000			05031nam a22003257a 4500
003			OSt
005			20260818092805.0
008			260817b |||||||| |||| 00| 0 eng d
020			_a9789815242652 [newsprint]
040			_aUniversity of Cebu-Banilad _cUniversity of Cebu-Banilad
100			_aCo, Elizabeth Mack, _eauthor.
245			_aAnatomy & physiology lab manual / _cElizabeth Mack Co, Hilary Engebretson.
250			_aPhilippine edition.
260			_aSingapore : _bCengage Learning Asia Pte Ltd., _cc2024.
300			_axxvi, 776 pages : _biliustratons (black & white) ; _c26.3 cm.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
505			_aContents: 1 Introduction to the human body 1 — 2 Surface anatomy — 3 Cellular anatomy — 4 Introduction to the light microscope — 5 Movement across biological membranes — 6 Introduction to tissues — 7 Integument — 8 Bone tissues — 9 The axial skeleton — 10 Appendicular skeleton — 11 Joints — 12 Muscle tissue — 13 Axial muscles — 14 Appendicular muscles — 15 Introduction to the nervous system — 16A Chemical senses — 16B Vision, hearing, and equilibrium — 16C General senses — 17 Brain — 18 Spinal cord — 19 Reflexes arcs and reflexes — 20 The autonomic nervous system — 21 The endocrine system — 22 Blood — 23 Heart — 24 Blood vessels — 25 Cardiovascular physiology — 26 Lymphatic and immune systems — 27 Anatomy of the respiratory system — 28 Respiratory physiology — 29 Anatomy of the digestive system — 30 Digestive physiology — 31 Anatomy of the urinary system — 32 Urinalysis — 33 Reproduction — 34 Development.
520			_a"Like the companion text, Co's Anatomy & Physiology 1" edition, this lab manual was written with a focus on the learner. We aim to support learner metacognition and particularly the development of critical thinking skills. The section, "How to Learn in Anatomy and Physiology Lab," aims to help each student focus their time in A&P lab and structure their study time outside the lab for preparation and extension of learning. We provide reminders throughout the lab manual of ways to continue to study the material. These learning connections aim to break the student habit of just trying to "cram" the material into their brains (which is anatomically not possible, and just doesn't work), and instead provide steady and consistent metacognitive reminders in every lab. In our hyper-connected digital world, information is everywhere. We know that our learners need to grow their skills of critical thinking to become the most effective consumers of information that they can be. But critical thinking is only grown through regular practice In A&P, critical thinking practice can be difficult but rewarding to incorporate. This lab manual incorporates higher-order thinking questions in the lab quizzes to provide low-stakes opportunities for students to practice these skills with every lab. Most labs include a clinical case study, which offers an extended opportunity for critical thinking skill building. Case studies offer opportunities for students to work together and discuss their answers. These moments offer more than just critical thinking skill building, but also the chance to practice other skills such as listening, explaining, and teamwork. Case studies can also be assigned as homework or as a substitute or extension of the material when an in-person class cannot meet. There is no reason these cases need to stay in the lab room, either; instructors should feel free to bring them into the classroom. Students, if your instructor doesn't assign the case studies, try using them as optional study practice! This lab manual is intended to be welcoming for all learners. Written in an approachable voice with an eye toward clarity, we aim to engage students in a lab experience that is cooperative among the authors, instructors, and learners. We believe that every A&P student should be able to participate in hands-on discovery as a mechanism for deep learning. Thus, we provide a variety of laboratory experiences to choose from in each section of the manual. You will find lab activities that require no supplies, those that require readily available materials such as colored pencils or sticky notes, those that require anatomy models, and those that utilize more specialized tools. We expect instructors to choose from the available activities to build a lab experience that fits their student population, the available laboratory time, and the models and materials at their disposal." —Preface
521			_aAdult
541			_aPurchased _xApuhin, Mercy Milagros _yCollege of Nursing _zNursing
546			_aText in English
650			_aHuman anatomy _vLaboratory manuals.
650			_aHuman physiology _vLaboratory manuals.
700			_aEngebretson, HiIlary, _eauthor.
942			_2ddc _cBK
998			_cGian [new] _d08/17/2026
999			_c15589 _d15589