Download Infection Control

Module - Chairside Dental Assisting with Labs
Faculty Teaching Guide for Chairside Dental
Assisting with Labs
Module - Embryology and Morphology
1
Faculty Teaching Guide for Chairside Dental Assisting with Labs
Faculty Teaching Guide for Chairside Dental Assisting with Labs
Module: Embryology and Morphology
Module Overview
The formation of dental materials and their eruption into the oral cavity are studied in this module as well as the
relationship of each tooth to all others. The specific design and function of each individual tooth will also be
discussed.
The Big Picture
Faculty Teaching Guide for
Chairside Dental Assisting
with Labs
Module:
Embryology and
Morphology
Section 1:
Embryology and
Histology
Section 2:
Tooth Morphology
Part A: Oral Embryology
Part A: Maxillary and
Mandibular Arches
Part B: Histology
Part B: Anatomical
Tooth Structure
Resources
This module utilizes the following learner resources:
Textbooks:
Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead. Delmar
Learning, 2004. ISBN 1-4018-3480-9.
Safety Standards and Infection Control for Dental Assistants, by Ellen Dietz, Delmar Learning, 2002. ISBN 07668-2659-7.
Workbook: Workbook to Accompany Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J.
Phinney and Judy Halstead, prepared by Karen L. Waide, Delmar Learning, 2004. ISBN 1-4018-3483-3.
2
Module - Chairside Dental Assisting with Labs
Instructor’s Manual: Instructor’s Manual to Accompany Delmar’s Dental Assisting, A Comprehensive Approach,
2nd edition, by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN 1-4018-3482-5.
Delmar’s Dental Assisting Video Series: Delmar Learning. ISBN 0-7668-1031-3
Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the Power Point Presentation for
Chairside Dental Assisting with Labs.
Additional Resources
Electronic Classroom Manager to Accompany Delamr’s Dental Assisting, A Comprehensive Approach, 2nd edition,
by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN: 1-4018-3484-1.
Section 1: Embryology and Histology
Section Overview
Embryology is the study of embryos and their development, and histology is the study of microscopic anatomy.
Together these topics compare the ideal dentition to deformities that may bring patients to the dental office.
Outline of Section
Part A: Oral Embryology
Part B: Histology
Learning Objectives and Competencies
These learning activities directly address the Learning Objectives and Competencies as stated.
Knowledge
1. Define the Key Terms.
Teaching Tips
Comprehension
2. Identify the three prenatal phases of pregnancy.
3. Describe the life cycle of a tooth and the stages of development.
4. State the substances making up enamel, dentin, cementum, and pulp.
5. List the structures of the gingiva.
6. Explain the location and function of the four primary tooth structures.
Pay close attention to
learners who are
struggling. Retention of
learners in your class is
important. You have
the opportunity to
encourage them, assist
them with study skills
development, and keep
them in school.
Learning Activities
These learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Part A, All Objectives)
3
Faculty Teaching Guide for Chairside Dental Assisting with Labs
[Insert In-Class Activity icon] Cleft Palate Research and Report (Part A, Objectives 2-3)
[Insert Homework Assignment icon] Textbook Assignment (Part A, All Objectives)
[Insert In-Class Activity icon] Dental Histology Project (Part B, Objectives 4-6)
[Insert Homework Assignment icon] End of Chapter Activities (Part B, All Objectives)
[Insert Homework Assignment icon] Workbook Assignment (Part B, All Objectives)
Part A: Oral Embryology
Overview
The growth and development of a person begins with fertilization, when cells
begin rapidly multiplying and specializing into their various body parts. An
embryo goes through many developmental stages, where minor defficiencies can
create negative consequences for which patients may seek dental treatment.
This part examines each stage of embryonic growth as they relate to the teeth
and oral cavity.
Initial Questions and Activities
Teaching Tip
Encourage learners to
effectively use their
textbooks and workbooks.
They should highlight,
underline, write in the
margins, provide additional
labels on diagrams, and
write down questions, etc.
Instructors can make
recommendations about
study strategies that apply
to different activities.
1. Why is it important for women to have proper nutrition during pregancy?
Without proper nutrition the forming infant will not have what it needs to grow into a healthy child.
What the mother eats, medications she takes, smoking, everything the mother takes into her body will
affect the child that is to be born.
Key Concepts
References and Activities
Slides
Introduction to the Module
Slides 1-2
Introduction to Section 1
Slides 3-4
Key Terms
[Insert Home Ass icon] Key Term Glossary
Slides 5-6
Oral Embryology
Chapter ____, pp. ____ (Phinney & Halstead)
Slides 7-16
[Insert In-Class Activity icon] Cleft Palate
Research and Report
[Insert Home Ass icon] Textbook Assignment
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation
4
Module - Chairside Dental Assisting with Labs
[Insert In-Class Act icon]

In-Class Activities
Cleft Palate Research and Report (Part A, Objectives 2-3). Goal: To have learners use the Internet to
research and develop information on cleft palate and cleft lip. Have the learners go to the computer lab to
research information on cleft lip and cleft palate. They should discover information such as patient education,
support groups, links to detailed medical research, reasons for the irregularities, and treatments available.
Learners should be told to work on their own while in the lab. After a set amount of time, have learners return
to class and present their findings to the class. Discuss as a group the differences and similarities to the
information that was discovered.
[Insert In-Class Dis Ques icon]
In-Class Discussion
1. What are the proper terms for the upper jaw and the lower jaw? Why is it important for dental assistants to
know the proper terms?
The upper jaw is called the maxilla or maxillary arch, and the lower jaw is the mandible or mandibular
arch. Make sure learners understand the importance of knowing the
Teaching Tip
proper terms.
[Insert Home Ass icon]
Homework Assignments
Key Term Glossary. Learners will define key terms listed in the PowerPoint
presentation. They are to enter this glossary on disk, in a dedicated notebook or
in a designated part of a notebook. They are expected to augment information
from text or lecture with other resources including any available in the school or
public libraries or on the Internet and will be graded at the end of the module on
Encourage learners to form
study groups. Suggest that
they meet at a regular time
and place to review class
materials and homework
assignments. For those who
participate, ask them to
share the positive aspects of
this with the class. By
acknowledging positive
behaviors, you may
encourage others to follow
suit.
completeness and presentation.
Textbook Assignment. Learners are to read Chapter ____ (Phinney & Halstead). Have learners complete the
workbook Chapter ____ questions. Learners should be prepared to review these in class.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide 1
[Insert CDA 1-1]
PowerPoint Presentation for Chairside Dental
CDA – Stands for Chairside
Assisting with Labs
Module: Embryology and Morphology
5
Faculty Teaching Guide for Chairside Dental Assisting with Labs
Dental Assisting with Labs.
Prior to introducing this module. Ask learners if any
The 1st number “1” indicates
questions remain from their previous studies. If questions
remain review the material as needed.
the Module called Embryology
Introduce the module.
and Morphology. The 2nd
number indicates the slide
number.
Slide 2
[Insert CDA 1-2]
Module: Embryology and Morphology
Introduce the sections and each part.
Slide 3
[Insert CDA 1-3]
Section 1: Embryology and Histology
Discuss each objective in detail. Learners need to know
what they will be learning and why. Try to relate it back to
their careers as dental assistants.
Slide 4
[Insert CDA 1-4]
Section 1: Embryology and Histology (cont.)
Continue to discuss each objective in detail.
Slide 5
[Insert CDA 1-5]
Key Terms
Review each key term and discuss.
Homework Assignment: Remind learners about the
Key Term Glossary homework assignment.
Slide 6
[Insert CDA 1-6]
Key Terms (cont.)
Continue to review each key term and discuss.
Slide 7
[Insert CDA 1-7]
Part A: Oral Embryology
Inform learners that the definition of Embryology is the
study of the development of the individual during the
embryonic stage. Explain that the definition of prenatal
6
Module - Chairside Dental Assisting with Labs
refers to before birth, natal refers to birth, and post-natal
is following birth.
Discuss with learners that the zygote begins with
conception through the first two weeks, the embryo is the
developing individual from two through eight weeks, and
the fetus is the developing individual from nine weeks
until the time of birth.
Slide 8
[Insert CDA 1-8]
Fertilization
Inform learners that once fertilization takes place, cell
division and specialization of the cells begin. Explain
what proliferation is.
Discuss the three stages of differentiation.
Slide 9
[Insert CDA 1-9]
Embryonic Stage
Explain to the learners that the outer layer of the embryo,
the ectoderm, will become the skin, brain and spinal cord,
hair and nails, teeth enamel, and the lining of the oral
cavity.
Slide 10
[Insert CDA 1-10]
Factors Influencing Prenatal Development
Explain that what individuals inherit from their parents will
determine future dentition; that if one parent has large
teeth, and the other has a small jaw, the child may have
problems with crowding, and if one parent has small
teeth and a large jaw, the child may inherit the opposite
spacing problems with the teeth. Explain that some
people are missing teeth and some have extra teeth.
Ensure learners understand that good maternal health
and nutrition throughout the pregnancy is essential,
7
Faculty Teaching Guide for Chairside Dental Assisting with Labs
because they affect the developing child.
Explain that during pregnancy fever, disease, and
medications may cause problems for the evolving
embryo. An example would be the antibiotic tetracycline
prescribed to pregnant women may result in intrinsic
yellow-brown staining of the teeth.
Slide 11
[Insert CDA 1-11]
Palatal Development
Discuss with learners how fusion of the palate occurs
within the 4th through 8th weeks of intrauterine life and if
not fused properly, may result in a combination of cleft
palate or cleft lip, which also creates missing and/or
malaligned teeth.
Explain to learners that if the failure of fusion is on both
sides of the midline, it is called bilateral, and if on one
side only, called unilateral.
Address how if failure of the palatal tissues to fuse occurs
this creates an opening in the hard or soft palate.
Treatment of this defect depends on the severity and is
begun as soon as the infant weighs about 10 pounds.
In-Class Activity: Stop here for the Cleft Palate Report
activity.
Slide 12
[Insert CDA 1-12]
Lifecycle of a Tooth
Explain how the formation of the tooth bud begins with
changes in the dental lamina.
Describe how multiplication of cells results in the cap
stage and progresses into the bell stage as the cells
8
Module - Chairside Dental Assisting with Labs
differentiate into various tissues, and then into a tooth
shape.
Refer learners to the figure in Chapter ____ pg. ____
(Phinney & Halstead) that shows the life cycle of a tooth.
Slide 13
[Insert CDA 1-13]
Developmental Problems
Discuss each term associated with problems that can
occur during the developmental stages of the tooth. Go
through the definition of each term.
Slide 14
[Insert CDA 1-14]
Eruption Period
Explain that eruption is the migration of the tooth into a
functional position in the arch and the continued eruption
throughout its lifetime.
Discuss how prefunctional begins with the formation of
the tooth and is complete when the tooth meets the
occlusal plane. Explain that functional is how the tooth
continues to move into proper relationship to the jaws
and other teeth
Discuss how problems occur during these processes,
such as impacted or malpositioned teeth, or ankylosis,
when teeth are fused to the bone, due to lack of a
periodontal ligament.
Slide 15
[Insert CDA 1-15]
Factors Contributing to Tooth Eruption
Discuss each of the conditions that contribute to teeth
erupting into the oral cavity. Tell them that new bone is
deposited by osteoblasts, and that osteoclasts resorb, or
remove existing bone.
9
Faculty Teaching Guide for Chairside Dental Assisting with Labs
Slide 16
[Insert CDA 1-16]
Maturation Stage
Explain that teeth continue to erupt throughout their
lifetime, but are worn down as a normal process of age.
Point out how abnormal attrition may be caused by
improper occlusion or stress.
Describe how bruxism can wear down teeth due to
excessive gritting or grinding, that erosion is the wearing
away of tooth structure by chemical means, and abrasion
is wearing away of tooth structure by mechanical means
or friction.
Examples of erosion are those people who suck on
lemons or who are bulimic, and how common toothbrush
abrasion is; when people don’t brush properly and wear
down the gingival margin of the dentition.
Homework Assignment: Stop here to assign and
discuss the homework
Part B: Histology
Teaching Tip
Overview
Histology is the study of the microscopic composition and function of various
tissues of the body. The specialized cells of the teeth and surrounding structures
will be discussed in this part. It is important for dental providers to understand
these different structures and the characteristics of how they work.
Initial Questions and Activities
Focus on learners who
seem to have given up
learning this difficult
information. Look for the
signs: daydreaming, talking
with other learners, not
turning in homework, not
responding in class, and so
forth. Ask these learners
directly how they are doing
and develop a plan to help
them learn the material.
1. From your previous studies, what are the four main parts of a tooth?
Learners should know this material. If any confusion exists make sure and clear up.
The main parts of the tooth are the enamel, dentin, pulp, and cementum.
10
Module - Chairside Dental Assisting with Labs
Key Concepts
References and Activities
Slides
Histology
Chapter ____, pp. ____ (Phinney & Halstead)
Slides 17-24
[Insert In-Class Activity icon] Dental Histology
Project
[Insert Homework Ass icon]
Assessment Questions
Slide 25
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon]

In-Class Activities
Dental Histology Project (Part B, Objectives 4-6). Goal: For learners to develop an understanding of the
differences in the various tissues of the tooth. Separate the class into 6 groups and assign each group one
tooth tissue to study: enamel, dentin, cementum, pulp, the alveolar process, or gingiva. Each group should
prepare a short presentation on the cellular structure of their tissue, as well as potential problems that can
occur, and what treatments are available to remedy the situation. This exercise should be done at the
beginning of Part B. As these areas are discussed have the group in charge of that topic present their
information and discuss as needed.
[Insert In-Class Dis Ques icon]
In-Class Discussion
1. Why do you think the cuspids are more yellow in color than most of the other teeth?
The cuspids are more yellow because they contain more dentin than other teeth and the dentin shows
through the translucent enamel.
[Insert Home Ass icon]
Homework Assignments
Workbook Assignment. Have learners complete the workbook Chapter ____ questions. Learners should be
prepared to review these in class.
End of Chapter Activities. Have learners complete the Case Study, Review Questions and Critical Thinking
Questions in Chapter ____ (Phinney & Halstead).
Ideas for learners struggling with this material …
 Tooth Poster. Have learners draw a tooth, with the six primary tissues labeled, on a large piece of paper or
poster board. This type of activity may help secure their knowledge of the six primary tissues.
Ideas for learners who are ahead and want to learn more…
11
Faculty Teaching Guide for Chairside Dental Assisting with Labs
 Web Research. Go on the Internet and find a recent article about new technology in dentistry. Write a brief
report with the web site included. Present the information to the class.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide 17
[Insert CDA 1-17]
Part B: Histology of Enamel
Review Part A.
Review the homework from Part A and discuss material as
needed.
Introduce Part B.
In-Class Activity: Stop here for the Dental Histology
Project.
Remind learners that enamel is formed by ameloblasts and
its matrix, including the fact that it consists of enamel rods,
or prisms.
Describe the listed characteristics of enamel.
Slide 18
[Insert CDA 1-18]
Histology of Dentin
Discuss the composition of dentin and that it makes up
most of the tooth. Explain how the dentinal tubules travel
through the dentin from the dentinoenamel junction and the
dentinocementum junction to the pulp.
Describe the listed characteristics of dentin.
Slide 19
[Insert CDA 1-19]
Histology of Dentin (Cont.)
Explain to learners that there are three types of dentinal
tissues.
Address how primary dentin is formed prior to eruption of
the tooth and forms the bulk of the tooth, that secondary
12
Module - Chairside Dental Assisting with Labs
dentin continues to grow throughout the life of the tooth,
and that tertiary dentin is formed as the tooth attempts to
repair itself in response to trauma, such as dental decay or
other irritations.
Slide 20
[Insert CDA 1-20]
Histology of the Pulp
Ensure learners understand that the pulp is the vital, living
part of the tooth, located inside of the dentin.
Explain that the pulp cavity is made up of blood, nerve, and
lymph vessels, and lined with odontoblasts. The tooth pulp
provides moisture and nutrients to the tooth, reacts to
external stimuli such as temperature, and attempts to wall
off irritants via white blood cells.
Describe to learners some of the problems that can happen
to the pulp. Swelling can occur due to caries or other
trauma, pulpitis is inflammation of the pulp, pulpstones are
calcified areas of the pulp, and necrotic pulp is pulp that is
either dead or dying.
Slide 21
[Insert CDA 1-21]
Histology of Cementum
Explain how cementum is formed by cementoblasts and
consists of primary and secondary cementum.
Address the location of the primary cementum and how the
secondary cementum is formed.
Point out that the cementum anchors the tooth in the
socket via periodontal ligaments, such as Sharpey’s fibers,
and that problems can occur.
Explain hypercementosis and cementoclasia.
13
Faculty Teaching Guide for Chairside Dental Assisting with Labs
Slide 22
[Insert CDA 1-22]
Histology of the Alveolar Process
Explain the alveolar process.
Describe how cancellous bone is spongy bone, cortical
plate is the dense outer covering of bone, the socket is the
alveolus in which the tooth root sits, the interdental septum
is the bone separating one tooth socket from another, the
interradicular septum is the bone separating roots of teeth,
the lamina dura is thin compact bone lining the alveolar
socket, and the alveolar crest is the highest point of the
alveolar ridge.
Explain to learners that the alveolar process is sensory via
nerves passing through the bone, supportive to the teeth in
the socket, nutritive via blood vessels, and formative via the
osteoblasts.
Describe periodontitis as inflammation around the tooth,
caused by plaque and that it creates a loss of bone, and
periodontosis as a loss of bone, usually caused by
traumatic occlusion.
Slide 23
[Insert CDA 1-23]
Histology of the Periodontal Ligament
Explain how the periodontal ligament is derived from the
dental sack that covers the developing tooth. It is
composed of bundles of white connective tissue extending
from the cementum to the alveolar bone.
Inform learners that the periodontal ligaments function as
support for the tooth, as they suspend and cushion the
tooth in the socket. The ligaments help form cementum via
cementoblasts, form periodontal ligaments via fibroblasts,
14
Module - Chairside Dental Assisting with Labs
and form bone by osteoblasts.
Discuss how the nerves of the ligaments supply the tooth
with a sense of touch, and provide nutrition through blood
vessels in the ligaments.
Explain that periodontal ligaments can resorb bone and
cementum if necessary.
Explain that problems with the periodontal ligament include
fusion of the tooth to the bone, ankylosis, and loss of
function when a tooth no longer has an antagonist, then the
ligament narrows and the fibers lose their regular
arrangement.
Slide 24
[Insert CDA 1-24]
Histology of Gingiva
Explain gingiva and its appearance when healthy.
Ensure learners understand that the gingiva functions to
protect delicate tissue, aids in chewing, and protects
against the invasion of bacteria. Discuss that gingivitis is
inflammation of the gingival and that periodontitis and
periodontosis are also diseases of the gingiva.
Slide 25
[Insert CDA 1-25]
Assessment Questions
Short Activity: Stop here and have learners answer the
questions on the slide. Review material as needed to
enhance understanding.
Homework Assignment: Stop here to assign and discuss
the homework.
15
Faculty Teaching Guide for Chairside Dental Assisting with Labs
Section 2: Morphology
Section Overview
Morphology of the teeth describes how the cutting, tearing, and grinding of food can take place, using the specific
function of each tooth and tooth components. This section illustrates the primary and permanent dentition as well
as defining parts of each tooth.
Learning Objectives and Competencies
These learning activities directly address the Learning Objectives and
Competencies as stated.
Teaching Tip
Knowledge
7. Define the Key Terms.
Comprehension
8. List the name and location of the primary and permanent teeth.
9. List the anatomical structures of the teeth and their definitions.
10. Identify the surfaces of each tooth.
Ask learners how they are
doing with their homework
assignments. Get feedback.
Answer questions. Ask how
they would change it and
make accommodations if you
can. Feedback from learners
is often very insightful and
incorporating this feedback
can help you to create an
even better learning
environment.
11. Recognize the dental arches and quadrants.
Learning Activities
These learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Part A, Objective 9)
[Insert In-Class Activity icon] Eruption Schedule Labeling (Part A, Objective 8)
[Insert Homework Assignment icon] Textbook Assignment (Part A, All Objectives)
[Insert In-Class Activity icon] Tooth Soap Carving (Part B, Objectives 9-10)
[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part B, All Objectives)
[Insert Homework Assignment icon] End of Chapter Activities (Part B, All Objectives)
Part A: Maxillary and Mandibular Arches
Overview
Dental assistants should know the approximate times primary teeth are shed, and when permanent teeth erupt
into the oral cavity. This part provides the eruption schedule for both the upper and lower jaw.
16
Module - Chairside Dental Assisting with Labs
Initial Questions and Activities
Teaching Tip
1. Why do you think that when a baby tooth is lost it doesn’t have any root
structure?
When the permanent tooth begins erupting into the mouth underneath
the primary, or baby tooth, the process causes gradual destruction of
the primary tooth root preparing for the process of shedding.
Key Concepts
Help learners learn
effective study strategies.
Consider allowing a few
minutes each week in
class to discuss effective
and ineffective ways that
students are studying for
the course. Provide the
opportunity for learners
to share their study tips
with each other
References and Activities
Slides
Introduction to Section 2
Slide 26
Key Terms
Chapter ____, p. ____, (Phinney & Halstead)
Slides 27-28
Maxillary and Mandibular Arches
Chapter ____, pp. ____, (Phinney & Halstead)
Slides 29-32
[Insert In-Class Activity icon] Eruption
Schedule Labeling
[Insert Homeword Ass icon] Key Term
Glossary
[Insert Home Ass icon] Textbook Assignment
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon]

In-Class Activities
Eruption Schedule Labeling (Part A, Objective 8). Goal: For learners to
demonstrate an understanding regarding the times when both primary and
permanent teeth should erupt into the oral cavity. Instructor should provide
photocopied pictures of both the primary and permanent dentition for each
learner. Learners should label the months or years of when teeth should
erupt into the mouth. Labeled photocopies should be returned to the
instructor for grading.
[Insert In-Class Dis Ques icon] In-Class
Discussion
1. What is the difference between a zygote, embryo, and fetus?
17
Teaching Tip
Remind learners that one
of their important
responsibilities in their
career will be patient
education. They cannot do
this unless they
understand the material.
Patient education is a skill
that must be practiced.
The more they practice,
the more effective they will
be. Try to provide
opportunities for this
practice in your class.
Faculty Teaching Guide for Chairside Dental Assisting with Labs
A zygote is the stage of pregnancy from conception to two weeks, the embryo from two to eight weeks,
and the fetus from 9 weeks until birth.
[Insert Home Ass icon] Homework
Assignments
Key Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this
glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment
information from text or lecture with other resources including any available in the school or public libraries or on
the Internet and will be graded at the end of the module on completeness and presentation.
Textbook Assignment. Have learners read Chapter ____ (Phinney & Halstead).
Ideas for learners struggling with this material …

Repetition: Practice saying dental terms as often as possible. Use the correct terminology when discussing
anatomy and physiology rather than common terms. Get into the habit of using technical terms.
Ideas for learners who are ahead and want to learn more …

Vocabulary: Take action to increase your vocabulary. Write down new words you read or hear and then go to
a dictionary and ensure that you understand the meaning and usage. Set a goal to learn a few new words
each week and try to use them in conversation.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide
[Insert CDA 1-26]
Section 2: Morphology
26
Inform learners that Morpholoy is the study of the shape
and form of teeth. Discuss each objective in detail.
Learners need to know what they will be learning and
why. Relate it back to their careers as dental assistants.
Slide
Key Terms
[Insert CDA 1-27]
Review each key term and discuss the importance of
27
knowing the definition of each.
Slide
[Insert CDA 1 -28]
Key Terms (cont.)
28
Continue to review each key term and discuss.
18
Module - Chairside Dental Assisting with Labs
Short Activity: Stop here and review the Key Terms
Glossary homework assignment. Make sure learners
understand the importance of learning each term and
acquiring new vocabulary.
Slide
[Insert CDA 1 -29]
Part A: Maxillary and Mandibular Arches
Refer learners to the maxillary and mandibular arch
29
shown in Figure found in Chapter _____ pg. ____
(Phinney & Halstead).
Remind them that the upper jaw is the Maxilla and the
lower jaw is the Mandible. Go through the name of each
tooth in each quadrant of the permanent dentition.
Explain that there are four quadrants, each containing the
same teeth.
Describe how the mandibular arch functions to bring the
force of occlusion against the maxillary arch.
Slide
[Insert CDA 1-30]
30
Function of Each Arch
Ensure learners understand that the form and shape of
each tooth, as well as their proper position in the arch,
influence the functioning of the jaws.
Describe antagonists as the tooth in the opposite jaw and
the tooth on either side of it, and how their proper
alignment equalizes the force of occlusion, distributes
chewing stresses more evenly, as well as supporting the
tooth next to it.
Slide
31
[Insert CDA 1-30]
Tooth Eruption
Refer learners to the Tables in Chapter ____ on pp.____
(Phinney & Halstead) that present the eruption and
19
Faculty Teaching Guide for Chairside Dental Assisting with Labs
exfoliation dates. (These Tables can also be found at the
end of this faculty guide).
Describe how the permanent teeth erupt into the oral
cavity and that those that replace primary teeth are called
succedaneous. Ensure learners are aware that the
primary dentition does not include bicuspids or third
molars.
Slide
[Insert CDA 1-32]
Tooth Eruption (cont.)
32
Describe to learners how anterior and posterior teeth
develop.
In-Class Activity: Stop here for the Eruption Schedule
Labeling activity.
Homework Assignment: Stop here to assign and
discuss the homework.
Part B: Anatomical Tooth Structures
Overview
Teaching Tip
This part discusses the structures of both primary and permanent teeth. Basic
anatomical landmarks must be familiar to the dental assistant. This knowledge is
necessary in order to provide dental treatment on the correct location of the correct
tooth.
Use some questions
that do not rely on a
complete
understanding of
the concepts to
encourage
struggling learners
to participate
without fear.
Initial Questions and Activities
1. From the more pointed shape of the anterior teeth, and the flatter, wider posterior teeth, what do you think the
different functions are for each?
The anterior teeth are sharp and designed to cut and tear food, while the posterior teeth will grind food
during mastication.
20
Module - Chairside Dental Assisting with Labs
Key Concepts
References and Activities
Slides
Anatomical Tooth Structures
Chapter ____, p. ____ (Phinney & Halstead)
Slides 33-35
Assessment Questions
[Insert Group Activity icon] Tooth Soap
Slide 36
Carving
[Insert Home Ass icon] Textbook and
Workbook Assignment
[Insert Home Ass icon] End of Chapter
Activities
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon]

In-Class Activities
Tooth Soap Carving (Part B, Objectives 9-10). Goal: For learners to understand the design of specific teeth
by bringing them into a three-dimensional form Learners should bring in 2-3 bars of white, creamy soap.
Inform learners that inexpensive, dry soap will break. Instructor should provide lab knives and carving
instruments such as tanner, hollenbach, and discoid-cleoid carvers. Learners will carve one posterior and
one anterior tooth. Remind them that only one-third of the tooth is the crown and two-thirds is tooth root.
They should use the textbook pictures to help provide the proper shapes.
[Insert In-Class Dis Ques icon] In-Class
Discussion
1. Which teeth are not included in the primary dentition that are part of the permanent dentition?
Bicuspids and third molars are not part of the primary teeth.
2. Do the teeth always erupt into the mouth exactly as the eruption schedule states?
Some people’s teeth will erupt early and others will erupt later than the stated months or years.
[Insert Home Ass icon]
Homework Assignments
Textbook and Workbook Assignment. Learners are to read Chapter ____(Phinney & Halstead), and complete
the workbook Chapter ____ questions. Learners should be prepared to review these in class.
End of Chapter Activities. Have learners complete the Review Questions and Critical Thinking Questions in
Chapter ____ (Phinney & Halstead).
Ideas for learners struggling with this material …
21
Faculty Teaching Guide for Chairside Dental Assisting with Labs

Become Organized: If learners are struggling due to not being organized. Have them work with advanced
learners on methods that may help them become more organized.
Ideas for learners who are ahead and want to learn more…
 Web Research: Have learners go to http://www.Dentistry2000.com and find listings for continuing
education resources online. See if any articles relate to tooth morphology. Read the articles and report your
findings to the class.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide
[Insert CDA 1-33]
Part B: Anatomical Tooth Structures
33
Review Part A. Make sure that any remaining questions are
answered.
Review the homework from Part A.
Introduce Part B.
Review each tooth surface name and ask the class to give
the definition of each one. This should be a review of
materials previous learned.
Describe how facial, labial, and buccal each have specific
definitions, but that they are really the same surface.
Explain that convex means curved or rounded inward,
concave is curved or rounded outward, and contours are
the curved surfaces of the teeth. Inform them the contact is
where the tooth touches its neighbor on each side and also
where it touches the tooth on the opposite arch. The
contact point functions to keep food from being trapped
between the teeth, helps stabilize the dental arches, and
protects the interproximal gingival tissue from trauma
during mastication.
22
Module - Chairside Dental Assisting with Labs
Explain that the embrasure is the “V” shaped space
between the proximal surfaces of two adjoining teeth in
contact.
Slide
[Insert CDA 1-34]
34
Anatomical Tooth Structures (cont.)
Refer learners to the textbook figures in Chapter ____,
pp.___ (Phinney & Halstead) as you go through each tooth
structure. Encourage learners involvement in the
discussion by having them give the definitions.
Slide
[Insert CDA 1-35]
35
Anatomical Tooth Structures (cont.)
Continue to go over each term and definition for tooth
landmarks while referring to the textbook figures.
Short Activity: Stop here and complete the Case Study at
the end of the chapter.
Slide
[Insert CDA 1-36]
36
Assessment Questions
Short Activity: Ask the group to answer these questions to
assess their comprehension of the material.
In-Class Activity: Stop here for the Tooth Soap Carving
activity.
Homework Assignment: Stop here to assign and discuss
the homework.
Slide
37
[Insert CDA 1-37]
Summary of Module
Remind learners that understanding how teeth are formed,
and when they should erupt into the mouth will make them
better dental healthcare providers, and knowing the names
and surfaces of the teeth is mandatory for their careers.
23
Faculty Teaching Guide for Chairside Dental Assisting with Labs
24