Chapter 4 The Skeletal System 171 er 63. People with bone fractures, especially to the lower limbs, often require assistive devices while they are recovering. Examples of assistive devices include crutches, walkers, and canes. Assistive devices must be used correctly in order to be effective. Choose a specific assistive device and conduct research on its proper use for various types of injuries. Obtain or borrow the device and provide a demonstration for your class on its proper use. Identify incorrect usage, as well as limitations of the device and abnormalities that may prevent a patient from using the device effectively. 64. Conduct research to find out what range- of-motion exercises are commonly used in physical therapy sessions to help people who are recovering from injuries to regain their full range of motion. Find out the difference between active and passive range-of-motion exercises. Perform a demonstration of active and passive exercises for the class. Include exercises for the shoulders, arms, wrists, knees, and ankles. As you demonstrate, explain the purpose of each exercise. 65. Conduct research on the internet to find out the basic steps involved in repairing a fracture of a long bone. Be sure to use good internet etiquette and follow safety guidelines for working on the internet. Write a summary report, and list your sources. 66. Using medical textbooks and other biological resources, gather information about bone matrix, various types of bone cells, and glycoproteins, such as osteocalcin and alpha-glycoprotein. Identify bone minerals and explain how they can change bone cells during bone development. Prepare a written report, and include your sources. Building Your Portfolio 67. Take digital photographs of the models and projects you created as you worked through this chapter. Create a document called "The Skeletal System" and insert the photographs, along with written descriptions of what the models show and your reasons for creating them using the materials and forms you chose. Add this document to your personal portfolio. Communicating about Anatomy & Physiology 59. Speaking Divide into groups of four or five students. Each group should choose one of the following topics: anorexia nervosa, bursitis, dislocation, female athlete triad, fracture, osteoporosis, rheumatoid arthritis, sprain, or stress fracture. Using your textbook as a starting point, research your topic and prepare a report on causes and treatments. As a group, deliver your presentation to the rest of the class. Take notes while other students give their reports. Ask questions about any details that you would like clarified. 60. Listening Take notes while other students give their reports for the previous question. Ask questions about any details that you would like clarified. 61. Writing Write an “osteostory” about a superhero who helps someone in distress. Be creative and find ways to mention the following bones in your story: skull, sternum, femur, humerus, tibia, calcaneus, tarsals, carpals, metatarsals, metacarpals, ribs, clavicle, scapula, mandible, and patella. Try to work into the story reasons for describing the locations of these bones in the body. Lab Investigations 62. Construct a skeleton of an animal of your choice using toothpicks and glue. Your animal can be real or imaginary. Draw the outline for your animal and then use the toothpicks to make the bones of the animal’s skeleton. When you are finished, use labels to identify the bones. Include a label for the name and species of your animal. At a minimum, include these bones in your skeleton: carpals, cervical vertebrae, coxal bones, femur, fibula, humerus, lumbar vertebrae, mandible, maxilla, metacarpals, metatarsals, patella, phalanges, radius, ribs, scapula, skull, sternum, tarsals, thoracic vertebrae, tibia, ulna. Copyright Goodheart-Willcox Co., Inc.