Check out the preface for a complete list of features and what's new in this edition. Preface for the Instructor. Exercise 7. Pearson offers affordable and accessible purchase options to meet the needs of your students.
Connect with us to learn more. After receiving her Ph. Marieb began teaching at Holyoke Community College, where many of her students were pursuing nursing degrees. Her students inspired her to gain a better understanding of the relationship between the scientific study of the human body and the clinical aspects of the nursing practice.
While continuing to teach full time, Dr. Marieb pursued her nursing education, which culminated in a Master of Science degree with a clinical specialization in gerontology from the University of Massachusetts. It is this experience that has informed the unique perspective and accessibility for which her publications are known. Marieb has given generously to provide opportunities for students to further their education.
In recent years, she gave generous philanthropic support to Florida Gulf Coast University as a long-term investment in education, research, and training for healthcare and human services professionals in the local community. Lori A. Smith received her Ph. Before discovering her passion for teaching, she worked as a research scientist and project leader in the medical diagnostics industry.
When not teaching or writing, she enjoys spending time with her family: hiking, cycling, and kayaking. Spiral Bound. We're sorry! We don't recognize your username or password.
Please try again. The work is protected by local and international copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. You have successfully signed out and will be required to sign back in should you need to download more resources. Smith, American River College. Description For the one-semester human anatomy laboratory course. Everything students need for a successful lab experience With 30 exercises covering all body systems, a clear, engaging writing style, and full-color illustrations, Human Anatomy Laboratory Manual with Cat Dissections , 9th Edition provides everything needed for a successful lab experience.
Preface Preface is available for download in PDF format. Challenge students to apply lab concepts and critical thinking skills New - Clinical Application Questions have been added to the Exercise Review Sheets that challenge students to apply lab concepts and critical thinking skills to real-world clinical scenarios. This feature appears in 8 different lab exercises and includes corresponding questions in the Review Sheets.
Visual Summary Tables condense complex information into tables and streamline background information. Cut open the right ventricle through the opening from the right atrium, along the right side of the heart Figure 5. You will then cut through the tricuspid valve. Open the right ventricle and take note of the valve Figure 5. This valve has three cusps, which are attached to papillary muscles extending from the inner wall of the ventricle. Observe and palpate the valve Figure 5.
Proceed to examine the muscular wall of the ventricle and take note of the trabeculae carneae beam-like structures. Finally, identify the pulmonary valve and probe it from the inside of the ventricle.
Can you trace the blood flow out of the right ventricle? What organ is the first to receive this blood? Cut open the left atrium and ventricle through the entrance for the pulmonary vein into the left atrium Figure 5. Cut along the left side of the heart. Examine the endocardium and the mitral valve Figure 5.
Identify the entrance to the aorta and probe it from the inside of the left ventricle. Compare the right and left ventricles with regard to their respective sizes and the thickness of the myocardium. Finally, palpate the muscle wall between the right and left ventricles interventricular septum.
Here run the right and left bundle branches, part of the electrical conduction system of the heart. Chapter 5. Identify external anatomical structures of the heart. Identify internal anatomical structures of the heart. Thought question: Why do the arteries leading blood from the heart have thicker walls than the veins leading blood back to the heart?
Thought question: In angina or myocardial infarction, the myocardium heart muscle receives insufficient blood flow. Thought question. Comprehensiveness rating: 3 see less. All major body systems are covered in appropriate detail although the relevance of some of the exercises is questioned somewhat by this reviewer: see Relevance below. There is a comprehensive list of vocabulary terms at the end of the text that are not defined but require the student to find that information elsewhere.
There is no index per se or glossary of terms that would help a student find a term or concept more easily than by searching through the module of the relevant anatomical system. Material as presented is largely clear and accurate. However, there are some notable exceptions: Some fill-in-the-blank exercises e. Again, on p. In other places, it was unclear to this reviewer what some leader lines were pointing to.
This is an overall weakness and makes the material confusing for students. The text provided a thorough examination of the major topics required by a one semester college-level course in Human Anatomy in the ten laboratories that it provides.
Each topic or anatomical system is introduced with clear learning objectives and a background section that sufficiently summarizes the larger foundational concepts relevant to the function of that system.
This reviewer had two concerns however regarding the relevance of the information in this text as it is presented: First, the functional relevance of the vast majority of anatomical structures to be memorized is simply not provided or requested for students to provide.
This is a major flaw in my opinion in that the lack of functional context strips the material of much of what makes it interesting to students IMHO! For example as further described in the Organization section below , the separation of Muscular and Bone Systems into two separate labs at opposite ends of the text isolates them from their inherent interconnectedness and the relevance one has to the other in generating movement of the body.
Secondly, many of the questions in the pre- and post-lab sections seem somewhat random and in many cases do not reinforce fundamental principles a text should make clear.
For example, in the Muscular System post-lab, questions focus on isolated muscles found in the hair follicle, eye, neck, and those used in ventilation. The text is clearly written in prose that is appropriate for its intended audience college-level, introductory. General anatomical concepts are typically defined and described in the Background section of each lab. Beyond that, any jargon or technical terms that appear are relevant to the intended goal of having students learn and memorize anatomical structures.
As mentioned above, however, students would need an accessory text or other materials to define and identify those terms that are not which is appropriate for a supplemental laboratory anatomy text. The text is very consistent in terms of internal framework and terminology. Some variation in the clarity and quality of illustrations and figures is present, but given the difficulty of finding open source figures of high quality for all topics, perhaps this is not surprising.
The text is organized into weekly labs or modules by organ system, and each has discrete clearly-defined units: background, pre-lab, lab activities, and post-lab activities. The structure of this laboratory manual makes it such that each lab can be used an independent stand-alone unit, and is not reliant on preceding labs with the possible exception of the lab on Anatomical Terminology which would naturally precede the other labs.
Topics in the lab manual are presented in a logical clear fashion with one exception: while most organ systems can be presented as discrete stand-alone units, the skeletal and muscular systems are best in the opinion of this reviewer presented together in a regionally-based organization e.
In this way, the actions of muscles e. Instead, in this text, bones and their markings appear in lab 2, while muscles appear in lab By doing so, the material loses a significant amount of functional relevance and becomes an exercise in memorization only. Both versions functioned flawlessly, and the reader could easily move throughout the text. No distortion or distractions of figures or text were encountered.
The text does not make any cultural references of any kind in the traditional sense and therefore is not insensitive or offensive. Examples of anatomical figures lack any indication of race or ethnicity, and where gender is apparent it is presented equally between male and female.
There is no use of gender-related pronouns in the text. I applaud the efforts of the Author and her students! The subject is vast and highly detailed, and therefore requires selectivity in what detail is included and what is left out. I found that the general omission of the functional relevance of most anatomical structures was a disappointing feature for me, as I do think that is what has the potential to make Anatomy so fascinating to students in that they can relate the material to their own lives.
The author clearly has a noble purpose in the significant effort required by this text, however, and for that she should be thanked. A good introduction to anatomy in a one-semester laboratory class. Contains separate vocabulary lists for each lab at the end for easy reference and self-testing.
The only issue I can foresee regarding relevance is that many institutions, for various reasons, are curtailing dissections or doing away with them altogether in favor of 3D medical apps such as Visible Body, and the author includes several dissections brain, eye, heart, lung, and kidney as part of her six-station lab arrangement.
Including an alternate station activity may be a good idea for these labs. Text is very readable for an undergraduate student, and lab introductions give a clear overview of the system covered and include anatomical terms covered in the lab. Most labs are set up the same way, with a pre-lab assignment, introduction, lab activities with six "stations" where students learn new material, and post-lab assignment.
Lab 3 Nervous System and Lab 6 Respiratory System don't contain pre-lab activities, which I find odd since these are very content-heavy labs that would benefit from students learning material before coming to class. The book is organized well overall.
I thought it odd to put the muscular system with the integumentary system in Lab 10 and thought that stretching the nervous system into three different labs Labs 3, 4, and 5 was a bit excessive - I would personally condense this system into two labs, and let the integumentary system and muscular system have individual labs earlier in the semester. The traditional order for anatomy labs tends to be: introduction - histology - integumentary system - skeletal system - muscular system - nervous system - internal organ systems, but the order should reflect the order of the material presented in the lecture course.
No way to distinguish male skeletons from female skeletons was mentioned. No way to distinguish the skin of European-descended individuals from the skin of people of color was mentioned. I really like the layout - I've found from experience that assigning both pre-labs and post-labs does wonders for vocabulary retention. I also like breaking down the lab activities into stations so students aren't too overwhelmed with too much information at once, and don't get bored or restless as they circulate around the room.
It's a good way to make sure they stay in class for the entire three hours. I'm also in favor of less structures being labeled, or even no structures being labeled in pre-lab assignments, so students have to put in the work and they get the vocabulary in their heads before class.
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