Prentice - Principles of Athletic Training - 15e, solutions manual and test bank 0078022649
Prentice - Principles of Athletic Training - 15e, TEST BANK 0078022649
Principles of Athletic Training: A Competency-Based Approach by William Prentice - 15e, TEST BANK 0078022649
ch2 Key
| 1. | A storage facility should be at least:
|
| Difficulty: Moderate |
| 2. | All of the following should be elements of a hydrotherapy area EXCEPT:
|
| Difficulty: Moderate |
| 3. | OSHA stands for:
|
| Difficulty: Easy |
| 4. | Which of the following are expendable supplies?
|
| Difficulty: Easy |
| 5. | The primary purpose of a pre-participation health exam is to:
|
| Difficulty: Moderate |
| 6. | When ordering expensive supplies it is important to have vendors quote prices before making a decision. This is known as:
|
| Difficulty: Moderate |
| 7. | Which of the following is the most expedient method of making a maturity assessment?
|
| Difficulty: Moderate |
| 8. | The most crucial stage in maturity is the stage because of.
|
| Difficulty: Difficult |
| 9. | The purpose of having a personal information card on each athlete is to record:
|
| Difficulty: Moderate |
| 10. | SOAP is an acronym for:
|
| Difficulty: Easy |
| 11. | Which of the following areas of the pre-participation exam includes the assessment of height, weight, and body composition?
|
| Difficulty: Moderate |
| 12. | Which of the following people can perform a Snellen test?
|
| Difficulty: Moderate |
| 13. | What is the cause of the most indirect sports-related deaths?
|
| Difficulty: Moderate |
| 14. | The athletic trainer's office should be at least _________.
|
| Difficulty: Easy |
| 15. | The purpose of the "duck walk" during the orthopedic screening is:
|
| Difficulty: Moderate |
| 16. | An unplanned event capable of resulting in loss of time and property damage is known as a(n):
|
| Difficulty: Easy |
| 17. | Which of the following is an example of nonconsumable capital equipment?
|
| Difficulty: Moderate |
| 18. | Which of the following conditions does NOT indicate a possible medical disqualification from collision/contact sports?
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| Difficulty: Difficult |
| 19. | Touching ones toes with straight knees test all of the following EXCEPT:
|
| Difficulty: Difficult |
| 20. | During an orthopedic assessment, shrugging the shoulders tests:
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| Difficulty: Difficult |
| 21. | The law that protects the privacy of student educational records and in some instances medical records is known as:
|
| Difficulty: Easy |
| 22. | Which of the following are components of an individual's medical history?
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| Difficulty: Easy |
| 23. | Which of the following is not part of the assessment of general health maintenance?
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| Difficulty: Easy |
| 24. | The components of a pre-participation exam include: a medical history, a physical examination, a maturity assessment, a cardiovascular screening, an orthopedic screening, and a wellness screening. |
| Difficulty: Easy |
| 25. | The athlete who has lost one of a paired organ should have no sport participation restrictions. |
| Difficulty: Moderate |
| 26. | The athletic trainer may release medical information to only the coach, the team physician, and the player's teammates. |
| Difficulty: Moderate |
| 27. | For security purposes, athletic training students at the high school should not be given keys to the athletic training room. |
| Difficulty: Moderate |
| 28. | When considering who is served by an athletic training facility, it is important to consult school liability insurance to determine who may be treated. |
| Difficulty: Moderate |
| 29. | An injury database of medical records should be accessible to all student athletic trainers so they can update records on a regular basis. |
| Difficulty: Moderate |
| 30. | An extrinsic factor refers to the type of activity performed, amount of exposure to injury, environment and equipment. |
| Difficulty: Easy |
| 31. | An annual report serves to analyze the number of supplies used and how many to order for the following year. |
| Difficulty: Easy |
| 32. | Everyone should have access to the athletic trainer's office to allow for necessary availability of medical records. |
| Difficulty: Easy |
| 33. | It is important to have defined rules to maintain cleanliness and order in the athletic training room. |
| Difficulty: Easy |
| 34. | Because of the Americans with Disabilities Act, a physician cannot legally disqualify athletes from competition. |
| Difficulty: Moderate |
| 35. | With the computer age, record-keeping software programs are making completing paperwork for the athletic trainer more efficient. |
| Difficulty: Moderate |
| 36. | The highest incidence of indirect sports death is caused by cardiovascular abnormalities. |
| Difficulty: Moderate |
| 37. | NCAA Division I athletes may sign a waiver to avoid participating in mandatory sickle cell trait testing. |
| Difficulty: Moderate |
| 38. | A patient file management system should not have security features that control access. |
| Difficulty: Easy |
| 39. | Discuss the components and the importance of the pre-participation exam. Answers will vary |
| Prentice - Chapter 02 #39 |
| 40. | Describe how the computer can be a useful tool in the athletic training room. Answers will vary |
| Prentice - Chapter 02 #40 |
| 41. | Name two organizations that are responsible for collecting injury data and discuss the roles of each. Answers will vary |
| Prentice - Chapter 02 #41 |
| 42. | Describe the types of record keeping that are necessary for efficient training room operation. Answers will vary |
| Prentice - Chapter 02 #42 |
| 43. | Describe the different areas that must be included in the athletic training room and draw a layout of those areas. Answers will vary |
| Prentice - Chapter 02 #43 |
ch2 Summary
| Category | # of Questions |
| Difficulty: Difficult | 4 |
| Difficulty: Easy | 14 |
| Difficulty: Moderate | 20 |
| Prentice - Chapter 02 | 43 |
| Type: Application | 4 |
| Type: Knowledge | 34 |
Chapter 3
Discussion Questions
1. What are the athletic trainer’s major legal concerns for negligence and for assumption of risk?
2. What measures can an athletic trainer take to minimize the chances of litigation, should an athlete be injured?
3. Invite an attorney who is familiar with sports litigation to class to discuss how athletic trainers can protect themselves from lawsuits.
4. Discuss what the athletic trainer must do to provide reasonable and prudent care in dealing with an injured patient.
5. Why is it necessary for an individual to have both general health insurance and accident insurance?
6. Briefly discuss the various methods of third-party reimbursement.
7. Why should an athletic trainer carry individual liability insurance?
8. What are the critical considerations for filing insurance claims?
Class Activities
1. Have students investigate personal liability insurance and discuss what kind of policies they were able to locate including the details of each policy.
2. Locate several case studies on legal issues of athletic training and have a class discussion on the legal implications of each case.
3. Have every student investigate the types of health insurance that is available and list the positive and negative aspects of each.
4. Bring in forms and sample cases for students to practice filling out the insurance forms.
Worksheet Answers
Matching
1. C 5. G 9. F
2. B 6. J 10. K
3. H 7. E 11. D
4. A 8. I
Short Answers
12. Assumes that an individual is neither exceptionally skillful nor extraordinarily cautious, but is a person of reasonable and ordinary prudence.
13. Nonfeasance (act of omission) or Malfeasance (act of commission) or Misfeasance
14. Liability is the state of being legal responsible for the harm that one causes another person.
15. It is the primary mechanism for payment of medical services in the U.S. and enables health professionals to be paid directly by insurance companies.
16. A periodic payment made to an insurance company by an individual.
Listing
17. HMO
18. PPO
19. Point of service plan
20. Indemnity plan
21. Capitation
Essay
22-26. Refer to pages 77-80 in the text
27-31. Refer to pages 74-77 in the text
Negligence is the failure to use reasonable care. The athlete must prove there was a duty of care, there was a breach of that duty, there was harm done, and that the harm done was as a result of the breach of duty before the athletic trainer may be found negligent.
32-36. Refer to pages 76-77 in the text
Personal Assessment
37-41. Refer to page 82-84 in the text
42-45. Refer to page 80 in the text
RAVEN BIOLOGY 10e
CHAPTER 1: THE SCIENCE OF BIOLOGY
WHERE DOES IT ALL FIT IN?
Chapter 1 is a diverse keystone chapter that outlines the scope of information being covered in the rest of the book. Reinforce to students that the concepts of evolution, hierarchy, living properties, and scientific method are essential for understanding the other chapter topics covered throughout the semester. It may be fitting to refer to Chapter 1 when discussing the different levels of organismic complexity covered in the following chapters. It is also important to stress that the information discussed in each chapter was derived from careful scientific inquiry using the principles of scientific method covered in Chapter 1.
SYNOPSIS
Biology is the science of life, the study of ourselves and everything that is alive around us. Living things have a specific organization presented here from smallest (atoms) to largest (the biosphere). Living organisms have cellular organization; are ordered; respond to stimuli; grow, develop, and reproduce; take in energy to perform many kinds of work; and they have regulatory mechanisms that coordinate functions and maintain constant internal conditions. A sound knowledge of biology is necessary to make informed decisions regarding our individual and collective futures on this planet, and indeed, on the future of the earth itself.
Darwin’s voyage around South America is one of the best examples of the process of scientific discovery. It explains how inductive reasoning leads to the formulation of hypotheses that are then tested by observation and experimentation. With continued collection of supporting data, some hypotheses prove strong enough to warrant their acceptance as theory.
Darwin based his concept of evolution upon years of his own observations as well as those of his contemporaries. The writings of others, particularly Lyell and Malthus, strongly influenced him. Publication of On the Origin of Species was greatly delayed, in part because of its revolutionary nature. A similar essay by Wallace, sent to Darwin for approval, stimulated Darwin to publicly present and finally publish his ideas. A wealth of information gathered in the past century provides the impetus for scientists to accept evolution as a valid theory.
Four core themes unite biology as a science: (1) living things all exhibit cellular organization,
(2) living things all exhibit a mechanism for heredity (DNA), (3) living things exhibit adaptations to produce unique features as a result of evolution, and (4) living things conserve key features during evolution.
LEARNING OUTCOMES
1.1 The Science of Life
1. Compare biology to other natural sciences.
2. Describe the characteristics of living systems.
3. Characterize the hierarchical organization of living systems.
1.2 The Nature of Science
- Compare the different types of reasoning used by biologists.
- Demonstrate how to formulate a hypothesis.
1.3 An Example of Scientific Inquiry: Darwin and Evolution
- Examine Darwin’s theory of evolution by natural selection as a scientific theory.
- Describe the evidence that supports the theory of evolution.
1.4 Unifying Themes in Biology
- Discuss the unifying themes in biology.
- Contrast living and nonliving systems.
COMMON STUDENT MISCONCEPTIONS
There is ample evidence in the educational literature that student misconceptions of information will inhibit the learning of concepts related to the misinformation. The following concepts covered in Chapter 1 are commonly the subject of student misconceptions. This information on “bioliteracy” was collected from faculty and the science education literature.
- Life is too complex to be explained with reasoning by reductionism.
- All organisms must have every characteristic of life.
- Acquired characteristics can be inherited.
- Biologists have do not have a feasible explanation for the emergent properties of life.
- All organisms have the same level of hierarchical organization.
- There is no single list of steps called "The Scientific Method”.
- Hypotheses are merely a guess about how nature works.
- Theories are merely biased reasoning by scientists.
- Theories do not change over time.
- The control set-up is indistinguishable from the experimental set-up in an experiment.
- Correlations provide the same information as cause-and-effect experimentation.
- The use of scientific models is not accepted by much of the scientific community.
- Evolution is a means of disproving the existence of a supernatural being.
- Biological principles can be described without evolutionary theory as a basis of the explanations.
- Flaws in Darwin’s reasoning weaken the scientific theory of evolution.
- Evolution only occurs on the individual organism level.
- Evolutionary adaptation occurs during the lifetime of an organism
- The death of an individual organism can change the whole fate of the Earth.
- Basic research has little value in providing human applications of research findings.
INSTRUCTIONAL STRATEGY PRESENTATION ASSISTANCE
It is only logical to present the material in this chapter at the beginning of an introductory biology course, whether it is a majors or nonmajors course, a one-semester or two-semester sequence. Unfortunately, there is so much information that we all feel must be covered in a beginning class, that it often turns into a memorization match rather than a learning experience. Don’t be compelled to cover every topic that is in this book. Nor should you expect your students to know every single fact presented here. Choose material you feel comfortable with; that is most appropriate to your locale and is timely and interesting; but yet fulfills the basic expectations of your department and your school.
This chapter introduces biology as a science and the basics of the scientific method. Many prominent texts use Darwin’s evolutionary theory as an example of how science works. Many other topics could be presented as well, including Mendel’s genetics, Pasteur’s spontaneous generation, Jenner’s smallpox vaccine, or your own research. (Be careful not to get too involved if you do discuss your own research interests. You are an expert on the topic, but many of these students don’t know anything about even basic biology yet.)
It may help to differentiate between inductive and deductive reasoning by deriving the words themselves. Humor is also helpful in presenting the scientific method, especially in terms of constructing readily rejected hypotheses. It is extremely important to present the difference between a scientific theory and a belief. One can believe in all sorts of things and still fully support the facts presented by science. Such a presentation will help the student who feels that much of science, such as evolution and the origin of life, contradicts his or her most inner personal beliefs.
HIGHER LEVEL ASSESSMENT
Higher level assessment measures a student’s ability to use terms and concepts learned from the lecture and the textbook. A complete understanding of biology content provides students with the tools to synthesize new hypotheses and knowledge using the facts they have learned. The following table provides examples of assessing a student’s ability to apply, analyze, synthesize, and evaluate information from Chapter 1.
| Application |
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| Analysis |
|
| Synthesis |
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| Evaluation |
|
VISUAL RESOURCES
1. Direct the class through a quick exercise of the scientific method by bringing in a simple mechanical object that does not work, like a flashlight. Discuss with the class the process of the scientific method needed to diagnose what is wrong and needed to fix it. (This does presume that you do know what is wrong and have the parts to make it good.)
2. Use a quick demonstration to stress that science is constantly changing. As life has evolved, so has the study of it. Too often science is presented as just so many facts; students don’t appreciate that a few of their instructors were born before the nature of DNA was determined. The technology of science is so overwhelming that the essence of science is often lost.
3. It may be helpful to present controls, independent, and dependent variables using the students’ first laboratory exercise as an example. It is important that they know what a controlled experiment is and why controls are included in their own laboratory experiments. When asked, many students will identify just a single test as a control. In reality an entire experimental set usually has several control runs and only one true experimental test associated with it. A useful activity to reinforce these concepts is to ask the class to design a controlled experiment to test the following observation: A high degree of birth defects was noted in fish living in water contaminated with mercury from a chemical company. Ask the students to come up with an experiment to determine if the mercury pollution is causing the problems in the fish.
4. Slides illustrating the kinds of organisms observed by Darwin during his voyage are quite helpful. Include examples of diversity in selectively bred plants or animals (varieties of corn, dairy and beef cattle, fancy goldfish) as well as examples of the similarity of island life forms versus mainland forms. Images can be found by doing a Google Image search using the keywords “Darwin’s Finches”, “Darwin Pigeons”, “Fancy Goldfish”, “Cattle Breeds”, and “Corn Varieties”. Also, the National Health Museum has a hands-on student activity called The Beaks of the Finches that uses Darwin’s Finches to reinforce the rationale he used for developing the natural selection theory. The activity can be found at http://www.accessexcellence.org/AE/AEC/AEF/1996/sprague_beaks.html
IN-CLASS CONCEPTUAL DEMONSTRATIONS
A. Modeling Life Properties with Elodea
Introduction
Elodea, and aquatic plant, provides a simple model for investigating some of the properties of living organisms. It has large cells that can be clearly projected on a screen using a 400X microscopic specimen placed on a wet mount slide. This activity demonstrates how almost all organisms show at least one characteristic of life covered in Chapter 1.
Materials
- 1 stem of fresh elodea (available at pet stores or biological supply companies)
- 1 forceps
- 1 projector microscope or microscope attached to a video projector
- 1 microscope slide
- 1 small bottle of cold water with a dropper
- 1 small bottle of 50oC water with a dropper
- 1 small bottle of room temperature 3% hydrogen peroxide with a dropper
- 1 small bottle of room temperature pure methanol with a dropper
Procedure
- Remove a leaf of the elodea using a forceps
- Transfer the leaf to a microscope slide containing three drops of cold water
- Place the slide under the microscope and focus the image under high power so the chloroplasts can be clearly seen
- Ask the students if they observe any properties of life (some may answer cell structure or organization)
- Add the 50oC water to the slide and ask the students to observe what happens. After awhile the chloroplasts should move. Then ask the students if they observe any properties of life (some may answer metabolism, movement, or response to stimuli)
- Add one drop of 3% hydrogen peroxide to the slide and ask the students to observe what happens. They should see bubbling due to catalase activity. Then ask the students if they observe any properties of life (some may answer metabolism or response to stimuli)
- Add one drop of strong brewed coffee to the slide and ask the students to observe what happens. They should see the bubbling activity stop due to inhibition of catalase activity and they may see the chloroplasts stop moving. Then ask the students if they observe any properties of life (they should explain that the characteristics of life observed earlier where ceased by environmental change)
Inquiry Questions
- Ask the students how they would test whether the yeast found in a package of freeze dried yeast found in the grocery store are still alive.
- Ask students to come up with tests to determine the relative amount of living properties present in a sprig of celery found in a grocery store.
- Ask students to come up with a definition of “dead” based on the fact that extinct animals can be cloned from DNA found in museum specimens.
LABORATORY IDEAS
Laboratory activities are excellent ways of reinforcing complex biological principles. The following inquiries can be used as the basis of student-designed laboratory activities.
- Characteristics of Life:
- Have students design a long-term experiment to distinguish between the characteristics of fresh and cooked potato wedges containing at least one “eye” per section.
- Provide students with the following materials to carry out the experiment.
i. Ruler
ii. A small pot with soil
iii. Access to a light source
iv. Hydrogen peroxide in a dropper bottle to indicate the presence of catalase metabolism
v. Potassium iodide solution in a dropper bottle to indicate the presence of starch
vi. pH paper to determine the pH of the plant tissues
- Scientific Method:
- Have students design an experiment to test the cause-and-effect relationship between physical activity and heart rate.
- Provide students with the following materials to carry out the experiment.
i. Stop watches to monitor pulse (heart rate)
ii. A location for students to conduct some type of physical activity such as jogging or stair climbing.
iii. Graph paper or access to software for graphing the relationship between heart rate and physical activity for the whole class.
- Then ask the students to consider other variables that could affect the results. Provide them with the following materials to conduct this part of the experiment.
i. Body weight scale
ii. Meter stick
iii. Tape measure
- Natural Selection: (Precaution – this lab involves the tasting of substances in class)
- Have students hypothesize about the natural selection of human taste by researching their findings from a PTC taste paper experiment.
- Provide students with the following materials
i. PTC paper (phenylthiocarbamide)
ii. Clean fresh cabbage
iii. Strong coffee
iv. Food grade honey
v. Clean disposable spoons for tasting honey and coffee
vi. Access to the Internet
- Ask students to determine the students who can and cannot determine the taste of phenylthiocarbamide in the PTC paper.
- Then ask them to see if the ability to taste or not taste phenylthiocarbamide is related to a person’s like or dislike of the taste of cabbage, coffee, or honey.
- Have the students research the web to find any evidence of the ability to taste phenylthiocarbamide and the preference of certain types of foods.
- Follow step “e” by having the students hypothesize about the natural selection of phenylthiocarbamide tasting in certain populations of people.
LEARNING THROUGH SERVICE
Service learning is a strategy of teaching, learning and reflective assessment that merges the academic curriculum with meaningful community service. As a teaching methodology, it falls under the category of experiential education. It is a way students can carry out volunteer projects in the community for public agencies, nonprofit agencies, civic groups, charitable organizations, and governmental organizations. It encourages critical thinking and reinforces many of the concepts learned in a course.
Students who have successfully mastered the content of Chapter 1 can apply their knowledge for service learning activities in the following ways:
- Have students give presentations about the Hierarchy of Life at an area nature center.
- Have students visit a local elementary school to give a presentation on the properties of life.
- Have students judge science fairs that focus on projects that emphasize use of the scientific method.
- Have students prepare a poster or display depicting the influence of Darwin on modern scientific thought for an area library or local children’s museum.
ETYMOLOGY OF KEY TERMS
bio- life or relating to living organisms (from the Greek bios- mode of life)
carya- see karyo below
eu- good; well; true (from the Greek eu- well)
homeo- likeness; resemblance; similarity (from the Greek homoios- like)
karyo nucleus of a cell (from the Greek karyon- nut or kernel)
-logy a field of study; an academic discipline; the study of (from the Greek logos- word)
meta- change; transformation; following something in a series (from the Greek meta- change)
photo- light (from the Greek photos- light)
pro- before; for; in front of (from the Greek and Latin pro- for or before)
stasis unchanging (from the Greek stasis- standing)
synthesis to make or assemble (from the Greek synthesis- placing together)
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