Fundamentals of Anatomy and Physiology 10th Edition Martini Solutions Manual
Fundamentals of Anatomy and Physiology 10th Edition Martini Solutions Manual
Fundamentals of Anatomy and Physiology 10th Edition Martini Solutions Manual
Teaching Strategies
1. Encouraging Student Talk
a. Get students talking at the start of instruction by asking them to think about how many
joints in the skull they can identify. Tell them they do not necessarily need to list
60 INSTRUCTOR'S MANUAL FOR FUNDAMENTALS OF ANATOMY & PHYSIOLOGY, 10E, GE Copyright © 2015 Pearson Education, Inc.
7. Common Student Misconceptions and Problems
a. To many students, a “joint” is a movable, easily visible feature such as the knee. Most
students don’t recognize that a joint is any joining of two bones, and have difficulty
visualizing the interior structures of joints.
b. Students may have trouble sorting joints into three functional categories. Remind
them that they are now familiar with the concept of categorization (they have seen
organ systems, epithelia, and connective tissues sorted into categories). Tell them to
ask these three questions about each joint: How freely does it move? What holds it
together? Is there a synovial capsule? Ideally, as they examine the skeleton, they will
see that each joint belongs in one of three functional categories. Moreover, they will
learn to apply structural specifics to further subdivide the joints.
c. The informal use of the word “flex” may cause confusion when applied to joints and
movements. Because people colloquially use the word “flex” for any muscle contrac-
tion (e.g., “flex your muscles”), students tend to associate flexion with any type of
movement. For example, they might talk about flexing your jaw (actually elevation)
or flexing your triceps (which results in extension). Recognize the somewhat ambigu-
ous informal use of the word “flex,” and point out that the word “flexion” means
something very specific in terms of the A&P of joints and movement.
d. Certain types of joint movements may be difficult for students to comprehend. For
example, “flexion” and “extension” are easy to distinguish when applied to uniaxial
joints but become cryptic for a multiaxial joint. The simple model of articular motion
(Spotlight Figure 9–2) using a pencil on paper is a useful tool for visualizing move-
ments. Also, performing and naming the movements by groups will make the learning
task more concrete and therefore more manageable (see Encouraging Student Talk
section).
8. Terminology Aids
a. For a suture, compare the uniting of two skull bones with fibrous connective tissue
to the sewing together of two pieces of fabric with a zigzag stitch. The word suture
comes from sutura, Latin for seam.
b. Dissect the word syn–chondro–sis to illustrate that it literally means “[held] together
with cartilage.” Point out that a synchondrosis can become a synostosis if ossification
of the cartilage occurs.
c. The word cruciate means “crossed”; crux is Latin for cross. Crucify derives from
that root. The anterior and posterior cruciate ligaments are named from their points
of attachment on the tibia. They cross the joint within the knee capsule and attach
to posterior and anterior positions on the femur, respectively. Because they angle,
the cruciates provide stability in both lateral–medial and anterior–posterior directions.
d. When someone is “abducted,” they are taken away, just as abduction takes the limb
away from the body. During “adduction,” the limb is “added” to the body.
e. When someone is prone, they are lying face down. Imagine the palm as the “facial”
side of your hand. Pronation of the hand is to position the palm downward or posterior-
ly. When your hand is supinated, it is in the position of being ready to hold a bowl of
soup (“soupinated”).
f. The word synovial means “like egg white,” that is, a clear, slippery, viscoelastic fluid.
g. Point out that the interspinous and supraspinous ligaments get their names because
they are attached to the spinous processes of the vertebrae, not because they stabilize
what most people call the “spine.”
References/Additional Information:
http://news.harvard.edu/gazette/story/2010/04/augustus-a-white-iii-receives-tipton-award-for-
orthopedic-leadership/
http://minorityhealth.hhs.gov/templates/content.aspx?ID=4039
http://stanmed.stanford.edu/2006summer/alumni-profiles.html
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