Solution Manual for Anatomy & Physiology: The

Unity of Form and Function 8th Edition

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Solution Manual for Anatomy & Physiology: The Unity of Form and Function 8th Edition

CHAPTER 10: THE MUSCULAR SYSTEM

Chapter Overview

Introduction
The anatomy of human muscles is complex and beginning students are often overwhelmed by the sheer
numbers of skeletal muscles, their actions, their innervation, and their attachments. Saladin provides an
excellent introductory section to try to ameliorate anxiety. The author then discusses in general the
functions of, connectives tissues associated with, shapes of, and major types of muscles. He then considers
specific details of most muscles and finishes by reviewing several types of pathologies related to the misuse
of muscles.

Key Concepts
Here are some key concepts that students should have a better understanding of after reading this chapter:
• the functions and gross anatomy of skeletal muscles;
• the structure of the connective tissues related to skeletal muscles;
• general types of action that skeletal muscles perform;
• locations, actions, innervation, and connections to bone or other structures of specific muscles;
• and the processes by which injuries related to muscles and related structures come about.

Topics for Discussion

1. A cat’s sartorius muscle is parallel to the axis of the femur whereas that of a human is famous for its
lazy “S.” Ask the students what motion is more difficult for a cat than for a human because of this.
2. Ask the students why it is that you can consciously command the extending of your leg but you can not
command the contracting of specific individual muscles of the leg. The fine control of specific motor
units is due to unconscious areas of the central nervous system.
3. The tiny sliver bone of a chicken “drumstick” is the fibula. You might ask the students how this would
cause chickens to walk compared to humans.
4. Get the students to list the muscles used in breathing.
5. How complex is normal human walking? Consider how unnatural the appearance of a 2-legged robot’s
walk is.

Related Readings
Agur, M.A. and A.F. Dalley. Grant’s Atlas of Anatomy, 12th ed. Baltimore, MD: Lippincott Williams &
Wilkins, 2008.
Chung, K.W. and H.W. Chung. BRS Gross Anatomy, 11th ed. Baltimore, MD: Lippincott Williams &
Wilkins, 2011.
Clementine, C. Anatomy: A Regional Atlas of the Human Body, 6th ed. Baltimore, MD: Lippincott Williams
& Wilkins, 2010.
Eder, D.J., et al. Laboratory Atlas of Anatomy and Physiology, 6th ed. Dubuque, IA: McGraw-Hill, 2008.
Hale, R.B. and T. Coyle. Albinus on Anatomy. New York: Dover Publications, Inc., 1988. It is still in print
but is more interesting from an historical perspective.
Hamill, J. and K.M. Knutzen. Biomechanical Basis of Human Movement, 3rd ed. Baltimore, MD:
Lippincott Williams & Wilkins, 2008.
Herbert, R.D. and M. Gabriel. “Effects of Stretching Before and After Exercising on Muscle Soreness and
Risk of Injury: Systematic Review.” Brit. Med. J. 325 (2002): 468-470. Warming up before exercising
does not seem to prevent muscle soreness.

© 2018 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.

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Miller, S.A. et al. “From College to Clinic: Reasoning over Memorization is Key for Understanding
Anatomy,”Anat. Rec. 269 (2002): 69-80. Emphasis should be placed on understanding of principles
rather than memorization of great lists of facts.
Oates, C.A. Kinesiology: The Mechanics and Pathomechanics of Human Movement, 2nd ed. Baltimore,
MD: Lippincott Williams & Wilkins, 2008.
Park, M.A. Biological Anthropology, 6th ed. Dubuque, IA: McGraw-Hill, 2008.
Rohen, J.W. et al. Color Atlas of Anatomy: A Photographic Study of the Human Body, 7th ed. Baltimore,
MD: Lippincott Williams & Wilkins, 2010.
Saladin, K. Human Anatomy, 4th ed. Dubuque, IA: McGraw-Hill, 2014.
Standring, S. Gray’s Anatomy, 40th ed. London: Churchill Livingstone, 2009.
Stix, G. “Handful of Pain,” Sci. Am. 264 (1991): 118-120.
Stone, R.J. and J.A. Stone. Atlas of Skeletal Muscles, 7th ed. New York: McGraw-Hill, 2011. This is a very
effective text.
Tyldesly, B. and J. Grieve. Muscles, Nerves and Movement: In Human Occupation, 3rd ed. New York:
Wiley-Blackwell, 2009. This is primarily an occupational therapy text.
Wise, E. Anatomy and Physiology Laboratory Manual, 7th ed. Dubuque, IA: McGraw-Hill, 2014.

Learning Strategies and Techniques

1. The earlier pages in this chapter provide a number of useful hints that will help make some sense out
of muscle morphology. This guidance should be commended to the students since nobody remembers
material for long if it has no coherence to them. Some of the names sound a little like English words
and this will help the student remember actions or placement. Some examples: The masseter muscle
mashes your food; the semitendinosus is on the tail side (students get it confused on the superficial side
with the biceps femoris).
2. Suggest that muscles be learned in groups: synergistic and antagonistic sets. This should help in trying
to keep the actions of the muscles straight. The third and fifth critical thinking questions in this chapter
are along these lines.
3. Provide models of torsos, heads, arms, and legs before going ahead with examinations of actual
cadavers or cats. Cadavers are superior if appropriate numbers can be provided so that students can get
easy access to them. Unfortunately, this is not always the case so preserved cats may be the preferred
organism. Some students find using flash cards (including commercial ones with pictures of muscles)
helpful to memorize origins and insertions. McGraw-Hill has an excellent set. However, since muscles
are three-dimensional structures, nothing really beats looking at and touching the models and
specimens. I tell the students that one does not just learn with one’s eyes and ears but also with one’s
hands.
4. Have the students bring in copies of body builder magazines and have them identify the clearly defined
superficial muscles. Profs. H. Evans and C. Kafer have used this method successfully at Penn College.
See Atlas B that follows this chapter also.
5. Students seem to forever confuse “ilium” and “ileum” to the annoyance of anatomy professors. Here is
one way to help them keep it straight: ilium has the “i” and is around the intimate parts and the ileum
has the “e” and is in the digestive system. Therefore: ilium is for intimate and ileum is for eating.

Related Films, DVDs, and Videocassettes

Anatomy and Physiology Live Action Video Series; Denoyer-Geppert
Anatomy of the Ankle and Foot; Insight Media
Anatomy of the Hand; Insight Media
The Anatomy of the Shoulder, Hand, and Knee; Films for the Humanities and Sciences
Biomechanics; Insight Media
Good News for Sore Shoulders; Films for the Humanities and Sciences
Muscles and Joints: Muscle Power; Films for the Humanities and Sciences
The Muscular System; Films for the Humanities and Sciences
The Skeletal and Muscular Systems; Insight Media

© 2018 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
Solution Manual for Anatomy & Physiology: The Unity of Form and Function 8th Edition

Related Software
3D Overview of Anatomy and Pathology; Lippincott Williams & Wilkins
Acland’s Cross-Sectional Navigator; Lippincott Williams & Wilkins
A.D.A.M. Interactive; Films for the Humanities and Sciences
Anatomica: Digital Atlas of the Human Body; Denoyer-Geppert
Anatomy; Insight Media
Anatomy and Physiology Revealed; available through Connect from McGraw-Hill
Exploring the Shoulder; Denoyer-Geppert
Integumentary, Nervous, and Musculoskeletal Systems; Films for the Humanities and Sciences
The Interactive Body: Systems at Work; Films for the Humanities and Sciences
Interactive Functional Anatomy; Denoyer-Geppert

Critical Thinking Questions

1. Tell what you know about this imaginary muscle from its name: abductor femoris brevis.
2. When you smile at a friend you use which nerves to control the appropriate muscles?
3. When the hyoid is fixed, what is/are the antagonist(s) of the digastricus?
4. In elbow flexion, what are the synergists of the brachialis muscle?
5. When would the origin and insertion of the psoas major change roles? Hint: think about the definitions
of these two terms.
6. What would the consequences be if your phrenic nerve were severed?

Critical Thinking Answers

1. It abducts the femur and it is short.
2. Since you would be elevating the corners of your mouth by contracting the zygomaticus major and
minor, depressor labii inferioris, levator labii superioris, and levator anguli oris, you would be using
the facial nerve. Since this is a friend, you would also be opening your eyes and raising your eyebrows;
students may also mention the contraction of the frontalis (all are controlled by the facial nerve or
cranial nerve VII) and the levator palpebrae superioris (oculomotor nerve) (Table 10.1).
3. The medial pterygoids, masseters, and temporalis muscles elevate the jaw (Table 10.2).
4. The brachialis is the prime mover, but synergists include the biceps brachii, brachioradialis, and the
pronator teres (weakly) (Table 10.10).
5. If you bend forward at the waist, the origin is the lesser trochanter of the femur, but if you elevate your
thigh then the origin is the vertebral bodies of T12-L5 (Table 10.13).
6. The phrenic nerve causes the diaphragm to descend and produce an inhalation; this muscle produces
the same action as the external intercostals when the scalenes fix rib 1. However, the diaphragm is also
used to push on the abdomen and therefore void urine and feces. Furthermore, it is important in
producing abdominal pressure during natural childbirth (Table 10.4). These activities would be more
difficult without the use of the diaphragm.

Clinical Application Question

Jeff has had a bad virus and has had to stay in bed for the last ten days. Jeff now wants to continue training
for his marathon (a distance of 42 kilometers or about 26 miles) race which will be in one week. He says he
has to train by running at least 30 kilometers (i.e. 18 miles) a day. What could happen to Jeff and what
would you advise Jeff based on your knowledge of muscles?

Clinical Application Answer

The ten days of bed rest may have allowed his leg muscles to come out of conditioning. He risks shin
splints, or pulled hamstrings. Jeff probably should let this marathon go by: there will be other marathons!
Look over Deeper Insight 10.5.

© 2018 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.

Visit TestBankBell.com to get complete for all chapters