visualizing anatomy and physiology - c. freudenrich, g. tortora (wiley, 2011) bbs

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V i s u a l i z i nganatomy & Physiology

T h e w o r l d . . .

The National Geographic Society (NGS) has been inspiring people to care about the planet since 1888. NGS photographers and cartographers study the world and record it visually, making their images and maps an ideal resource to help immerse students in the world of Human Geography.

i N y o u r h a N d S ,

Developed in partnership with the National Geographic Society, Visualizing Anatomy & Physiology integrates photos, maps, illustrations, and video with clear and concise text, to deliver an engaging learning experience. NGS verifies every fact in the book with two outside sources, ensuring accuracy, currency, and effective learning.

T o d ay !

a portion of the proceeds of Visualizing Anatomy & Physiology help further the mission of National Geographic: to increase global understanding through education, exploration, research, and conservation.

FM_Title_Credits.indd 1 12/16/10 3:01 PM

A N AT O M Y & P H Y S I O LO G Y

V i s u a l i z i ng

CRAIG C. FREUDENRICH

GERARD J. TORTORA

In Collaboration with The National Geographic Society


Credits

VICE PRESIDENT AND EXECUTIVE PUBLISHER Kaye PaceEXECUTIVE EDITOR Bonnie RoeschDIRECTOR OF DEVELOPMENT Barbara HeaneyMANAGER, PRODUCT DEVELOPMENT Nancy PerrySENIOR DEVELOPMENT EDITOR Mary OSullivanFREELANCE DEVELOPMENTAL EDITOR Karen TrostPROJECT EDITOR Lorraina RaccuiaWILEY VISUALIZING PROJECT EDITOR Beth TripmacherWILEY VISUALIZING SENIOR EDITORIAL ASSISTANT Tiara KellyEDITORIAL ASSISTANTS Marcus Van Harpen, Darnell Sessoms, Brittany Cheetham,

Lauren MorrisASSOCIATE DIRECTOR, MARKETING Jeffrey RuckerSENIOR MARKETING MANAGER Clay StoneSENIOR PRODUCTION MANAGER Micheline FrederickSENIOR MEDIA EDITOR Linda MurielloMEDIA PRODUCTION SPECIALIST Svetlana BarskayaCREATIVE DIRECTOR Harry NolanCOVER DESIGN Harry NolanINTERIOR DESIGN Jim OSheaPHOTO MANAGER Hilary NewmanPHOTO RESEARCHERS Stacy Gold/National Geographic SocietySENIOR ILLUSTRATION EDITOR Sandra RigbyPRODUCTION SERVICES Furino Production

COVER CREDITS (Center image): John Burcham/NG Image Collection(Bottom inset photos, left to right): David Evans/NG Image Collection; MedicalRF.com/Getty Images, Inc.; Amy White and Al Petteway/NG Image Collection; Anne Keiser/NG Image Collection; Robert Clark/NG Image Collection(Back cover inset photo): Anne Keiser/NG Image Collection

This book was set in New Baskerville by Precision Graphics, printed and boundby Quebecor World. The cover was printed by Quebecor World.

Copyright 2011 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201) 748-6011, fax (201) 748-6008, Web site http://www.wiley.com/go/permissions.

Evaluation copies are provided to qualified academics and professionals for review purposes only, for use in their courses during the next academic year. These copies are licensed and may not be sold or transferred to a third party. Upon completion of the review period, please return the evaluation copy to Wiley. Return instructions and a free of charge return shipping label are available at www.wiley.com/go/returnlabel. Outside of the United States, please contact your local representative.

ISBN-13: 9780470491249BRV ISBN: 9780470917763

Printed in the United States of America10 9 8 7 6 5 4 3 2 1


v

How is Wiley Visualizing Anatomy and Physiology different?

Visuals, comprehensive text coverage, and learning aids are integrated to display facts, concepts, processes, and principles more effectively than words alone. To understand the effectiveness of the visualizing approach, it is first helpful to understand how we learn.

1. Our brains process information using two main channels: visual and verbal. Our working memory holds information that our minds process as we learn. Using working memory, we begin to make sense of words and pictures and build verbal and visual models of the information.

2. When the verbal and visual models of corresponding information are integrated in working memory, we form more comprehensive, lasting mental models.

3.When we link these integrated mental models to our prior knowledge, which is stored in our long-term memory, we

build even stronger mental models. When an integrated (visual plus verbal) mental model is formed and stored in long-term memory, real learning begins.

The effort our brains put forth to make sense of instructional information is called cognitive load. There are two kinds of cognitive load: productive cognitive load, when were engaged in learning or exert positive effort to create mental models; and unproductive cognitive load, which occurs when the brain is trying to make sense of needlessly complex content or when information is not presented well. The learning process can be impaired when the amount of information to be processed exceeds the capacity of working memory. Well-designed visuals and text, along with effective pedagogical guidance, can reduce the unproductive cognitive load in working memory.

WileyVisualizingandtheWileyPLUSLearningEnvironmentaredesignedasnaturalextensionsofhowwelearn

Preface

Wiley Visualizing Anatomy and Physiology differs from competing textbooks by uniquely combining three powerful elements: a visual pedagogy integrated with comprehensive text, the use of authentic situations and issues from the National Geographic Society collections, and the inclusion of interactive multimedia in the WileyPLUS learning environment. Together these elements deliver a level of rigor, as each key concept and its supporting details have been analyzed and carefully crafted to maximize and enhance student learning and engagement.

(1) Visual Pedagogy. Wiley Visualizing is based on decades of research on the use of visuals in learning (Mayer, 2005). Using the Cognitive Theory of Multimedia Learning, which is backed up by hundreds of empirical research studies, Wileys authors select visualizations for their texts that specifically support students thinking and learningfor example, the selection of relevant materials, the organization of the new information, or the integration of the new knowledge with prior knowledge. Visuals and text are conceived and planned together in ways that clarify and reinforce major concepts while allowing students to understand the details. This commitment to distinctive and consistent visual pedagogy sets Wiley Visualizing apart from other textbooks.

(2)AuthenticSituationsandProblems. Through Wileys exclusive publishing partnership with National Geographic, Visualizing has benefited from National Geographics more than century-long recording of the world. Accompanying this text is a great selection of videos from the National Geographic Society collections. These authentic materials, which immerse the student in real-life issues in human anatomy and physiology, enhance motivation, learning, and retention (Donovan & Bransford, 2005). These high-quality videos from the National Geographic Society collections are unique to Wiley Visualizing Anatomy and Physiology.

(3) InteractiveMultimedia. Texts in Wiley Visualizing are based on the understanding that learning is an active process of knowledge construction. Visualizing Anatomy and Physiology is therefore tightly integrated with WileyPLUS, an online learning environment that provides interactive multimedia activities in which learners can actively engage with the materials. The combination of textbook and WileyPLUS provides learners with multiple entry points to the content, giving them greater opportunity to explore concepts, interact with the material, and assess their understanding as they progress through the course. Wiley Visualizing makes this online WileyPLUS component a key element of the learning and problem-solving experience.

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WileyVisualsandInteractiveMediaaredesignedforengagingandeffectivelearningThe figures in Visualizing Anatomy and Physiology are specifically designed to accomplish three tasks: present complex processes in clear steps and with clear representations, organize related pieces of information, and integrate related information with one another. This helps solve the problem of cognitive overload. This approach, along with the use of interactive multimedia, also provides the level of rigor needed for the course and helps students engage with the content.

Research shows that well-designed visuals can improve the efficacy with which a learner processes information. SEG Research, an independent research firm, conducted a national, multisite study evaluating the effectiveness of the Wiley Visualizing series. Its findings indicate that students using Wiley Visualizing products (both print and multimedia) were more engaged in the course, exhibited greater retention throughout the course, and made significantly greater gains in content area knowledge and skills, as compared to students in similar classes that did not use Wiley Visualizing products.1

The use of WileyPLUS can also enhance learning. According to a white paper entitled Leveraging Blended Learning for More Effective Course Management and Enhanced Student Outcomes by Peggy Wyllie of Evince Market Research & Communications,2 studies show that effective use of online resources can increase learning outcomes. Pairing supportive online resources with face-to-face instruction can help students to learn and reflect on material, and deploying multimodal learning methods can help students to engage with the material and retain their acquired knowledge. WileyPLUS provides students with an environment that stimulates active learning and enables them to optimize the time they spend on their coursework. Continual assessment/remediation is also key to helping students stay on track. The WileyPLUS system facilitates instructors course planning, organization, and delivery and provides a range of flexible tools for easy design and deployment of activities and tracking of student progress for each learning objective.1SEG Research (2009). Improving Student-Learning with Graphically-Enhanced Textbooks: A Study of the Effectiveness of the Wiley Visualizing Series. Available online at www.segmeasurement.com/

2Peggy Wyllie (2009). Leveraging Blended Learning for More Effective Course Management and Enhanced Student Outcomes. Available online at http://catalog.WileyPLUS.com/about/instructors/whitepaper.html

Figure3:Overviewoftheeffectsofagingontheendocrineglands(Fig.9.21)InSight features explore a major concept or topic in detail through illustrations and photos with accompanying labels and captions that aid student understanding.

Figure1:Originanddevelopmentofbloodcells(Fig.10.4)Graphic features such as arrows and labels, connect visual information and so direct learners attention to the underlying concept of the developmental process blood cells undergo.

Figure2:Overviewofneuroncommunicationinthenervoussystem(Fig.7.7)This Process Diagram visualizes for students the complex processes involved in nerve communication, clearly identifying the sequence steps that enable us to perform routine tasks, such as using a pen to write.

Figure4:Pituitarydwarfism,gigantism,andacromegaly(Fig.9.5)Textual and visual elements are physically integrated. This eliminates split attention (when we must divide our attention between several sources of different information).

Pluripotent stem cell

Megakaryocyte

White blood cells(granular leukocytes)

White blood cells(agranular leukocytes)

Macrophage Plasma cellMast cell

Nucleusejected

Key:

Formed elements of circulating blood

Tissue cells

Reticulocyte

NeutrophilEosinophil B lymphocyte(B cell)

T lymphocyte(T cell)

Basophil MonocyteRed blood cell(erythrocyte)

Platelets(thrombocytes)

Lymphoid stem cells begin development in red bone marrowand end in lymphatic tissue.

Myeloid stem cells begin and end development in red bone marrow.

Nerve Cells Talk to Each Other 199

Final

Graded potentialNerve action potentialMuscle action potential

Left side of brainRight side of brain

Cerebral cortex

Brain

Lower motor neuron

Skeletal muscles

Neuromuscular junction

Upper motor neuron

Interneuron

Spinal cord

Key:

Interneuron

Sensoryneuron

Sensoryreceptor

The upper motor neuron synapses on a lower motor neuron.

Within the brain, multiple synapses between interneurons conduct the information through the brain tissue. The interneuron synapses with the upper motor neuron to begin to signal to the effector.

2

1

1

2

3

4

5

3

4

5

Touching the pen stimulates the sensory receptors in the fingers. Stimulation of these receptors triggers an action potential in the sensory neuron that travels to the spinal cord.

Synaptic transmission between the sensory neuron and an interneuron stimulates an action potential in the interneuron that travels to the brain.

The lower motor neuron conducts the signal to the muscle, causing movement of the hand and pen.

sensory receptors that gather data about the internal or external environment of the body. Interneurons link the sensory neurons with motor neurons and assist with infor-mation processing. Motor neurons are involved in sending signals out to effector organs (such as muscles or glands) to produce a response. In motor neuron connections to skeletal muscles, two neurons form the motor pathway. The upper motor neuron begins at the brain and relays the message to the lower motor neuron in the spinal cord. The lower motor neuron then sends the signal to the muscle cell. All neu-rons involved in such a pathway use action potentials and synaptic transmissions from one neuron to another to move information along (Figure 7.7).

Overview of neuron communication within the nervous system Figure 7.7

PrOCEss D

iagram

The Planner

1. Whatis the relationship between the enteric nervous system and the autonomic nervous system?

2. Whatis the function of the dendrites of a neuron?3. Whationic changes occur in each of the phases

of the action potential?4. Howdoes an action potential in a presynaptic

cell elicit an action potential in a postsynaptic cell?

260CHAPTER9 TheEndocrineSystem

When the anterior pituitary secretes either too little or too much human growth hormone (hGH), several disorders are manifested. These include pituitary dwarfism (Figure 9.5a), gigantism (Figure 9.5b) and acromegaly (Figure 9.5c). Abnormal secretions that result in dwarfism or gigan-tism usually occur prior to puberty, while acromegaly results from abnormal secretions after puberty. When a tumor is the cause of excess secretion, the condition may be treated with either surgery or chemotherapy to shrink the tumor.

Pituitary dwarfism, gigantism, and acromegaly are caused by abnormal levels of secretion of human growth hormone Figure 9.5

b. Gigantism A tumor of the anterior pitu-itary existing prior to puberty causes secretion of too much human growth hormone, result-ing in gigantism. The accel-eration of bone growth in this condition results in a person with normal proportions but taller-than-normal height.

The anterior pituitary may be involved in endocrine disorders of other endocrine glands. We will discuss these diseases when we discuss those glands.

Hypothalamic neurosecretory cells make and secrete oxytocin through the posterior pituitary. Oxytocin influ-ences birth and milk release (lactation). During birth, oxy-tocin stimulates muscle contractions in the uterus. After birth, oxytocin stimulates milk release or let-down from breast tissue when the infant suckles.

c. AcromegalyA tumor of the anterior pituitary after puberty causes excess secretion of human growth hormone, resulting

in acromegaly, a condition in which long bones can no longer grow. Instead, the bones of the hands, feet,

face, and jaw thicken and grow larger.

a. Pituitary Dwarfism When the levels of secretion of hu-man growth hormone (hGH) by the

anterior pituitary are insufficient prior to puberty, bone growth is impaired and the individual does

not grow to normal height. A person with pituitary dwarfism has nor-

mal body proportions but overall shorter-than-normal height.

InSight Overviewoftheeffectsofagingonthemajorendocrineglands Figure9.21 ThePlanner

Aging Alters the Endocrine System 279278 CHAPTER 9 The Endocrine System

agingalterstheendocrineSystemLEARNING OBJECTIVE1. Describe the effects of aging on the endocrine

system. Aging alters the secretions of various endo-crineglands.Becauseseveralendocrinefunc-tionsinvolvemorethanoneendocrineglandthroughnegative-feedback loops, agingmay

cause different hormonal changes; some glandsmay in-creasesecretions,whileothersmaydecreasesecretions.

In general, the size or secretions ofmany endocrineglandsdiminishasthebodyages(Figure9.21).Hormonalchangesincludediminishedoutputbyendocrineglands,diminished sensitivity of target tissues to hormonalstimulation, and increased secretions of some glands asa consequence of failed negative-feedback loops withintheendocrinesystem.Forexample,thecessationofse-cretionsof estrogenandprogesterone fromtheovariescauses one of themost dramatic changes in the female

endocrine systemmenopause (see Chapter 16). Also,insufficientdietarycalciumleadstoelevatedPTHsecre-tionanddiminishedsecretionsofcalcitoninandcalcitriol;theseeventsleadtoosteoporosis,weakeningofboneandincreasedoccurrencesofbonefractures(seeChapter5).

1. How does aging affect the ovaries in women?

Most often, as we age, the secretions of major endocrine glands diminish, and some endocrine glands may shrink.

Pineal gland Secretion ofmelatonin is reduced with age,which may disrupt normalsleep-wake cycles.

Pituitary gland hGH secretion decreases, leading to muscle atrophy and weakness. TSH secretion may be elevated due to negative feedback by thyroid hormones. Slightly higher levels of ACTH due to failure of negative feedback by cortisol. LH, FSH secretions decrease probably due to decreasing GnRH from hypothalamus.

Hypothalamus GHRH secretion from the hypothalamus may also diminish with age. TRH secretion may be elevated due to failure of negative feedback by thyroid hormones. Slightly higher levels of CRH due to failure of negative feedback by cortisol. GnRH secretion decreases.

Thyroid gland Thyroid hormone secretions diminish, resulting in reduced rate of metabolism. A reduction in metabolism encourages the formation of more body fat and increases sensitivity to cold temperatures.

Calcitonin secretion diminishes.

Male

Female

The thymus gland shrinks significantly, resulting in decreased immune cell production and decreased resistance to disease.

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Prefacevii

371

Final

13Mountain climbing can be a dangerous sport. As you climb, ascending higher and higher through the Earths atmosphere, the atmospheric pressure decreases. As the atmospheric pressure decreases, so does the concentration of oxygen in the air. Climbers can experience dizziness and may even faint if the oxygen concentration gets too low. To cope with the effects of high altitudes, climbers make extended stops in base camps located at various altitudes along the way to their destination. During these rest stops, their bodies adjust (acclimate) to the decreased oxygen levels. As they are acclimating, their breathing becomes rapid and their hearts beat faster. Climbers also use bottled oxygen to counteract the deficit.

The same effects can be felt when acclimating to a high-altitude city such as Denver, Colorado, the Mile-High City. When visiting sports teams from cities at lower altitudes play the home teams in Denver, they often travel to the city early to give their players a chance to acclimate; in addition, they supply oxygen on the sidelines. Others who experience high altitudes include fighter pilots, astronauts, and passengers and crew members on commercial flights; commercial aircraft and space vehicles must maintain pressurized cabins so that their passengers have sufficient oxygen, and fighter pilots wear oxygen masks.

In this chapter, you will learn how your body takes in oxygen and removes carbon dioxide via the respiratory system. Lets take a look at this amazing system that permits your body to make use of the oxygen from the air through mechanical ventilation and gas exchange.

The Respiratory System CHAPTER OUTLINERespiratory Organs Move Air and Exchange Gases 372 TheRespiratoryOrgansAreFunctionallyDivided

intoUpperandLowerRespiratoryTracts TheRespiratorySystemPerformsTwoImportant

Processes:BreathingandRespiration

Breathing Involves Changes in Pressures and Volumes 376

MusclesContractandRelaxtoMoveAirintoandoutoftheLungsDuringVentilation

RespiratoryHealthIsSometimesTestedUsingaSpirometer

SpecialTermsAreUsedtoDescribeBreathingPatterns

WhataHealthProviderSees:RespiratoryDistressSyndrome(RDS)

Gases Are Exchanged at the Blood Capillaries 382 DiffusionMovesGasesAcrosstheCapillaryMembranes OxygenIsTransportedThroughtheBloodAttached

toHemoglobin MostCarbonDioxideMustBeConvertedto

BicarbonatetoBeMovedtotheLungs

The Brain Controls Breathing 386 StructuresoftheBrainstemRegulateBreathing TheBreathingControlCentersAreInfluencedby

ManyFactors

Good Respiratory Health Is Essential 390 RespiratoryActionsChangewithPhysicalActivity DiseasesandBehavioralActivitiesCanAlsoAffect

theBreathingProcess SmokingCanDamageLungTissue

CHAPTER PLANNER Studythepictureandreadtheopeningstory. ScantheLearningObjectivesineachsection:

p.372 p.376 p.382 p.386 p.390 Readthetextandstudyallvisuals.

Answeranyquestions.

Analyze key features

InSight,pp.372373

ProcessDiagram,p6.376377 WhataHealthProviderSees,p.381 Stop:AnswertheConceptChecksbeforeyougoon:

p.374 p.380 p.386 p.388 p.392

End of chapter

ReviewtheSummaryandKeyTerms. AnswertheCriticalandCreativeThinkingQuestions. AnswerWhatishappeninginthispicture? CompletetheSelf-Testandcheckyouranswers.

370

c13TheRespiratorySystem.indd 370-371 12/2/10 1:36 PM

Experience the chapter through a WileyPLUS course. The content through WileyPLUS transports the student into a rich world of online experience

that can be personalized, customized, and extended. Students can create a personal study plan to help prioritize which concepts to learn first and to focus on weak points.

Chapter outlines anticipate the content.

Chapter Introductions illustrate key concepts in the chapter with intriguing stories and striking photographs.

The Chapter Planner gives students a path through the learning aids in the chapter. Throughout the chapter, repetition of the Planner icon prompts students to use the learning aids and to set priorities as they study.

How is each chapter of Wiley Visualizing Anatomy and Physiology organized?Student engagement requires more than just providing visuals, text, and interactivityit entails motivating students to learn. Student engagement can be behavioral, cognitive, social, and/or emotional. It is easy for a student to get bored or lose focus when presented with large amounts of information, and to lose motivation when the relevance of the information is unclear. Wiley Visualizing and WileyPLUS work together to organize course content into manageable learning objectives and relate it to everyday life. The design of WileyPLUS is based on cognitive science, instructional design, and extensive research into user experience. It transforms learning into an interactive, engaging, and outcomes-oriented experience for students.

The content in Wiley Visualizing Anatomy and Physiology and WileyPLUS is organized in learning modules. Each module has a clear instructional objective, one or more examples, and an opportunity for assessment. These modules are the building blocks of Wiley Visualizing Anatomy and Physiology.

EachchapterengagesstudentsfromthestartChapter opening text and visuals introduce the subject and connect the student with the material that follows.


viiiPreface

ProcessDiagrams provide in-depth coverage of processes correlated with clear, step-by-step narrative, enabling students to grasp important topics with less effort.

Every content resource is

related to a specific learning objective so that students will easily discover relevant content organized in a more meaningful way.

There are many visual resources within WileyPLUS that provide additional examples

of difficult concepts or processes. These can help students master the topic being studied and fully engage with the content. Examples closely integrated with the reading material include narrated animations for all major physiological topics and engaging video clips. Accompanying assignments for this rich media can be graded online and added to the instructor gradebook.

LearningObjectivesat the start of each section outline the concepts that students are expected to master while reading the section.

InSights are multipart visual features that focus on a key concept or topic in the chapter, exploring it in detail or in broader context using a combination of photos, photomicrographs, diagrams, and data.

160CHAPTER6 TheMuscularSystem

Axon terminal

Axon terminal

Axon ofmotor neuron

Sarcolemma

Myofibril

ACh is released from synaptic vesicle

ACh binds to AChreceptor

Junctional fold

Synaptic vesiclecontainingacetylcholine(ACh)

Sarcolemma

Synaptic cleft(space)

Motor end plate

Synaptic cleft(space)

Neuromuscular junction

Enlarged view of the neuromuscular junction

Binding of acetylcholine to ACh receptors in the motor end plate

Synaptic end bulb

Synapticend bulb

Neuromuscularjunction (NMJ)

Synaptic end bulb

Motor end plate

Nerve impulse

Muscle action potential is produced

ACh is broken down

Na+

4

3

1

2

Impulse transmission at the neuromuscular junction Figure 6.5

PRoCESS

DiAgRAM The Planner

This impulse (muscle action potential) reverses the normal electrical state of the membrane (depolarization) and ini-tiates contraction along the length of the muscle fiber.

The muscle action potential passes along the cell membrane and down into the T-tubules (Figure 6.6). The action potential causes calcium ions to be released through calcium channels from their storage site inside the sarcoplasmic reticulum. The rise in calcium ion level in the sarcoplasm (cytoplasm) initiates the contraction cycle. The muscle continues to contract until enough cal-cium ions get pumped back inside the sarcoplasmic reticu-lum. Once the calcium levels in the cytoplasm return to normal, the muscle relaxes. This process of returning to the resting state is referred to as repolarization.

Nerve Signals Initiate the Contraction of Skeletal MuscleAs mentioned earlier, skeletal muscle contraction can be voluntary. If you want to pick up a pencil, your brain initi-ates that voluntary muscle contraction using a nerve im-

pulse. So how is the nerve impulse transmitted from the nerve cell to the muscle cell? At a specialized meeting place between the two cells called a neuromuscular junc-tion, the neuron sends a chemical message (acethylcholine [ACh]) that starts an electrical impulse in the muscle cell (Figure 6.5).

neuromuscular junction (noo-ro-MUS-ku-lar) A synapse (functional junction) between the axon terminals of a motor neuron and the sarco-lemma of a muscle fiber.

WileyVisualizingmediaguidesstudentsthroughthechapterThe content of Wiley Visualizing Anatomy and Physiology in WileyPLUS gives students a variety of approachesvisuals, words, illustrations, interactions, and assessmentsthat work together to provide students with a guided path through the content. But this path isnt static: It can be personalized, customized, and extended to suit individual needs, and so it offers students flexibility as to how they want to study and learn the content.

Animation

Interactivity

Video

Video

Animation

Interactivity

Video

Interactivity

Animation

Video

Interactivity

Animation

114CHAPTER5 TheSkeletalSystem

The Structure of Bone Controls Function and GrowthLEARNING OBJECTIVES1. Outline thesixfunctionsofboneandtheskel-

etalsystem.2. Describe thepartsofalongboneandthemi-

croscopicstructureofbone.3. Explain theformationofboneduringdifferent

phasesofapersonslifetime.4. Discuss howboneshealafterfractures.

The skeletal system consists of all the bones attached at joints and the cartilage between the joints. The functions of the skeletal sys-tem include support, protection, movement,

mineral homeostasis, blood cell protection, and triglycer-ide storage. Bones are classified according to shape, with a bones structure determining its function. Throughout life, bone is constantly made and destroyed in an ongoing process of bone remodeling.

The Skeleton Is More Than Just a Supportive Framework for the BodyThe adult skeletal system is made of 206 different bones. During development, some bones (such as those that form

the skull) fuse to create a solid unit, while others connect to the adjacent bones at articulations that offer varying degrees of move-ment. Bones and associated tissues perform several basic functions:

SupportThe skeleton provides a scaffold or framework to support soft tissues and points of attachment for skeletal muscles.

ProtectionThe skeleton protects many internal organs from injury. For example, the skull protects the brain, and the rib cage protects the heart and lungs.

MovementMuscles provide the force, while bones serve as the levers. Together, bones and muscles produce movement of the body in its environment.

Mineral homeostasisBone tissue stores calcium and phosphorus. When needed, endocrine glands secrete hormones, which act on bone to either release calcium

and phosphorus into the blood or store excess minerals in the bone extracellular matrix.

Blood cell productionRedbonemarrow, a connective tissue within bone, produces red blood cells, white blood cells, and platelets in a process called hemopoiesis.

Triglyceride storageYellow bonemarrow within bone is composed mostly of adipose cells, which store triglycerides (fats). In a newborn, all bone marrow is red, but it eventually changes into yellow marrow with increasing age.

A Bones Structure Determines Its FunctionThe skeletal system contains four types of bones, based on shape:

Longbones are longer than they are wide and have knobby ends where the articulations form. Their slightly curved structure gives them strength. Long bones include those of the arms, legs, fingers, and toes.

Shortbones are equal in length and width, making them nearly cube-shaped. Examples include most bones of the ankles and the wrists.

Flatbones are thin and provide both protection and surfaces for muscle attachments. The bones of the skull, sternum, and ribs are all flat bones.

Irregularbones have complex shapes, such as those of the face and vertebral column.

Lets take a look at the structure of bones, from gross (macroscopic) to microscopic.

Long bones are typically used as examples when study-ing gross bone structure (Figure 5.1). Long bones are hol-low in the middle and more solid on the ends. Typically, the ends of an adults bones contain the red marrow, while the hollow cavity contains the yellow marrow. The outside of the bone has a connective tissue covering known as the periosteum. The ends of a bone that form movable joints are covered with a layer of articular cartilage. As we will discuss later, long bones lengthen by adding new bone to an area known as the epiphyseal plate that lies between the epiphysis and diaphysis at each end of the bone.

articulation (ar-tik'- u-LA-shun) A location at which two or more bones make contact. Also known as a joint.

hemopoiesis (he-mo-poy- E-sis) Blood cell production.

Final

Cells Specialize into Various Tissues 7574 CHAPTER 3 Cells and Tissues

The PlannerInSight Epithelialtissue Figure 3.22

Arrangement of layers

StratifiedPseudostratifiedSimple

Mucus ingoblet cell

Cilia Lumen oftrachea

Nucleus of ciliated columnar cell

Nucleus of basal cell

Nucleus of goblet cell

Connectivetissue

Trachea

Mucus ingoblet cell Ciliated columnar cell

Pseudostratified ciliated columnar epithelium

Basal cell

Cilia

Basement membrane

Connective tissue

Pseudostratified ciliated columnar epithelium

400x

Sectional view of pseudostratified ciliated columnar epithelium 630x

630x

LM

LM

LM

Basement membrane

Flattened squamous cell at apicalsurface

Connective tissue

Connective tissue

Nonkeratinized stratified squamous epithelium

Stratified squamous epithelium

Lumen of vagina

Sectional view of nonkeratinized stratified squamous epithelium of lining of vagina

Vagina

400xLM

Sectional view of transitional epithelium of urinarybladder in relaxed (empty) state

Lumen of urinary bladder

Connective tissue

Relaxed transitional epithelium

Transitionalepithelium Basement

membrane

Apicalsurface

Connective tissue

Urinary bladder

400xLM

Nonkeratinizedsurface cell

Nucleus

630xLM

Nucleus oftransitionalcell

Rounded surface cellin relaxed state

630xLM

Lumen of tubule

Kidney

LM 100x

Sectional view of simple cuboidal epithelium of urinary tubules

150x

Basement membrane

Connective tissue

Simple squamous cell

Simple squamous epithelium

Peritoneum

LM

Surface view of simple squamous epithelium of mesothelial lining of peritoneum

Cell shape

Squamous Cuboidal

Classifying epithelium:

Lumen of jejunum

Nucleus ofgoblet cell

Nucleus of absorptivecell

Basementmembrane

Connectivetissue

500x

Small intestine

Simple columnar epithelium

Mucus in goblet cell

Microvilli

Absorptivecell

Basementmembrane

Connectivetissue

Nonciliated simple columnar epitheliumSectional view of noncililated simple columnar epithelium of lining of jejunum of small intestine

Columnar

Basementmembrane

Nucleus of simple squamous cell

Plasma membrane

Cytoplasm

450xLM

Connectivetissue

Nucleus of simplecuboidal cell

Blood capillary

LM 500x

Simple cuboidal epithelium

Connectivetissue

Basementmembrane

Simple cuboidal cell

Microvilli

1500xLM

Mucus in goblet cell

Connectivetissue

LM

Epithelium is classified according to the shapes and layering of epithelial cells. The various types of epithelium line parts of various organs and perform various functions (see below), including diffusion, osmosis, absorption, secretion, filtration, mucus movement, and protection.

In WileyPLUS, students can strengthen their grasp

of the many anatomical structures highlighted in Insight figures by engaging with Anatomy Drill and Practice exercises. These simple-to-use drag-and-drop or fill-in-the-blank labeling exercises let students review illustrations from the text, cadaver photographs, histology micrographs, or lab models.


Prefaceix

Coordinated with the section-opening LearningObjectives, at the end of each section ConceptCheck questions allow students to test their comprehension of the learning objectives.

At the end of each learning objective module, students can assess their progress with independent

practice opportunities and quizzes. This feature gives them the ability to gauge their comprehension and grasp of the material. Practice tests and quizzes help students self-monitor and prepare for graded course assessments.

WhataHealthProviderSees highlights a concept or phenomenon and examines it from a clinical point of view. Photos and figures are used to compare how a nonscientist and a scientist see the issues, and students apply their observational and critical thinking skills to answer questions.

Numerous additional clinical applications are presented as examples in WileyPLUS

content modules for each chapter. These engaging discussions of a wide variety of clinical scenarios from disease coverage to tests and procedures fully engage students in the material and help them comprehend the relevance of understanding normal anatomy and physiology.

Final

WHAT A HeAlTH Provider SeeSThe Planner

WHAT A HeAlTH Provider SeeSPain Management

Health providers vary their treatment of pain, depending on the type of pain being experienced. Most pain can be man-aged with medications (analgesics), which act at different places in the somatosensory pathway:

When an injury causes pain, damaged cells or immune cells release certain products (such as bradykinin, prostaglan-dins, and histamines) that activate nearby nociceptors. Anti-inflammatory analgesics, such as aspirin, ibuprofen, acetaminophen, or naproxen, interfere with the enzymes that make these products.

A class of neurotransmitters called opioids (such as endor-phin, dynorphin, and enkephalin) is responsible for synaptic transmission in CNS pain pathways. At the synapse, opioid analgesics (such as morphine, meperidine, oxycodone, and codeine) bind to the opioid recep-tors but do not activate them. Health providers use opioid analgesics to treat high levels of pain. Opioid analgesics can become addictive and are easily overdosed; therefore, health providers must closely monitor their use.

Pain relievers called adjuvant analgesics (co-analgesics) are used to treat other conditions and also help relieve pain. For example, anti-epileptic drugs (such as phenytoin) reduce the ability of CNS neurons to conduct action potentials. Tri-cyclic antidepressants (such as amitripty-line) block synaptic transmission involving the neurotransmit-ter serotonin. Anesthetics (such as lidocaine and benzocaine) block sodium and potassium channels, thereby preventing propagation of action potentials; most are applied topically or injected locally to relieve pain.

Other therapies can also be used to manage chronic pain without the use of medications or in conjunction with smaller doses of pain medications:

Physical therapy involves a series of exercises, massage, ther-mal stimulation, and electrotherapy to release muscle tension and build muscle strength that can help to relieve pain caused by pressure on peripheral nerves.

Transcutaneous electric nerve stimulator (TENS) units produce electrical pulses via the skin to stim-ulate the release of endorphins and enkephalins within the CNS. These neurotransmitters help to block pain signals from reaching the brain.

1. Migraine headaches are thought to involve areas of the brain where the primary neurotransmitter is serotonin. Which pain medica-tion might work best for this condition?2. Jenny is 10 years old and has a cold. She fell from a step and twisted her ankle, and her ankle is beginning to swell. Pediatricians do not recommend giving children aspirin as it has been implicated in a deadly condition called Reyes syndrome. What medication might be best to give Jenny for the pain?

Th i n k C r i t i c a l l y

Acupuncture and acupressure techniques involve the inser-tion of needles or application of pressure to strategic parts of the body, which helps to relieve pain in other parts of the body. The areas stimulated by the techniques share the spi-nal segments with the area that will ultimately be treated by the procedure.

Biofeedback can sometimes be used to help patients man-age chronic pain by helping individuals learn to control the impact of the pain on their daily lives.

Video

ThinkCritically questions encourage students to analyze the material and develop insights into essential concepts.


StudentunderstandingisassessedatdifferentlevelsWiley Visualizing Anatomy and Physiology with WileyPLUS offers students lots of practice material for assessing their understanding of each study objective. Students know exactly what they are getting out of each study session through immediate feedback and coaching.

246CHAPTER8 SomaticSensesandSpecialSenses

The Planner

1Some Special Senses Use Receptors That Detect Chemicals 232

Thechemicalsensesincludesmell(olfaction)andtaste(gustation).Specificchemicalsbindtoreceptorsinthenoseandonthetongue,wheretheyelicitnerveimpulsesthattraveltothebrain.

Structures of the olfactory epithelium Figure 8.4

Asshown,olfactory receptorsarelocatedintheolfactoryepitheliumandcandetect10,000differentodorants.Nerveimpulsesfromolfactoryreceptorstravelthroughtheolfac-torytracttothetemporallobe,limbicsystem,andhypo-thalamus.

Gustatory receptorsarelocatedintastebudsonthetongueanddetectfiveclassesoftastes:sweet,sour,bitter,salty,andumami(meaty,orsavory).NerveimpulsesevokedfromtastebudstravelthroughcranialnervesVII,IX,andXtotheparietallobe,limbicsystem,andhypothalamus.

Summary

Somatic Senses Are Related to Detection of Pressure, Chemicals, Proprioception, and Touch 228

Sensationistheconsciousorsubconsciousawarenessofchangesintheexternalorinternalenvironment.Astimuluscausesareceptortoevokenerveimpulsesthattravelalongspecificneuralpathwaystothebrain.Eachreceptorisspe-cificforaparticulartypeofstimulus.Thebrainperceivesthestimulusasasensation.

Asshown,theskinhasvarioustactilereceptorsfortouch,pressure,stretching,warmth,cold,andpain.Uponstimula-tion,thesereceptorsevokeactionpotentialsinsensoryneu-rons.Theactionpotentialspropagatethroughascendingpathwaysinthespinalcordtothesomatosensorycortex.

2

Pacinian corpuscle

Merkel (tactile) disc

Nociceptor

Meissner corpuscle

Ruffini corpuscle

Hair root plexus

Skin receptors Figure 8.2

Olfactorytract

Olfactoryepthelium

Olfactory bulb

Parts of olfactory (I) nerve

Olfactory receptor

Odorant

Proprioceptivesensationsallowustoknowwhereourheadandlimbsarelocatedormoving.Proprioceptorsinmuscle,tendons,andjointssensethepositionsoftheheadandlimbs.Thevestibularapparatusintheinnerearsensestheorientationoftheheadandneck.Theserecep-torsfeedinformationtothesomatosensorycortexandtothecerebellum.

c08SomaticSensesAndSpecialSenses.indd 246 12/2/10 1:52 PM

Whatishappeninginthispicture?presents an uncaptioned photograph that is relevant to a chapter topic and illustrates a situation students are not likely to have encountered previously. The photograph is paired with questions that ask the student to describe and explain what they can observe in the photo based on what they have learned.

CriticalandCreativeThinkingQuestions challenge students to think more broadly about chapter concepts. The level of these questions ranges from simple to advanced; they encourage students to think critically and develop an analytical understanding of the ideas discussed in the chapter.

The illustrated Summary revisits each learning objective, with informative images taken from each module in the chapter. These visual clues reinforce important concepts.

Critical and Creative Thinking Questions1.Twoteenageboys,BobandBill,arediagnosedwithdiabetes.

Bobisslightlyunderweightforhisage,whileBillisover-weight,possiblyobese.Bobmusttakedailyinsulininjectionstocontrolhisdiabetes,whileBillmustwatchhisdietandtakeoralmedications.Identifythereasonsforthedifferenttreat-mentsandexplainwhatisgoingonineachoftheirbodies.

2.Joeswifeof20yearshasnoticedchangesinhisappearance.Whentheyweremarriedatage18,Joewasatall,handsometeenager.AsJoehasaged,hishands,feet,andjawshavethickened,andhisheadhasbecomeelongated.WhatmightbehappeningtoJoe?Whattestsmightyouconducttosup-portyourhypothesis?

3.Ascientisthastwoculturesofthesametypeofcell.SheadministersHormoneAtoonecultureandHormoneBtotheother.ShenoticesthatHormoneAhasanimmediateeffectontheculture,whiletheculturewithHormoneBtakesabout90

minutestoshowanyactivity.Whenthescientistexaminespro-teinsynthesisinbothcultures,shenoticesthatnewproteinsaremadeonlyinthecultureexposedtoHormoneB.Explainthedifferencesbetweenthetwohormonesandindicatewhattypestheymightbe.

4.Laurarecentlysufferedaheadinjuryinacaraccident.Assheisrecovering,shenoticesthatsheisalwaysthirsty,urinatesfrequently,andpasseslargevolumesofurine.Ifshedoesnotdrinkoften,shefeelsweak,faint,andnauseated.WhatmighthavehappenedtoLaura,andwhatisgoingoninherbodythatwouldexplainthesesignsandsymptoms?

5.Michaelisa45-year-oldmanwhowasrecentlydiagnosedwithhighbloodpressure.Hisphysicianprescribedadrugcalledanangiotensin-convertingenzyme(ACE)inhibitor.HowwillthedrugaffectMichaelsabilitytowithstanddehydra-tion?Explain.

What is happening in this picture?Allthesegirlsare15yearsold,butoneofthemlooksverydiffer-entfromtheothers.Atonly23.5inchestall,JyotiAmgeisalleg-edlytheworldssmallestperson.

1. What endocrine problem might make Jyoti so much smaller than the other girls?2. How would it affect her size?


283

What is happening in this picture? 305

1.Janefeelstiredallthetime.Sheisoftenshortofbreathwhenshetriestoexercise,butherlungfunctiontestscomebacknormal.Herdoctorwantstoassesswhethersheissufferingfromanemia.Whattypeoftestshouldheorder?IfJanehasanemia,whatmighttheexpectedtestresultsbe?

2.Duringanoccupationalaccidentinanuclearlab,Jimwasexposedtohighdosesofgammaradiation.Hefeelstiredandweak,andheisespeciallypronetoanyinfectionthatcomesalong.HisCBCpanelshowsthatnumbersofallformedele-mentsarewellbelownormal.Whichofhiscellsweredamagedbytheradiationexposure?

3.Johnisa60-year-oldmalewhopresentedattheemergencyroomwithaheartattack.Thephysiciansquicklygavehimanintravenousdripcontainingtissueplasminogenactivator(tPA).Withinminutes,hiscoronaryarterywasclear,andbloodflow

Critical and Creative Thinking Questionshadbeenre-establishedtotheheart.Whatcausedtheblock-age,andhowdidtPAadministrationsolvetheproblem?

4.Juliaisexpectingherfirstchild,andyouareherhealthprovider.WhileJuliaisRh-negative,thereisapossibilitythatherbabyisRh+positive.Sheasksyoutoexplainhemolyticdiseaseofthenew-bornandwhetherherbabyisindanger.Whatisyourresponse?

5.ThePittsburghSteelersarepreparingforagameagainsttheDenverBroncosatDenverinsevendays.BecausetheatmosphericpressureislowerinDenverthaninPittsburgh,thereareloweramountsofgasesintheair.Thiscanaffecttheperformanceofathletes,sotheSteelerstraveltoDenverimmediatelytobeginpractice.Attheendoftheweek,theteamdoctortakesbloodsamplesfromrandomplayersandfindsthat,inallofthem,thehematocritsareincreasedandtheerythropoietinlevelsarehigherthannormal.Explainthemechanismthatwouldaccountfortheseresults.

Itisessentialthatadonorandrecipientbecloselymatchedinthemillionsofbloodtransfusionsthatoccureachyear.ThebloodbeingadministeredhereistypeA.

What is happening in this picture?

1. Describe how the techni-cian determined the blood type.2. Which recipient blood types would be com-patible with this blood?3. What blood type(s) could this donor receive?


250CHAPTER8 SomaticSensesandSpecialSenses

5._______arereceptorsthatdetectpain.

a.Proprioceptors

b.Paciniancorpuscles

c.Nociceptors

d.Meissnercorpuscles

6.Whatpartoftheearchangessoundwavestovibrations?

a.auditoryossicles

b.tympanicmembrane

c.cochlea

d.ovalwindow

Usethisfigureforquestions79.

7.TheareaindicatedbytheletterC_______.

a.collectsandtransmitssound

b.convertssoundwavestovibrations

c.convertspressurewavestonerveimpulses

d.relievespressure

8.Whichlabeledpartisthestapes?

a.D

b.E

c.F

d.G

9.Whichlabeledpartsensesaccelerations?

a.D

b.E

c.F

d.G

Self-Test(CheckyouranswersinAppendixC.)

1.Astronautsspendvastamountsoftimeinweightlessness,wheretheeffectofgravityisminimal.Whichsensewouldmostlikelybeaffectedbythisenvironment?

a.hearing

b.smell

c.touch

d.equilibrium

Usethisfigureforquestions24.

2.ThestructurelabeledE_______.

a.suppliesbloodtotheeye

b.focuseslight

c.convertslighttonerveimpulses

d.regulatestheamountoflightenteringtheeye

3.Whichlabeledstructureisthecornea?

a.A

b.B

c.C

d.D

4.Whichlabeledstructureisthepupil?

a.A

b.B

c.C

d.D

D

F

Light

AB

C

E

ABC

GED

I

F

H

ThinkCritically questions ask students to apply what they have learned in order to interpret and explain what they observe in the image.

Visual end-of-chapterSelf-Tests pose review questions that ask students to demonstrate their understanding of key concepts.


Prefacexi

Teaching and learning anatomy and physiology in a one-semester course poses particular challenges for both students and professors. The time constraints of one semester make it difficult to cover the essential material effectively. This is compounded by the fact that, although students enter the course with enthusiasm and a will to succeed in order to move forward in their chosen career path, many struggle with the complexities of the course content and the challenges these present.

Visualizing Anatomy and Physiology is designed to provide a fresh, visual presentation of the subject, telling the story of the human body, the interrelatedness of its structures and functions, and the relevance of this knowledge to health and disease. Integrated with WileyPLUS, it is a combination of a visually powerful textbook and interactive media that is invitingnot intimidatingto students who are overwhelmed by other scientific texts. The pedagogically innovative illustration program supported by a clear and condensed narrative highlights the relevance of anatomy and physiology to a health-related career and engages and motivates students to study and learn. WileyPLUS effectively integrates the teaching process with the learning environment, seamlessly linking classroom presentation, student activity, and assessment.

Visualizing Anatomy and Physiology assumes that students have not previously studied the human body. Our goal is to provide a basic understanding of the structure and functions of the human body with an emphasis on homeostasis. Health and disease topics are integrated throughout the book and media, and topics such as wellness, aging, and personal health choices are discussed within each chapter. Tested and proven visuals and pedagogy that help students learn more effectively are used to teach and explain, not just illustrate. These include A & P InSight figures, Process Diagrams, and images and videos from trusted sources such as the National Geographic Society. WileyPLUS 5.0 is an innovative, research-based online environment that integrates relevant resources, including the entire digital textbook, in an easy-to-navigate framework. WileyPLUS engages and excites students about the content and builds their confidence. Tools for promoting individual initiative, ways to increase effectiveness, and help in achieving personal goals are all linked to measurable outcomes, ensuring that students always know how their efforts are benefiting them.

OrganizationVisualizing Anatomy and Physiology is organized into 16 chapters, designed to fit more easily into the shorter one-semester course. As each chapter unfolds, the core concepts needed to fully comprehend the subject matterhomeostasis and the relevance and results of disruptions to homeostasis, the interrelated-ness of structure and function, and the development of critical thinking skillsare highlighted and emphasized. This emphasis begins with the unique illustrated chapter openers designed for this book. Each opening spread eases the student into the chapters content with an engaging exploration of a contemporary and recogniz-able example that illustrates the main concepts explored in the chapter. As the chapter material progresses, stu-dents will encounter another unique feature of this textWhat a Health Provider Sees. Each of these puts the chapters topic into the context of real-life situations that the students moving into allied health careers are likely to encounter. Partnered with a series of critical thinking questions, this exciting feature helps students build the necessary skills to apply their knowledge of anatomy and physiology to their future careers.

Chapters 1 through 3 establish the groundwork for understanding the structure and function of each body system. Chapter 1 sets the stage with an overviewof the organization of the human body and the introduction of the major concept of homeostasis. Chapter 2 provides the basics of introductorychemistry in focused modules that minimize the anxiety many students experience with this foundational content. Cellsand tissues are covered in Chapter3. The outstanding histological micrographs help students grasp the often challenging material and recognition of different tissue types and their roles in different organ systems.

The remaining chapters of the text each focus on a major organ system of the human body. Chapter 4 introduces the integumentarysystem and its impor-tant role in protection and regulation of body tempera-ture. Chapters5and6,theskeletalandmuscularsystems, introduce students to the many structures and important functions that enable the support and movement of the human body. The important regula-tory systems of the body are introduced in Chapters 7 through 9. Two chapters, 7 and8, are devoted to

Why Visualizing Anatomy and Physiology?


xiiPreface

the complexities of the nervous system. Chapter 7 presents the major structures and functions of both the centralandperipheralnervoussystems while Chapter 8 focuses on somatic senses and special senses. The endocrinesystem is introduced in Chap-ter9 and effectively organizes this complex system by the major functions of each endocrine gland. Chapters10 and 11 are devoted to the cardiovascular sys-tem. The components of blood, the importance and process of clotting, and the difference in blood types and their importance in health care are covered in chapter 10. Chapter 11 features the dynamic functions of the heart and the structures and processes, such as capillary exchange, of the circulatory system. Chapter12,thelymphaticsystemandimmunity, overviews

the crucial functions of this system and highlights its connection to major health issues such as allergies, autoimmune disease, and HIV. Chapter 13 explores the respiratorysystem and its important role in the exchange of gases. Chapter 14 introduces the many structures of the digestive system, the breakdown and absorption of nutrients through metabolism and a basic understanding of the role of nutrition in main-taining a healthy body. Chapter 15 covers the uri-nary system and its important function of removing wastes from the body. In addition, fluid, electrolyte, and acid-base balance is discussed in this chapter. The final Chapter16 overviews both the male and female reproductivesystems and their role in the continua-tion of human life.

How does Wiley Visualizing support instructors?

WileyVisualizingSiteThe Wiley Visualizing site hosts a wealth of information for instructors using Wiley Visualizing, including ways to maximize the visual approach in the classroom and a white paper titled How Visuals Can Help Students Learn, by Matt Leavitt, instructional design consultant. You can also find information about our relationship with the National Geographic Society and other texts published in our program. Visit Wiley Visualizing at www.wiley.com/college/ visualizing.

WileyCustomSelectWiley Custom Select gives you the freedom to build your course materials exactly the way you want them. Offer your students a cost-efficient alternative to traditional texts. In a simple three-step process create a solution containing the content you want, in the sequence you want, delivered how you want. Visit Wiley Custom Select at http://customselect.wiley.com.

VideosFromtheNationalGeographicSociety,theBBC,andTheNewYorkTimesNationalGeographicDigitalMediaTV enabled the use of National Geographic videos to accompany Visualizing Anatomy and Physiology and enrich the text. Some of our videos were selected from the libraries of the BBC and The New York Times. Researched by Janis Thompson, Lorain Community College; Michael Harman, Lonestar College; and Charles Benton, Madison Area Technical College; the videos presented in each chapter of the textbook, provide visual context for key concepts, ideas, and terms addressed in the chapters. Streaming videos are available to students in the context of WileyPLUS, and accompanying assignments can be graded online and added to the instructor gradebook.


Prefacexiii

VideosforVisualizingAnatomyandPhysiology

Chapter1 NGS Video: The Incredible Human MachineChapter2 BBC Video: Study on SupplementsChapter3 NGS Video: Stem Cell ResearchChapter4 NGS Video: The Incredible Human Machine:

SkinChapter5 BBC Video: OsteoporosisChapter6 New York Times Video: Increasing Knee

StabilityChapter7 BBC Videos: Psychoactive Drugs, Brain BankChapter8 New York Times Video: Coping with Chronic PainChapter9 NGS Video: Iodine Deficiency in Ethiopia Chapter10 BBC Video: Sickle Cell Anemia

Chapter11 NGS Video: The Incredible Human Machine: Circulation

New York Times Video: Looking at the HeartChapter12 NGS Video: AIDSChapter13 BBC Video: AsthmaChapter14 NGS Video: The Incredible Human Machine:

DigestionChapter15 New York Times Video: The Not-So-Strong

KidneyChapter16 NGS Video: The Incredible Human Machine:

The Miracle of Conception BBC Video: Teratogens

BookCompanionSitewww.wiley.com/college/freudenrichAll instructor resources (the Test Bank, Instructors Manual, PowerPoint presentations, and all textbook illustrations and photos in jpeg format) are housed on the book companion site (www.wiley.com/college/freudenrich). Student resources include self quizzes and flashcards.

PowerPointPresentations(availableinWileyPLUSandonthebookcompanionsite)A complete set of highly visual PowerPoint presentationsone per chapterdeveloped by Sandra Hutchinson, Sin-clair Community College is available online and in WileyPLUS to enhance classroom presentations. Tailored to the texts topical coverage and learning objectives, these presentations are designed to convey key text concepts, illustrated by embedded text art and animations. Video PowerPoints also offer embedded links to videos to help introduce class-room discussions with short, engaging video clips.

TestBank(availableinWileyPLUSandonthebookcompanionsite)The visuals from the textbook are also included in the Test Bank developed by Charles Benton, Madison Area Technical College, Evelyn Biluk, Chippewa Valley Technical College, and Cammie Emory, Bossier Parish Community College. The Test Bank has a diverse selection of test items including multiple-choice and essay questions, with at least 20 percent of them incorporating visuals from the book. The Test Bank is available online in MS Word files, as a Computerized Test Bank, and within WileyPLUS. The easy-to-use test-generation program fully supports graphics, print tests, student answer sheets, and answer keys. The softwares advanced features allow you to produce an exam to your exact specifications.

InstructorsResources(availableinWileyPLUSandonthebookcompanionsite)The Instructors Resources includes creative ideas for in-class activities, and suggested lecture outlines by Scott Rahschulte, Ivy Tech Community College. The Critical and Creative Thinking questions are included in the Assignment section of WileyPLUS and the Concept Check questions are included in the student Practice section of WileyPLUS. Guidance is also provided on how to maximize the effectiveness of visuals in the classroom.

1. Usevisualsduringclassdiscussionsorpresentations. Point out important information as the students look at the visuals, to help them integrate separate visual and verbal mental models.

2. Usevisuals forassignmentsandtoassess learning. For example, learners could be asked to identify samples of concepts portrayed in visuals.


xivPreface

3. Usevisualstoencouragegroupactivities. Students can study together, make sense of, discuss, hypothesize, or make decisions about the content. Students can work together to interpret and describe the diagrams, or use the diagrams to solve problems, conduct related research, or work through a case study activity.

4. Use visuals during reviews. Students can review key vocabulary, concepts, principles, processes, and relationships displayed visually. This recall helps link prior knowledge to new information in working memory, building integrated mental models.

5. Use visuals for assignments and to assess learning. For example, learners could be asked to identify samples of concepts portrayed in visuals.

6. Usevisualstoapplyfactsorconceptstorealisticsituationsorexamples. For example, a familiar photograph, such as one of mountain climbers, can illustrate key information about breathing, linking this new concept to prior knowledge.

AnatomyandPhysiologyVisualLibraryAll photographs, figures, and other visuals from the text are online and in WileyPLUS and can be used as you wish in the classroom. The images are included in a variety of formats, such as labeled, unlabeled, and unlabeled with leader lines. In addition, many illustrations or photos not included in this text can be found in the Visual Library. These online electronic files allow you to easily incorporate images into your PowerPoint presentations as you choose, or to create your own materials.

WileyFacultyNetworkThe Wiley Faculty Network (WFN) is a global community of faculty, connected by a passion for teaching and a drive to learn, share, and collaborate. Their mission is to promote the effective use of technology and enrich the teaching experience. Connect with the Wiley Faculty Network to collaborate with your colleagues, find a mentor, attend virtual and live events, and view a wealth of resources all designed to help you grow as an educator. Visit the Wiley Faculty Network at www.wherefacultyconnect.com.


Prefacexv

How has Wiley Visualizing been shaped by contributors?Wiley Visualizing and the WileyPLUS learning environment would not have come about without a team of people, each of whom played a part in sharing their research and contributing to this new approach. First and foremost, we begin with the National Geographic Society.

NationalGeographicSocietyVisualizing Anatomy and Physiology offers an array of remarkable photographs, illustrations, multimedia, and video from the National Geographic Society collections. Students using the book benefit from the rich, fascinating resources of National Geographic.

NationalGeographicSchoolPublishing performed an invaluable service in fact-checking Visualizing Anatomy and Physiology. They have verified every fact in the book with two outside sources, to ensure that the text is accurate and up-to-date. This kind of fact-checking is rare in textbooks and unheard-of in most online media.

NationalGeographic ImageCollection provided access to National Geographics award-winning image and illustrations collection to identify the most appropriate and effective images and illustrations to accompany the content. Each image and illustration has been chosen to be instructive, supporting the processes of selecting, organizing, and integrating information, rather than being merely decorative.

AcademicResearchConsultantsRichard Mayer, Professor of Psychology, UC Santa Barbara. Mayers Cognitive Theory of Multimedia Learning provided the basis on which we designed our program. He continues to provide guidance to our author and editorial teams on how to develop and implement strong, pedagogically effective visuals and use them in the classroom.

Jan L. Plass, Professor of Educational Communication and Technology in the Steinhardt School of Culture, Education, and Human Development at New York University. Plass co-directs the NYU Games for Learning Institute and is the founding director of the CREATE Consortium for Research and Evaluation of Advanced Technology in Education.

Matthew Leavitt, Instructional Design Consultant, advises the Visualizing team on the effective design and use of visuals in instruction and has made virtual and live presentations to university faculty around the country regarding effective design and use of instructional visuals.


xviPreface

IndependentResearchStudiesSEG Research, an independent research and assessment firm, conducted a national, multisite effectiveness study of students enrolled in entry-level college Psychology and Geology courses. The study was designed to evaluate the effectiveness of Wiley Visualizing. You can view the full research paper at www.wiley.com/college/visualizing/freudenrich/efficacy.html.

InstructorandStudentContributionsThroughout the process of developing the concept of guided visual pedagogy for Wiley Visualizing, we benefited from the comments and constructive criticism provided by the instructors and colleagues listed below. We offer our sincere appreciation to these individuals for their helpful reviews and general feedback:

Visualizing Reviewers, Focus Group Participants, and Survey Respondents

James Abbott, Temple UniversityMelissa Acevedo, Westchester Community CollegeShiva Achet, Roosevelt UniversityDenise Addorisio, Westchester Community CollegeDave Alan, University of PhoenixSue Allen-Long, Indiana UniversityPurdueRobert Amey, Bridgewater State CollegeNancy Bain, Ohio UniversityCorinne Balducci, Westchester Community CollegeSteve Barnhart, Middlesex County Community CollegeStefan Becker, University of WashingtonOshkoshCallan Bentley, NVCC AnnandaleValerie Bergeron, Delaware Technical & Community CollegeAndrew Berns, Milwaukee Area Technical CollegeGregory Bishop, Orange Coast CollegeRebecca Boger, Brooklyn CollegeScott Brame, Clemson UniversityJoan Brandt, Central Piedmont Community College Richard Brinn, Florida International UniversityJim Bruno, University of PhoenixWilliam Chamberlin, Fullerton CollegeOiyin Pauline Chow, Harrisburg Area Community CollegeLaurie Corey, Westchester Community CollegeOzeas Costas, Ohio State University at MansfieldChristopher Di Leonardo, Foothill CollegeDani Ducharme, Waubonsee Community CollegeMark Eastman, Diablo Valley CollegeBen Elman, Baruch CollegeStaussa Ervin, Tarrant County CollegeMichael Farabee, Estrella Mountain Community CollegeLaurie Flaherty, Eastern Washington UniversitySusan Fuhr, Maryville CollegePeter Galvin, Indiana University at SoutheastAndrew Getzfeld, New Jersey City UniversityJanet Gingold, Prince Georges Community CollegeDonald Glassman, Des Moines Area Community CollegeRichard Goode, Porterville CollegePeggy Green, Broward Community CollegeStelian Grigoras, Northwood UniversityPaul Grogger, University of Colorado

Michael Hackett, Westchester Community CollegeDuane Hampton, Western Michigan UniversityThomas Hancock, Eastern Washington UniversityGregory Harris, Polk State CollegeJohn Haworth, Chattanooga State Technical Community CollegeJames Hayes-Bohanan, Bridgewater State CollegePeter Ingmire, San Francisco State UniversityMark Jackson, Central Connecticut State UniversityHeather Jennings, Mercer County Community CollegeEric Jerde, Morehead State UniversityJennifer Johnson, Ferris State UniversityRichard Kandus, Mt. San Jacinto College DistrictChristopher Kent, Spokane Community CollegeGerald Ketterling, North Dakota State UniversityLynnel Kiely, Harold Washington CollegeEryn Klosko, Westchester Community CollegeCary T. Komoto, University of WisconsinBarron CountyJohn Kupfer, University of South CarolinaNicole Lafleur, University of PhoenixArthur Lee, Roane State Community CollegeMary Lynam, Margrove CollegeHeidi Marcum, Baylor UniversityBeth Marshall, Washington State UniversityDr. Theresa Martin, Eastern Washington UniversityCharles Mason, Morehead State UniversitySusan Massey, Art Institute of PhiladelphiaLinda McCollum, Eastern Washington UniversityMary L. Meiners, San Diego Miramar CollegeShawn Mikulay, Elgin Community CollegeCassandra Moe, Century Community CollegeLynn Hanson Mooney, Art Institute of CharlotteKristy Moreno, University of PhoenixJacob Napieralski, University of MichiganDearbornGisele Nasar, Brevard Community College, Cocoa CampusDaria Nikitina, West Chester UniversityRobin OQuinn, Eastern Washington UniversityRichard Orndorff, Eastern Washington UniversitySharen Orndorff, Eastern Washington UniversityClair Ossian, Tarrant County CollegeDebra Parish, North Harris Montgomery Community College District


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Karl Beall, Eastern Washington UniversityJessica Bryant, Eastern Washington UniversityPia Chawla, Westchester Community CollegeChannel DeWitt, Eastern Washington UniversityLucy DiAroscia, Westchester Community CollegeHeather Gregg, Eastern Washington UniversityLindsey Harris, Eastern Washington UniversityBrenden Hayden, Eastern Washington UniversityPatty Hosner, Eastern Washington University

Tonya Karunartue, Eastern Washington UniversitySydney Lindgren, Eastern Washington UniversityMichael Maczuga, Westchester Community CollegeMelissa Michael, Eastern Washington UniversityEstelle Rizzin, Westchester Community CollegeAndrew Rowley, Eastern Washington UniversityEric Torres, Westchester Community CollegeJoshua Watson, Eastern Washington University

StudentParticipants

Linda Peters, Holyoke Community CollegeRobin Popp, Chattanooga State Technical Community CollegeMichael Priano, Westchester Community CollegeAlan Paul Price, University of WisconsinWashington CountyMax Reams, Olivet Nazarene UniversityMary Celeste Reese, Mississippi State UniversityBruce Rengers, Metropolitan State College of DenverGuillermo Rocha, Brooklyn CollegePenny Sadler, College of William and MaryShamili Sandiford, College of DuPageThomas Sasek, University of Louisiana at MonroeDonna Seagle, Chattanooga State Technical Community CollegeDiane Shakes, College of William and MaryJennie Silva, Louisiana State UniversityMichael Siola, Chicago State UniversityMorgan Slusher, Community College of Baltimore CountyJulia Smith, Eastern Washington UniversityDarlene Smucny, University of Maryland University CollegeJeff Snyder, Bowling Green State UniversityAlice Stefaniak, St. Xavier University

Alicia Steinhardt, Hartnell Community CollegeKurt Stellwagen, Eastern Washington UniversityCharlotte Stromfors, University of PhoenixShane Strup, University of PhoenixDonald Thieme, Georgia Perimeter CollegePamela Thinesen, Century Community CollegeChad Thompson, SUNY Westchester Community CollegeLensyl Urbano, University of MemphisGopal Venugopal, Roosevelt UniversityDaniel Vogt, University of WashingtonCollege of Forest ResourcesDr. Laura J. Vosejpka, Northwood UniversityBrenda L. Walker, Kirkwood Community CollegeStephen Wareham, Cal State Fullerton Fred William Whitford, Montana State UniversityKatie Wiedman, University of St. FrancisHarry Williams, University of North TexasEmily Williamson, Mississippi State UniversityBridget Wyatt, San Francisco State UniversityVan Youngman, Art Institute of PhiladelphiaAlexander Zemcov, Westchester Community College

Visualizing Reviewers, Focus Group Participants, and Survey Respondents, continued

Bryce Abbey, University of NebraskaKearneyDorene Adams, Napa Valley CollegeAmir Afshar, Academy of the New ChurchCaryn Babaian, Bucks County Community CollegeCherryl Baker, Orange Coast CollegeMary Bath-Balogh, Pierce CollegeShawn Bearden, Idaho State UniversityCharles Benton, Madison Area Technical CollegeHeather Billings, West Virginia UniversityMargaret Bolton, College of Southern MarylandFelicia Brenoe, Glendale Community CollegeDoug Bruce, Laney CollegeCarolyn Bunde, Idaho State UniversityDave Burns, Carl Sandburg CollegeMahlon Cannon, J. Sargeant Reynolds Community CollegeDaisy Carr, California State UniversityDominguez Hills

Tom Carson, Bossier Parish Community CollegeCraig Castaneda, Illinois Valley Community CollegeMaryanne Cattieu, Erie Community CollegeLorna Chacha, Centennial CollegeEd Chang, Imperial Valley CollegeIrena Ciftja, Lonestar CollegeLuAnne Clark, Lansing Community CollegePamela Cole, Shelton State Community CollegeJean Cremins, Middlesex Community CollegeAngela Crocker, Erie Community CollegeDavid Crow, Augsburg CollegeLaura Cucci, Community College of Baltimore CountyJean Cuppett, Pennsylvania Highlands Community CollegeJohn Danley, Albuquerque Technical Vocational InstituteThomas Delany, Kilgore CollegeRobert DeLorme, Gwinnett Technical Institute

Reviewers and Survey Respondents of Visualizing Anatomy and Physiology


xviiiPreface

Stacy Deputy, Tidewater Community CollegeChris Donnelly, College of DuPageSteve Edinger, Ohio UniversityCammie Emory, Bossier Parish Community CollegeColin Everhart, Wake Technical Community CollegeJames Ezell, J. Sargeant Reynolds Community CollegeAbdulmunam Fellah, Pima Community CollegeAmy Fenech, Columbus Technical InstitutePatricia Finkenstadt, Phoenix CollegeSally Flesch, Black Hawk CollegeMaria Florez, Lone Star CollegeCyFairRichard Foreman, Darton CollegeTeri Foster, Graceland UniversityKaren Fowler, Metropolitan Community CollegeDeborah Furbish, Wake Technical Community CollegeBonnie Futrell, Sinclair Community CollegeChristina Gan, Highline Community CollegeAnne Geller, San Diego Mesa CollegeCynthia Gerstner, Columbia CollegeSharale Golding, Manchester Community CollegePamela Gregory, Tyler Junior CollegeRon Groleau, Illinois Valley Community CollegeBentley Gubar, Stockton State CollegeTerrance Hackett, J. Sargeant Reynolds Community CollegeMichael Harman, North Harris Montgomery Community CollegeMary Beth Hawkins, North Carolina State UniversityKristen Herman, San Diego Mesa CollegeMichael Highers, Darton CollegeJacki Houghton, Moorpark CollegeErik Hoyer, Lone Star CollegeCyFairSandra Hutchinson, Sinclair Community CollegeDonna Jennings, Sinclair Community CollegeRosalba Jepson, Imperial Valley CollegeEddie Johnson, Central Oregon Community CollegeTom Johnson, Tidewater Community CollegeWalter Johnson, Merritt CollegeTom Jordan, Pima County Community CollegePaul Kaseloo, Virginia State UniversityDaniel Kifle, Community College of Baltimore CountyBrian Kipp, Grand Valley State UniversityJody Klann, Gateway Community CollegeJoseph LaFazia, Bristol Community CollegeJeffrey Levin, Stockton State CollegeMay Liu, Darton CollegeJames Ludden, College of DuPageLinda Maluf, Pima Community CollegeRich Marsillo, State University of New York at FarmingdaleGeorge Mateja, Community College of Baltimore CountyBhavya Mathur, Chattahoochee Technical InstituteKate Mathis, San Antonio CollegeCheryl Matthias, Chicago State University

Ron May, Pierce CollegeElysia Mbuja, Pierce CollegeHelen Mergenthal, Germanna Community CollegeScott Meyer, Pensacola State CollegeChristopher Migliore, Loyola University ChicagoMilton Miller, Macon Technical InstituteRobert Moats, Ohio UniversityChillicotheSusan Moss, Imperial Valley CollegeWilliam Mott, J. Sargeant Reynolds Community CollegeKelly Neary, Mission CollegeKimberly OBrien, Cornell UniversitySima Otsuka, Northern Virginia Community CollegeTC Parker, Gwinnett Technical CollegeLisa Parks, North Carolina State UniversityDale Pederson, Augsburg CollegeEllengene Peterson, Ohio UniversityJessica Peterson, Pensacola State CollegeRussell Peterson, Indiana University of PennsylvaniaAnne Pinkerton, Tidewater Community CollegeJohn Polos, Laney CollegeDorothy Puckett, Kilgore CollegeJames Reed, Grand Valley State UniversityTricia Richard, Middlesex Community CollegeLoretta Ritu, Canadian Memorial Chiropractic CollegeSusan Rohde, Triton CollegeJohn Rogers, Albuquerque Technical Vocational InstituteJimmy Rozell, Tyler Junior CollegeJodie Rubens, Ohio UniversityMarigrace Ryan, Sinclair Community CollegeAdrienne Sainten, Merritt CollegeHolly Sanders, Gwinnett Technical InstituteNancy Schellinger, Indiana University of PennsylvaniaGaynelle Schmieder, Pennsylvania Highlands Community CollegeEric Shargo, Moorpark CollegeRichard Sikon, John Tyler Community CollegeJennifer Sink, Davidson County Community CollegeJudith Slon, Hilbert CollegeTamara Smith, Tidewater Community CollegeSharon Smith-Douglas, College of Southern MarylandJames Sosebee, Sinclair Community CollegeGeorge Spiegel, College of Southern MarylandSherry Stewart, Navarro CollegeJan Stone, Bristol Community CollegeAnthony Tesch, College of the DesertJanis Thompson, Lorain County Community CollegeJames Valente, Glendale Community CollegeCecilia Vigil, Arizona Western CollegeKathy Webb, Bucks County Community CollegeSheila Williams, Houston Community College

Reviewers and Survey Respondents of Visualizing Anatomy and Physiology, continued


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Special ThanksSpecial thanks to my wife, Theresa, for her patience with me during this project.

Craig

To my childrenLynne, Gerard Jr., Kenneth, Anthony, and Andrewthe wind beneath my wings.

Jerry

About the AuthorsCraigC.Freudenrich is a science writer in Durham, NC where he writes various science articles, science educational materials, and science education courses. He earned a bachelors degree in biology from West Virginia University and a Ph.D. in physiology from the School of Medicine at the University of Pittsburgh. He completed eight years of postdoctoral training in the Physiology Division within the Department of Cell Biology at Duke University Medical Center. For more than 20 years, he has conducted biomedical research in various fields including cell physiology, general physiology, neuroscience, and plant physiology.

Craig completed teacher training at the University of North Carolina at Chapel Hill and taught high school sciences for Durham Public Schools, Auldern Academy, and the Talent Identification Program at Duke University. He has experience teaching biology, anatomy and physiology, physics, physical sciences, astrobiology, science of science fiction, and algebra.

Before becoming a freelance science writer, Craig was a science editor for the popular website HowStuffWorks. There, he wrote numerous articles in biology, chemistry, physics, geology, astronomy, and space exploration. Craig is a member of the National Association of Science Writers (NASW) and the National Science Teachers Association (NSTA). Beyond science, Craig has interests in medieval history, European martial arts, and fencing.

Gerard J. Tortora is Professor of Biology and former Biology Coordinator at Bergen Community College in Paramus, New Jersey, where he teaches human anatomy and physiology as well as microbiology. He received his bachelors degree in biology from Fairleigh Dickinson University and his masters degree in science education from Montclair State College. He is a member of many professional organizations, including the Human Anatomy and Physiology Society (HAPS), the American Society of Microbiology (ASM), American Association for the Advancement of Science (AAAS), National Education Association (NEA), and the Metropolitan Association of College and University Biologists (MACUB).

Above all, Jerry is devoted to his students and their aspirations. In recognition of this commitment, Jerry was the recipient of MACUBs 1992 Presidents Memorial Award. In 1996, he received a National Institute for Staff and Organizational Development (NISOD) excellence award from the University of Texas and was selected to represent Bergen Community College in a campaign to increase awareness of the contributions of community colleges to higher education.

Jerry is the author of several best-selling science textbooks and laboratory manuals, a calling that often requires an additional 40 hours per week beyond his teaching responsibilities. Nevertheless, he still makes time for four or five weekly aerobic workouts that include biking and running. He also enjoys attending college basketball and professional hockey games and performances at the Metropolitan Opera House.


xxPrefacexx

Preface v

1 Organization of the Human Body 1 2 Introductory Chemistry 20 3 Cells and Tissues 48 4 The Integumentary System 88 5 The Skeletal System 112 6 The Muscular System 152 7 The Nervous System 190 8 Somatic Senses and Special Senses 226 9 The Endocrine System 25210 The Cardiovascular System: Blood 28611 The Cardiovascular System: Heart, Blood Vessels, and Circulation 308

Contents in Brief


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12 The Lymphatic System and Immunity 34213 The Respiratory System 370

14 The Digestive System, Nutrition, and Metabolism 39815 The Urinary System, Fluid, Electrolyte, and AcidBase Balance 43616 The Reproductive Systems 468 AppendixAPeriodicTable 511

AppendixBMeasurements 512

AppendixCAnswerstoSelf-Tests 514

Glossary 515

LineArt Credits 554

PhotoCredits 555

Index 557

Flexion

Extension

Hyperextension


Contents

xxiiContents

Preface v

Organization of the Human Body

BodyStructureIsCloselyLinkedtoFunctionatAllLevelsofOrganization 2

Levels of Organization Extend from Atoms to the Human Organism 3

Every Body System Performs Vital Functions 3

AllLivingThingsCarryOutCommonLifeProcesses 6

Life Processes Include Every Function Necessary to Sustain Life 6

Homeostatic Balance Maintains Relatively Stable Conditions Inside the Body 8

Aging and Disease Upset Homeostasis 10

AnatomicalRoadMapsGuideNavigationThroughtheBody 10

The Body Can Be Divided Into Specific Anatomical Regions 10

Directional Terms Describe the Location of Body Parts Relative to Each Other 11

Body Cavities Contain Organs and Other Anatomical Structures 12

WHAT A HEALTH PROVIDER SEES: Medical Imaging 15

1

Introductory Chemistry

MatterIsMadeofElementsandAtoms 22

Matter Is Different from Energy 22

Matter Is Made of Chemical Elements 23

Elements Are Made of Atoms 24

TheBuildingBlocksofMatterFitTogethertoMakeIonsandCompounds 26

Atoms Combine to Form Compounds: Ionic and Covalent 26

There Are Different Types of Chemical Reactions 31

LifeUsesImportantChemicals 31

Water, Acids, and Bases Make Up a Major Part of Body Fluids 31

WHAT A HEALTH PROVIDER SEES: Dehydration and Sports Drinks 34

Carbohydrates Are Major Energy Sources for the Body 34

Lipids Store Energy and Comprise Cell Membranes and Hormones 36

Proteins Have Many Functions 36

Enzymes Speed Up Chemical Reactions 39

Nucleic Acids Carry Genetic Instructions 40

2

Contents

H+ Cl K+ OH

KCl

ClK+

HCl KOH

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Cells and Tissues

CellsHaveDistinctParts 50

The Plasma Membrane Is the Cells Gatekeeper 52

The Cytoplasm Contains Many Organelles 53

The Nucleus Controls the Cells Activities 56

CellsCarryOutManyProcesses 57

Membranes Transport Substances 57

Proteins Are Made in a Complex Process 64

Cells Divide by Mitosis or by Meiosis 67

CellsSpecializeintoVariousTissues 71

Epithelial Tissue Covers Body Surfaces 72

Connective Tissue Protects and Supports the Body and Its Organs 76

Muscle Tissue Generates Force for Movement 81

Nervous Tissue Transmits Impulses to Coordinate Activities 81

Membranes Cover or Line Parts of the Body 82

AgingAffectsCellsandTissues 84

3

The Integumentary System

TheIntegumentarySystemIsComposedofSkin,Glands,Hair,Nails,andNerveEndings 92

There Are Many Components of the Integumentary System 92

Skin Is a Multilayered Organ 93

Skin Color Is Caused by Pigments 95

AccessoryStructuresProvideProtectionandHelpRegulateBodyTemperature 96

Hair Protects the Skin and Other Structures of the Body 96

Glands Produce Secretions That Perform a Variety of Functions 98

Nails Are Composed of Keratinized Dead Cells 99

TheSkinPlaysaNumberofRolesintheBody 100

WHAT A HEALTH PROVIDER SEES: Skin Grafts and Artificial Skin 104

SkinCancerandAging 105

Aging Changes the Appearance and Quality of Skin and Its Associated Structures 105

Skin Cancers Can Develop from Repeated Exposure to UV Radiation 105

4

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The Muscular System

TheBodyContainsThreeTypesofMuscularTissues 154

Skeletal Muscle Tissue Is Attached to the Bones 154

Cardiac Muscle Tissue Is Found Only in the Heart 155

Smooth Muscle Tissue Is Found in Most Body Organs 155

MusclesAreBuilttoMove 156

Muscles Are Composed of Bundles of Muscle Fibers 157

The Sliding Filament Theory Explains Muscle Contraction 158

Nerve Signals Initiate the Contraction of Skeletal Muscle 160

Muscle Contraction Comes in Many Forms: Twitch, Tetanus, Isotonic, and Isometric 163

SmoothMuscleTissueIsintheWallsofMostOrgans 165

Smooth Muscle Tissue Looks Very Different from Skeletal Muscle 165

Smooth Muscle Tissue Comes in Two Varieties: V

visualizing anatomy and physiology - c. freudenrich, g. tortora (wiley, 2011) bbs

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