MASTER TEACHING NOTES
Detailed Lesson Plan
Chapter 7
Anatomy and Physiology, and Medical Terminology
360–420 minutes
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Case Study Discussion
Teaching Tips
Discussion Questions
Class Activities
Media Links
Knowledge Application
Critical Thinking Discussion
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
Content Outline
I.
5
60
Master Teaching Notes
Introduction
Case Study Discussion
A. During this lesson, students will read a brief overview of the human body.
B. Case Study
1. Present The Dispatch and Upon Arrival information from the chapter.
2. Discuss with students how they would proceed.
II. Anatomical Terms
A. Anatomy refers to the structure of the body and the relationship of its parts to
each other.
B. Physiology refers to the function of the living body and its parts.
C. Anatomical position
1. Supine—Patient is lying face up on his back.
2. Prone—Patient is lying face down on his stomach.
3. Lateral recumbent position—Patient is lying on his left or right side.
4. Fowler position—Patient is lying on his back with his upper body
elevated at 45° to 60° angle.
5. Semi-Fowler position—Patient is lying on his back with his upper body
elevated at an angle less than 45°.
6. Trendelenburg position—Patient is lying on his back with the legs
elevated higher than the head and body on an inclined plane.
7. Shock position—Patient is lying on his back with the feet and legs
elevated approximately 12 inches.
D. Anatomical planes and descriptions
1. Sagittal plane
2. Frontal or coronal plane
3. Transverse or horizontal plane
4. Midline
5. Midaxillary line
6. Transverse line
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
DETAILED LESSON PLAN 7

What body systems might be affected
by the woman’s injuries?
 How will a thorough understanding of
these systems help you assess and
care for the patient?
Teaching Tips

Position a lightweight mannequin in
supine, prone, and lateral recumbent
positions and ask students to identify
each position.
 Ask students to use the terms proximal,
distal, medial, and lateral to describe the
relationship of various body parts to
each other, such as the ankle, knee,
wrist, elbow, and shoulder.
 Use a mannequin or skeleton to
demonstrate planes and lines.
Class Activity
Divide students into pairs. Give each pair a
length of masking or adhesive tape that the
students will tear into smaller pieces during
the exercise. During the exercise, two pairs
of students at a time will come to the front
of the class. The first pair will turn their
backs so they cannot see the second pair.
One of the second pair will place a piece of
PAGE 1
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
Content Outline
7.
8.
9.
10.
11.
12.
13.
14.
Master Teaching Notes
Anterior and posterior
Superior and inferior
Dorsal and ventral
Medial and lateral
Proximal and distal
Right and left
Midclavicular and midaxillary
Plantar and palmer
tape somewhere on his partner. The class
will describe to the first pair, using
anatomical and directional terms, the
location of the tape. For example, “Two
inches inferior to the right elbow, on the
posterior aspect.” Without looking, one of
the first pair will try to place a piece of tape
in the location described by the class. This
will assist students in accurately using
these terms when communicating with
other health care providers.
Discussion Questions

How are the terms anterior and posterior
related to the terms ventral and dorsal?
 How would you describe a transverse
(horizontal) plane?
 What are Fowler’s and semi-Fowler’s
positions?
Knowledge Application

Point to several locations on your body.
Have students describe the locations
using anatomical terms.
 Upon hearing “plain English”
descriptions of patient positions,
students will substitute the anatomically
correct term.
Critical Thinking Discussion

What are the pros and cons of using
anatomical terms of position and
direction?
 Why is it important for EMTs to
understand this terminology?
Weblinks
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
DETAILED LESSON PLAN 7
PAGE 2
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
Content Outline
Master Teaching Notes
Go to www.bradybooks.com
and click on the mykit link for Prehospital
Emergency Care, 9th edition to access web
resources on anatomy and physiology.
40
III. Body Systems—The Musculoskeletal System
A. The musculoskeletal system consists of the bony framework held together
by ligaments, muscles, tendons, and other connective tissues.
B. The skeletal system
1. Functions
a. Gives body shape
b. Protects vital organs
c. Allows for movement
d. Stores minerals and produces blood cells
2. Components
a. Skull houses and protects the brain.
i. Cranium forms top, back, and sides of the skull plus the
forehead.
ii. Face is the area between the brow and chin, which includes the
orbits, maxillae, zygomatic bones, and mandible.
b. Spinal column, or vertebral column, is the principal support system
of the body, which is made up of vertebrae separated by
intervertebral disks.
i. Cervical spine—First seven vertebrae (neck)
ii. Thoracic spine—Twelve thoracic vertebra inferior to the cervical
spine (upper back)
iii. Lumbar spine—Five vertebrae inferior to thoracic spine that form
the lower back (lower back)
iv. Sacral spine—Five vertebrae inferior to lumbar spine that are
fused together (back wall of pelvis)
v. Coccyx—Last four vertebrae that are fused together (tailbone)
c. Thorax, or chest, is composed of the sternum and thoracic spine.
i. Sternum is a flat, narrow bone in the middle of the anterior
chest.
ii. Clavicle is attached to the superior portion of the sternum,
known as the manubrium.
iii. The ribs are attached to the body of the sternum.
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
DETAILED LESSON PLAN 7
Class Activity
Play a game of “Mother May I” using the
motions allowed by joints (flexion,
extension, abduction, and so on).
Teaching Tip
Have students come up and point out the
bones of different parts of the skeleton on a
model skeleton.
Discussion Questions

What are the functions of the
musculoskeletal system?
 What are examples of each of the three
different types of muscle in the body?
Animation
Go to www.bradybooks.com
and click on the mykit link for Prehospital
Emergency Care, 9th edition to access an
animation labeling the bones of the skeletal
system.
PAGE 3
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
Content Outline
Master Teaching Notes
iv. The inferior portion of the sternum is the xiphoid process.
d. Pelvis is a structure consisting of several bones, including the
sacrum and the coccyx.
i. Iliac crest is a wing-like structure on either side of the pelvis.
ii. Pubis is the anterior and inferior portion of the pelvis.
iii. Ischium is the posterior and inferior portion of the pelvis.
e. Lower extremities are the legs from the hip to the toes.
f. Upper extremities are the shoulders, arms, forearms, wrists, and
hands.
g. Joints are places where bones connect to one another.
i. Types of motion
 Flexion
 Extension
 Abduction
 Adduction
 Circumduction
 Pronation
 Supination
ii. Types of joints
 Ball-and socket joint
 Hinged joint
 Pivot joint
 Gliding joint
 Saddle joint
 Condyloid joint
C. Bone injury
1. Fracture breaks continuity in structure.
2. May injure surrounding tissue
3. May result in blood loss
D. Muscular system
1. Skeletal muscle, or voluntary muscle, is responsible for all deliberate
movement.
2. Smooth muscle, or involuntary muscle, is made up of large fibers that
carry out the automatic muscular functions of the body.
3. Cardiac muscle is a special type of involuntary muscle found only in the
heart.
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
DETAILED LESSON PLAN 7
PAGE 4
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
40
Content Outline
Master Teaching Notes
IV. Body Systems—The Respiratory System
A. Functions
1. Respiration, which is the process of moving oxygen and carbon dioxide
across membranes
2. Ventilation, which is the mechanical process by which air is move in and
out of the lungs
3. Oxygenation, which is the process through which oxygen molecules
move across a membrane from an area of high concentration to an area
of low concentration, and the removal of carbon dioxide
4. Maintenance of a normal acid-base balance
B. Components
1. Nose and mouth
2. Pharynx
3. Trachea and larynx
4. Epiglottis
5. Bronchi
6. Lungs
7. Diaphragm
C. Anatomy in infants and children
1. Extra attention is required because mouth and nose are smaller than
those of adults and can be more easily obstructed.
2. The tongue can block the pharynx more easily.
3. The trachea is narrower and can be more easily obstructed.
4. Hyperextension can occlude the trachea.
5. The cricoids cartilage is less developed and much less rigid.
6. Excessive movement of the diaphragm is a sign of respiratory distress.
D. Mechanics of ventilation
1. Inhalation occurs when the intercostals muscles contract and the
diaphragm moves downward, creating negative pressure in the chest.
2. Exhalation occurs when the intercostals muscles relax and the
diaphragm moves upward, creating a positive pressure in the chest.
3. Diaphragm receives its stimulation from the phrenic nerve that exits the
spinal cord at the cervical spine.
E. Physiology of respiration
1. At the alveoli, oxygen enters the bloodstream while carbon dioxide and
other wastes leave the bloodstream.
2. At the capillaries, oxygen moves from the blood into the cells while
carbon dioxide moves from the cells into the blood.
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
DETAILED LESSON PLAN 7
Discussion Questions

How are respiration, ventilation, and
oxygenation different from each other?
 What is the path of a molecule of
oxygen as it moves from the
atmosphere to the level of the cell?
 What are some differences between the
respiratory systems of infants and
children and those of adults?
Critical Thinking Discussion
Why might a patient with a respiratory
problem feel weak?
Discussion Question
What are the muscles used in breathing?
Teaching Tip
Demonstrate increased resistance to airflow
by having students breathe through coffee
stirrers or drinking straws to simulate
reduced diameter of airways.
PAGE 5
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
Content Outline
Master Teaching Notes
F. Adequate and inadequate breathing
1. Characteristics of adequate breathing
a. Adequate respiratory rate, which is the number of breaths a patient
takes in one minute
b. Adequate tidal volume, which is the amount of air the patient
breathes in and out with one regular breath
2. Characteristics of inadequate breathing
a. Rates that are too slow or too fast as compared with what is normal
for the patient
b. Irregular pattern of breathing
c. Diminished or absent breath sounds
d. Unequal chest expansion
e. Pale or bluish mucous membranes or skin
f. Use of accessory muscles
g. Nasal flaring
h. “Seesaw” breathing
i. Heading bobbing
j. Agonal respirations
k. Grunting
10
V. Body Systems—The Circulatory System
A. Functions
1. Provides a medium for perfusion of cells with oxygen and other nutrients
and removes carbon dioxide and other wastes
2. Transports blood to cells and alveoli for gas exchange
3. Serves as a reservoir to house blood
4. Serves as a medium for buffering the body’s acid-base balance
5. Provides a mechanism to deliver immune cells and other substances to
fight infection
6. Contains substances that promote clotting
B. Basic anatomy
1. Heart pumps blood throughout the body.
a. Pericardium is a double-walled sac that encloses the heart, gives
support, and prevents friction.
b. Atria are the upper chambers of the heart, which receive blood from
the veins.
c. Ventricles are the lower chambers of the heart, which pump blood to
the arteries.
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
DETAILED LESSON PLAN 7
Discussion Question
What are signs that breathing is
inadequate?
Teaching Tip
Write “right atrium” on the white board.
Have students come up one at a time to
write in the next structure through which a
drop of blood would pass to complete the
circuit.
Discussion Questions

Where is each of the heart valves
located?
 What is the relationship between
hydrostatic pressure and edema?
PAGE 6
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
Content Outline
Master Teaching Notes
d. Valves keep blood flowing in one direction.
i. Tricuspid valve
ii. Pulmonary valve
iii. Mitral valve, or bicuspid valve
iv. Aortic valve
2. Arteries carry blood away from the heart.
a. Aorta is the major artery of the heart, which supplies blood to all
other arteries.
b. Coronary arteries supply the heart with blood.
c. Carotid arteries supply the brain and head with blood.
d. Femoral arteries supply the groin and legs with blood.
e. Dorsalis pedis arteries extend into the feet.
f. Posterior tibial arteries travel from the calf to the feet.
g. Brachial arteries are the major arteries of the upper arm.
h. Radial arteries are the major arteries of the arm distal to the elbow
joint.
i. Pulmonary arteries carry oxygen-depleted blood to the lungs.
3. Arterioles are the smallest kinds of arteries, which carry blood from the
arteries to the capillaries.
4. Capillaries are tiny blood vessels that connect arterioles to venules and
act as sites for the exchange of materials between the blood and the
cells.
5. Venules are the smallest branches of veins.
6. Veins carry blood back to the heart.
a. Vena cavae carry oxygen-depleted blood back to the right atrium.
b. Pulmonary veins carry oxygen-rich blood from the lungs to the left
atrium.
C. Composition of the blood
1. Red blood cells carry oxygen to the body cells and carry carbon dioxide
away from the cells.
2. White blood cells help defend the body against infection.
3. Platelets, along with other clotting factors, are necessary to stop
bleeding.
4. Plasma is the liquid part of the blood, which carries blood cells and
transports nutrients.
D. Physiology of circulation
1. Pulse is a wave of blood propelled thorough the arteries.
2. Blood pressure is the force exerted by the blood on the interior walls of
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
DETAILED LESSON PLAN 7
Animation
Go to www.bradybooks.com
and click on the mykit link for Prehospital
Emergency Care, 9th edition to access an
animation identifying the structures of the
heart and the purpose of the cardiovascular
system.
Teaching Tip
Have students locate their carotid, dorsalis
pedis, posterior tibial, brachial, and radial
pulses.
PAGE 7
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
Content Outline
Master Teaching Notes
the arteries.
a. Systolic blood pressure is exerted against the walls of the arteries
when the left ventricle contracts.
b. Diastolic blood pressure is exerted against the walls of the arteries
when the left ventricle is at rest.
c. Hydrostatic pressure is the force exerted on the inside of the vessel
walls as a result of blood pressure and volume.
d. Perfusion is the delivery of oxygen, glucose, and other nutrients to
the cells, and the elimination of carbon dioxide and other waste
products.
e. Hypoperfusion is the insufficient supply of oxygen and other
nutrients to some of the body’s cells and the inadequate elimination
of carbon dioxide and other waste products.
E. Transport of gases in the blood
1. Oxygen is attached to hemoglobin and dissolved in plasma.
2. Carbon dioxide is transported in the blood as bicarbonate, attached to
hemoglobin, and dissolved in plasma.
F. Cell metabolism
1. Aerobic metabolism is the release of energy from glucose in the
presence of oxygen.
2. Anaerobic is the release of a small amount of energy from glucose in the
absence of oxygen.
25
Discussion Question
What is perfusion?
Critical Thinking Discussion

What are some things that could lead to
hypoperfusion?
 What would happen in the body if the
heart rate became very slow?
 What would happen if the smooth
muscle in the blood vessels relaxed and
the blood vessels throughout the body
dilated?
Discussion Question
How are carbon dioxide and oxygen carried
in the blood?
VI. Body Systems—The Nervous System
A. Functions
1. Controls and maintains a conscious and aware state
2. Transmits sensory stimuli to the brain
3. Controls motor function and transmits motor impulses to muscles
4. Controls body functions through the autonomic nervous system
B. Structural divisions of the nervous system
1. Central nervous system
a. Brain is the control center of the nervous system.
i. Cerebrum controls specific body functions and initiates and
manages motions under conscious control.
ii. Cerebellum coordinates muscles activity and maintains balance
through impulses from the eyes and ears.
iii. Brain stem contains the mesencephalon, the pons, and the
medulla oblongata and controls respiration, heart activity, and
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
DETAILED LESSON PLAN 7
PAGE 8
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
Content Outline
Master Teaching Notes
blood vessels.
iv. Pons acts as a bridge to connect the other three parts of the
brain.
b. Spinal cord is an extension of the brain stem, which conducts nerve
impulses.
2. Peripheral nervous system
a. Afferent nerves carry sensory information from the body to the
spinal cord and brain.
b. Efferent nerves carry motor information from the brain and spinal
cord to the body.
C. Functional divisions of the nervous system
1. Voluntary nervous system influences the activity of skeletal muscles and
movement.
2. Autonomic nervous system influences the activities of smooth muscles
and glands.
a. Sympathetic nervous system
b. Parasympathetic nervous system
D. Consciousness and unconsciousness
1. Cerebral hemispheres are the large right and left sides of the cerebrum.
2. Reticular activating system is a group of nerves that determine whether
a patient remains aware of his surroundings.
25
VII. Body Systems—The Endocrine System
A. Produces hormones that regulate the activities of certain organs
B. Hormones are secreted by endocrine glands.
1. Thyroid gland
2. Parathyroid gland
3. Adrenal gland
4. Gonads
5. Islets of Langerhans
6. Pituitary gland
C. Epinephrine and norepinephrine are the two primary hormones secreted by
the sympathetic nervous system.
1. Alpha1 effects cause the vessels to constrict.
2. Alpha2 effects are thought to regulate the release of alpha1.
3. Beta1 effects relate to heart rate, cardiac contraction, and the heart’s
electrical conduction system.
4. Beta2 effects cause smooth muscle to dilate.
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
DETAILED LESSON PLAN 7
Discussion Questions

What are examples of voluntary and
involuntary functions of the nervous
system?
 What is the reticular activating system?
Discussion Question
What are some examples of endocrine
glands?
Critical Thinking Discussion
What is the relationship among the
nervous, circulatory, and respiratory
systems? How does the endocrine system
interact with these systems?
Animation
Go to www.bradybooks.com
and click on the mykit link for Prehospital
Emergency Care, 9th edition to access an
animation identifying the structure and
function of the endocrine system.
PAGE 9
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
Content Outline
Master Teaching Notes
Discussion Question
What are epinephrine’s alpha1, alpha2,
beta1, and beta2 effects?
20
VIII. Body Systems—The Integumentary System (Skin)
A. Functions
1. Protects the body from the environment
2. Regulates body temperature
3. Serves as a receptor for heat, cold, touch, pain, and pressure
4. Aids in the regulation of water and electrolytes
B. Layers
1. Epidermis is the outermost layer of the skin.
2. Dermis is the second layer of the skin.
3. Subcutaneous layer is a layer of fatty tissue below the dermis.
C. Accessory structures
1. Nails
2. Hair
3. Sweat glands
4. Oil glands
IX. Body Systems—The Digestive System
20
How does loss of skin affect patients who
are burned?
Discussion Question
A. Basic Anatomy
1. Alimentary tract
2. Accessory organs
B. Abdominal cavity
1. Stomach is a large, hollow organ in which the majority of digestion takes
place.
2. Pancreas secretes pancreatic juices that aid in the digestion of fats,
starches, and proteins.
3. Liver produces bile; stores sugars; produces components necessary for
immune function, blood clotting, and plasma production; and renders
toxic substances produced by digestion harmless.
4. Spleen helps in the filtration of blood and serves as a reservoir of blood.
5. Gallbladder acts as a reservoir for bile, which aids in the digestion of
fats.
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
10
Critical Thinking Discussion
DETAILED LESSON PLAN 7
What are the accessory organs of the
digestive system?
PAGE
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
Content Outline
Master Teaching Notes
6. Small intestine is the organ in which food is completely broken down into
a form that can be used by the body.
a. Duodenum
b. Jejunum
c. Ileum
7. Large intestine, also known as the colon, is the organ that absorbs water
from wastes products that cannot be broken down by the small intestine
and passes the remains to the rectum.
C. Digestive process
1. Mechanical—Includes chewing, swallowing, peristalsis, and defecation
2. Chemical—Occurs when enzymes break down food in components that
can be absorbed by the body
X. Body Systems—The Urinary or Renal System
15
A. Functions
1. Filters and excretes wastes from the blood
2. Maintains balance of water and chemicals in the body
3. Helps maintain normal acid-base balance in the body
B. Components
1. Kidneys filter waste from the bloodstream.
2. Ureters carry wastes from the kidneys to the bladder.
3. Urinary bladder stores urine prior to excretion.
4. Urethra carries urine from the bladder out of the body.
XI. Body Systems—The Reproductive System
15
A. Consists of organs that can function to accomplish human reproduction
B. Male
1. Sperm
2. Testes
3. Prostate gland
4. Penis
C. Female
1. Ovaries
2. Fallopian tubes
3. Uterus
4. Vagina
5. External genitals
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
11
DETAILED LESSON PLAN 7
Teaching Tip
Ask students tor repeat the correct
pronunciation of anatomical structures.
Teaching Tip
Ask students to explain back to you the
physiology of each of the systems.
PAGE
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
Content Outline
Master Teaching Notes
XII. Medical Terminology—Medical Words and Word Parts
60
A. Refers to specialized language used in all fields of medicine
B. Every medical word contains a combining form, which is a root, a combining
vowel, and a hyphen.
C. Suffix is a word part added to the end of a combining form that modifies or
gives specific meaning.
D. Prefix is a word part that comes before a combining form or forms, often
indicating direction, time, or orientation.
Class Activities

Have groups of students select medical
terms from the glossary in the text or
from a medical dictionary and break
them down for the class.
 Have students divide into three groups.
One group will be assigned the list of
prefixes in the text, one will be assigned
combining forms, and one will be
assigned suffixes. The first group will
call out a prefix, the second will add to it
by calling out a combining form, and the
third group will complete the term by
calling out a suffix. Write each term on
the board and discuss it. Be sure to
indicate if the term is a legitimate
medical term or just a fun term created
by the exercise.
Teaching Tip
Give examples of medical terms using the
lists of prefixes, suffixes, and combining
forms in the book.
Discussion Questions

What are the benefits of understanding
medical terminology?
 What are some medical terms you found
interesting in your reading?
Knowledge Application
Given a passage in the text, students
should be able to determine the meaning of
medical terms.
Weblinks
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
12
DETAILED LESSON PLAN 7
PAGE
Chapter 7 objectives can be found in an accompanying folder.
These objectives, which form the basis of each chapter, were developed from the new Education Standards and Instructional Guidelines.
Minutes
Content Outline
Master Teaching Notes
Go to www.bradybooks.com
and click on the mykit link for Prehospital
Emergency Care, 9th edition to access web
resources on medical terminology.
XI. Follow-Up
10
Case Study Follow-Up Discussion
A. Answer student questions.
B. Case Study Follow-Up
1. Review the case study from the beginning of the chapter.
2. Remind students of some of the answers that were given to the
discussion questions.
3. Ask students if they would respond the same way after discussing the
chapter material. Follow up with questions to determine why students
would or would not change their answers.
C. Follow-Up Assignments
1. Review Chapter 7 Summary.
2. Complete Chapter 7 In Review questions.
3. Complete Chapter 7 Critical Thinking.
D. Assessments
1. Handouts
2. Chapter 7 quiz
PREHOSPITAL EMERGENCY CARE, 9TH EDITION
13
DETAILED LESSON PLAN 7

Why is assessment of the face and
mouth important in this patient?
 What are some explanations for the
patient’s increased pulse and blood
pressure?
Class Activity
Alternatively, assign each question to a
group of students and give them several
minutes to generate answers to present to
the rest of the class for discussion.
Teaching Tips

Answers to In Review and Critical
Thinking questions are in the appendix
to the Instructor’s Wraparound Edition.
Advise students to review the questions
again as they study the chapter.
 The Instructor’s Resource Package
contains handouts that assess student
learning and reinforce important
information in each chapter. This can be
found under mykit at
www.bradybooks.com.
PAGE