Student understanding is
assessed at different levels
Wiley
Visualizing Anatomy and Physiology
with
WileyPLUS
offers
students lots of practice material for assessing their understanding of
each study objective. Students know exactly what they are getting out
of each study session through immediate feedback and coaching.
The illustrated
S u m
m
a r y
revisits each learning
objective, with informative images taken from each
module in the chapter. These visual clues reinforce
important concepts.
Critical and Creative Thinking Questions
1. Two teenage boys, Bob and Bil , are diagnosed with diabetes.
Bob is slightly underweight for his age, while Bil is over-
weight, possibly obese. Bob must take daily insulin injections
to control his diabetes, while Bil must watch his diet and take
oral medications. Identify the reasons for the different treat-
ments and explain what is going on in each of their bodies.
2. Joe's wife of 20 years has noticed changes in his appearance.
When they were married at age 18, Joe was a tal , handsome
teenager. As Joe has aged, his hands, feet, and jaws have
thickened, and his head has become elongated. What might
be happening to Joe? What tests might you conduct to sup-
port your hypothesis?
3. A scientist has two cultures of the same type of cell. She
administers Hormone A to one culture and Hormone B to the
other. She notices that Hormone A has an immediate effect on
the culture, while the culture with Hormone B takes about 90
minutes to show any activity. When the scientist examines pro-
tein synthesis in both cultures, she notices that new proteins
are made only in the culture exposed to Hormone B. Expl ain
the differences between the two hormones and indicat
e
what
types they might be.
4. Laura recently suffered a head injury in a car accident. As she
is recovering, she notices that she is always thirsty, urinates
frequently, and passes large volumes of urine. If she dots not
drink often, she feels weak, faint, and nauseated. What might
have happened to Laura, and what is going on in her body that,
would explain these signs and symptoms?
5. Michael is a 45-year-old man who was recently diagn osed
with high blood pressure. His physician prescribed
a
drug
cal ed an angiotensin-converting enzyme (ACE) inhibitor. How
will the drug affect Michael's ability to withstand dehindra-
tion? Explain.
C r i t
i
c a
h
a n d C r e a t i v e T h
i
n k
i
n g Q u e s t i o n s
c hal lenge
students to think more broadly about chapter concepts. The
level of these questions ranges from ssimples to advanced; they
encourage students to think critically and develop an analytical
u nderstanding of the ideas discussed in the chap ter.
What is happening in this picture?
W h i a t i s h a p p e n i n g i n t h i s p i c t u r e ?
presents ran
uncaptioned photograph that is relevant to a chapter
topic and illustrates a situation students are not likely
to have encountered previously. The photograph
is paired with questions that ask the student to
describe and explain what they can observe in the
photo based on what they have learned.
Self-Test
Use this figure for questions 2-4.
a. supplies blood to the eye
b. focuses light
a. A
b. B
c. C
d. D
a. A
b. B
c. C
d. D
c. converts pressure waves to nerve impulses
a. D
b. E
c. F
d. G
a. D
b. E
c. F
d. G
it is essential that a donor and reapient be
closely matched in the millions of blood
transfusions that occur each year. The blood
being administered here is type A.
cian determined the blood type
2.
Which recipient blood types would be com-
patible with this blood?
3.
What blood type(s) could this
ionor receive?
T h i n k C r i t i c a l l y
questions ask students
to apply what they have learned in
order to interpret and explain what they
observe in the image.
Visual end-of-chapter
S e l f - T e s t s
pose review
questions that ask students to demonstrate
their understanding of key concepts.
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