination.
p. Police are trained to pay close attention to autonomic function in suspects. Pupil
diameter responds to certain illicit drugs. Amphetamine and cocaine are sympathomi-
metic and dilate the pupils. Heroin and other opiates activate the PS central pathway
and cause constriction.
q. Numerous interesting examples of ANS-based pharmaceuticals exist. These can
provide an excellent context for discussing sympathetic vs. parasympathetic functions
and neurotransmitters. Some examples are Propanolol, Lopressor, Phenylephrine, and
Albuterol (in addition to Atropine above). For additional ideas of drugs to study, see
the lists at http://en.wikipedia.org/wiki/Sympathomimetic_drug (drugs that mimic
sympathetic activation) and http://en.wikipedia.org/wiki/Parasympathomimetic_drug
(drugs that mimic parasympathetic activation).
66 INSTRUCTOR’S MANUAL FOR ESSENTIALS OF ANATOMY & PHYSIOLOGY, 6e Copyright © 2013 Pearson Education, Inc.
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Metsänväkeä
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and most other parts of the world at no cost and with almost no
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Title: Metsänväkeä
Satuja
Language: Finnish
Satuja
Kirj.
VEIKKO KORHONEN
SISÄLLYS:
Pihajänis.
Ensi lumi.
Jänöjussin jouluyö.
Kissapataljoona sammakkokaartia vastaan.
Koirien kirkko.
Kruunajaiset metsässä.
Nallen jouluyö.
Pappilan hiirien joulu.
Niittylato, verkkomökki ja pellon aita.
Puputin ihmeellinen retki.
Satu pihajäniksestä.
Pikku jänöjussi oli jäänyt orvoksi. Äiti oli eräänä päivänä eroittanut
hänet perheestä ja käskenyt hakemaan metsästä henkielatustaan.
— Mitäs kuuluu?
— Älä nyt hätäile. Kun illalla tulevat karjaa kotiin hakemaan, lähdet
minun mukaani. Neuvon siellä sinulle pihajäniksen paikan.
— Tuossa se nyt on niitty, jossa sun sopii elellä. Menet vain tuosta
kolosta ja sitten ojan vartta ladon kupeelle, jossa on sopiva pensas
pesän paikaksi. Ja eipä nyt muuta kuin hyvää vointia vain.
Käynpähän joskus katsomassa.
Ensi lumi.
Sepäs oli somaa. Jussin teki mieli nauraa kurkun täydeltä. Pesän
suulta sitä varsinkin oli soma katsella. Hiutaleita tuli vain yhä
enemmän ja enemmän maahan, puiden oksille ja niityn aidalle. Ja
kun Jussi hieman torkahdettuaan aamuhämärässä lähti ulos
pesästään, oli kaikkialla vain valkoista. Pikku Jussin hupelo ei
tietänyt, että oli satanut ensi⁻ lumen. Se ihmetteli ja katseli jälkiään,
joita syntyi joka paikkaan, missä vain laukkasi.
— Onko se Jussi?
— Onko se Puputti?
— Nyt eivät koirat meitä huomaa, kun tuli lunta, virkkoi Jussi.
Ja Jussi teki niin hassuja liikkeitä, että Puputin piti nauraa oikein
makeasti.
Jänöjussin jouluyö.
— Kyllä minä…