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Respiration Lab 3
Muscles of Respiration (Noncadaver Lab)
To the Instructor:
This lab activity parallels Respiration Lab 2, in that it is designed to be a means of reviewing the
musculature associated with respiration. You may wish to add some of the following images
from the Image Library to the lab guide so that students will have them at hand as a reference in
the lab.
Figure
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Diaphragm, inferior view
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Diaphragm, lateral view
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Internal and external intercostals
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Accessory inspiration and expiration muscles: Posterior thoracic muscles,
serratus superior posterior and inferior, levator costarum brevis and longis
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Accessory inspiration muscles: Anterior thoracic and neck muscles;
sternocleidomastoid; pectoralis major and minor; scalenus anterior, medius,
posterior
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Posterior accessory muscles of respiration: Trapezius, levator scapulae,
rhomboideus minor and major, serratus posterior and inferior, quadratus
lumborum
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Abdominal accessory muscles of expiration: Internal intercostals, external
oblique abdominis, internal oblique abdominis, transversus abdominis
This is a great opportunity to review the muscles of inspiration and expiration. Bring your
various anatomy resource texts so that you and the students can review images of specimens,
especially of the diaphragm (which is very hard to visualize without a cadaver). As you present
the drawings and photographs, review each structure or landmark in a round-robin fashion.
Students may look at their study guides for the first one or two rounds (you can use the
cadaver lab guide as a template). After that, point to structures and landmarks and ask each
student for an answer. Be encouraging (this is dense material) and provide hints, of course, but
use the confrontation of direct questioning to let students know that they must remember what
you are talking about in lab.
After many trials and lots of success, it’s time for a 10-point quiz on the material being
studied. Quizzes amount to writing down the answer to the question or object/structure pointed
to. The quizzes need not be heavily weighted in the grade formula to keep students actively
learning. In contrast, not having a quiz tends to make them passive learners. Such is life.