This reading guide is intended to be used with the Open Stax Anatomy and Physiology textbook.

Chapter 11: The Muscular System MCQ Multiple Choices Questions Quiz Test Bank

11.1 Interactions of Skeletal Muscles, Their Fascicle Arrangement, and Their Lever Systems

11.2 Naming Skeletal Muscles

11.3 Axial Muscles of the Head, Neck, and Back

11.4 Axial Muscles of the Abdominal Wall and Thorax

11.5 Muscles of the Pectoral Girdle and Upper Limbs

11.6 Appendicular Muscles of the Pelvic Girdle and Lower Limbs

This reading guide is intended to be used with the Open Stax Anatomy and Physiology textbook.

This reading guide is intended to be used with the Open Stax Anatomy and Physiology textbook

Second Edition

Preface

We developed the first edition of this Anatomy and Physiology textbook in 2020, shortly after the COVID-19 Pandemic began. Reducing the costs of study materials would help rising Speech-Language Pathologists (SLPs) progress toward their certification without interruptions due to financial setbacks. Developing the Open Education Resource (OER) Anatomy and Physiology textbook was our first step in an ongoing effort to support future SLPs.

A large part of this book derived from various OpenStax textbook series. OpenStax is a nonprofit organization based out of Rice University in Houston, Texas. Its open resource textbooks cover a vast amount of information for two-semester core curriculum courses in various disciplines. OpenStax generously permits educators to use their books' content in part or in whole to develop textbooks customized for each instructor's course structure. The present textbook's OpenStax content is color-coded in black ink. Additional information concerning communication sciences and disorders appears in blue ink. The original OpenStax texts are accessible free of charge at https://openstax.org/subjects. This textbook includes applicable content from the OpenStax books Anatomy and Physiology, Psychology, and Biology for AP® Course.

This textbook contains various images produced by the third author, renowned Dr. Willard R. Zemlin (1929-1998), with permission. Dr. Zemlin was one of the most influential scholars in anatomy and physiology concerning communication sciences and disorders. Dr. Zemlin's son, Mr. Karl Zemlin, kindly sharpened numerous images for this book to provide high-resolution pictures. At Mr. Zemlin's suggestion, Dr. Zemlin is included as a co-author of this edition. Mr. Zemlin expressed his appreciation for the generosity of those who donated their bodies to science throughout his father's studies. A comprehensive collection of Dr. Zemlin's work is accessible at his memorial website http://zemlin.shs.uiuc.edu/zemlinBio.htm of which Mr. Zemlin is the webmaster.

The current edition also incorporates additional images from Wikimedia Commons. Wikimedia Commons website offers various information under Creative Common (CC) licenses, allowing the use and remix of the materials. This textbook would not have been possible without the contributions of OpenStax, Mr. Karl Zemlin, and generous providers of Wiki Common resources. We sincerely appreciate their generosity. Also, the authors would like to acknowledge the assistance of the students who used the initial edition of this book last year. They provided valuable comments from the learners’ point of view for refining the content. We have made this textbook available for our future colleagues to gain entry-level scientific knowledge applicable for serving individuals with communication disorders.

June S. Levitt, Ph.D., LDT, CCC-SLP
Sarah L. Guigneaux, M.S., CCC-SLP
Willard R. Zemlin, Ph.D.

May 2021
Contact: OpenResource2020@gmail.com

This reading guide is intended to be used with the Open Stax Anatomy and Physiology textbook.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

Word Count: 741633

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This reading guide is intended to be used with the Open Stax Anatomy and Physiology textbook.

Students will be introduced to the reproductive system and the following body parts: penis, testicles, scrotum, ovary, uterus, vulva, clitoris, vagina, bladder, urethra, and anus. Students will get a basic understanding of anatomical orientation, basic function, and variation of these body parts. Students will discuss such topics as safe space, safe adults, and diverse bodies.

This lesson presents students with information regarding the differences between ruminant and monogastric digestive systems. The project portion of this lesson allows students to work in small groups and get creative to demonstrate their knowledge of these two digestive systems. 

Landslides can have profound societal consequences, such as did the slide that occurred near Oso, Washington in 2014. Forty-three people were killed and entire rural neighborhood was destroyed. In this unit, students consider the larger-scale tectonic and climatic setting for the landslide and subsequently use lidar and SRTM (Shuttle Radar Topography Mission) hillshade images, topographic maps, and InSAR (interferometric synthetic aperture radar) to determine relationships between landscape characteristics and different types of mass-wasting events. They conclude by considering the societal costs of such a disaster and ways that communities in similar situations may mitigate their risk.

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Online-adaptable: The exercises in unit are completely digital and thus at a logistical level it can be switched to online fairly easily. However, due to the relative complexity of the data investigations and group discussions, there will still be a fair bit of instructor support needed and/or extended small group that should be arranged.

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This lesson introduces students to the parts of fish (both internal and external), covers adaptations of fish, and assesses student's understanding of the parts of fish.