Human Anatomy & Physiology -...

Instructor Guide to Text and Media

Human Anatomy & PhysiologyEighth Edition

Theresa BissellIvy Tech Community College

Laura SteeleIvy Tech Community College

Benjamin Cummings

San Francisco Boston New YorkCape Town Hong Kong London Madrid Mexico City

Montreal Munich Paris Singapore Sydney Tokyo Toronto

Full file at http://TestbankCollege.eu/Solution-Manual-Human-Anatomy-and-Physiology-8th-Edition-Marieb

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Preface ix

What’s New: Chapter-by-Chapter Changesin Human Anatomy & Physiology, Eighth Edition xi

1The Human Body: An Orientation 1Objectives 1

Suggested Lecture Outline 1

Cross References 5

Laboratory Correlations 5

Lecture Hints 6

Activities/Demonstrations 6

Critical Thinking/Discussion Topics 7

Library Research Topics 7

Multimedia in the Classroom and Lab 7

Lecture Enhancement Material 9

Answers to End-of-Chapter Questions 10

Suggested Readings 11

2Chemistry Comes Alive 12Objectives 12


Cross References 18

Lecture Hints 19








3Cells: The Living Units 26Objectives 26


Cross References 33


Lecture Hints 33








4Tissue: The Living Fabric 43Objectives 43


Cross References 46


Lecture Hints 47








5The Integumentary System 54Objectives 54


Cross References 57


Lecture Hints 58




iii

CONTENTS







6Bones and Skeletal Tissues 65Objectives 65


Cross References 69


Lecture Hints 69








7The Skeleton 76Objectives 76


Cross References 82


Lecture Hints 83








8Joints 91Objectives 91


Cross References 95


Lecture Hints 95








9Muscles and Muscle Tissue 102Objectives 102


Cross References 107


Lecture Hints 107








10The Muscular System 116Objectives 116




Lecture Hints 120








iv Instructor Guide to Text and Media for Human Anatomy & Physiology



11Fundamentals of the Nervous System and Nervous Tissue 128Objectives 128




Lecture Hints 133








12The Central Nervous System 141Objectives 141




Lecture Hints 148








13The Peripheral Nervous System and Reflex Activity 158Objectives 158




Lecture Hints 162








14The Autonomic Nervous System 168Objectives 168




Lecture Hints 171








15The Special Senses 177Objectives 177




Lecture Hints 182








16The Endocrine System 189Objectives 189

Contents v






Lecture Hints 194








17Blood 201Objectives 201




Lecture Hints 205








18The Cardiovascular System: The Heart 212Objectives 212




Lecture Hints 216








19The Cardiovascular System:Blood Vessels 223Objectives 223




Lecture Hints 230








20The Lymphatic System and LymphoidOrgans and Tissues 239Objectives 239



Lecture Hints 241








21The Immune System: Innate and Adaptive Body Defenses 246Objectives 246


vi Instructor Guide to Text and Media for Human Anatomy & Physiology





Lecture Hints 251








22The Respiratory System 260Objectives 260




Lecture Hints 268








23The Digestive System 276Objectives 276




Lecture Hints 283








24Nutrition, Metabolism, and Body Temperature Regulation 293Objectives 293



Lecture Hints 299








25The Urinary System 308Objectives 308




Lecture Hints 313








26Fluid, Electrolyte, and Acid-Base Balance 322Objectives 322




Lecture Hints 327


Contents vii









27The Reproductive System 334Objectives 334




Lecture Hints 340








28Pregnancy and Human Development 348Objectives 348




Lecture Hints 353








29Heredity 361Objectives 361




Lecture Hints 364








Appendices

Appendix A: Guide to Audiovisual Resources 371

Appendix B: Visual Resource Guide 375

Appendix C: Interactive Physiology®

Exercise Sheets 472

Muscular System 473

Nervous System I 484

Nervous System II 492

Cardiovascular System 500

Respiratory System 519

Urinary System 529

Fluid, Electrolyte, and Acid-Base Balance 538

Endocrine System 547

Digestive System 559

Immune System 579

Appendix D: Interactive Physiology®

Exercise Sheet Answers 601

Appendix E: Correlation Guide to A.D.A.M.®

Interactive Anatomy (AIA) 618

viii Instructor Guide to Text and Media for Human Anatomy & Physiology



Copyright © 2010 Pearson Education, Inc.

This Instructor Guide to Text and Media has been updated and revised to accompanyHuman Anatomy & Physiology, Eighth Edition, by Elaine N. Marieb and Katja Hoehn.Each chapter has been outlined in a way that we hope benefits you in your use of the textand instruction of your classes. At the beginning of each chapter is a list of chapter objec-tives that correspond with those listed in each section of the chapter. A detailed SuggestedLecture Outline is provided for each chapter to aid you in developing your own courseoutline. Additionally, there are Cross References that point you to concepts in otherchapters of the text to facilitate integration of other information. Each chapter containsLecture Hints and Activities/Demonstrations that may be beneficial in presenting mate-rial in a way that makes it more meaningful for students. There are also Critical Think-ing/Discussion Topics, as well as Library Research Topics, to be used in class discussionor as outside assignments that may enhance your students’ understanding of thelectured material.

A number of resources are listed in the chapters of this instructor guide that may beuseful in making your presentations more engaging or effective. Laboratory Correla-tions, Multimedia in the Classroom and Lab (including descriptive listings of videosand software as well as online resources for students), and Lecture Enhancement Mate-rials (transparency acetates and images found on the Instructor Resource DVD) areavailable to coordinate with your lecture. A Suggested Reading list includes articles rele-vant to the system covered by the chapter. In addition, Answers to End-of-ChapterShort Essay Questions and Critical Thinking and Clinical Application Questions areprovided with page references pointing to the main text.

A list of Online Resources for Students shows the organization of the Chapter Guide pagein both myA&P™ (www.myaandp.com) and CourseCompass™ (www.coursecompass.com).Each Chapter Guide organizes all the online media resources in one convenientlocation, with e-book links to each section of Human Anatomy & Physiology, EighthEdition. Students can also access A&P Flix animations, MP3 Tutor Sessions, InteractivePhysiology® 10-System Suite, Practice Anatomy Lab™ 2.0, PhysioEx 8.0™, and otheronline study tools. For more information, please refer to the media preview section atthe very front of your textbook.

Appendix A is a guide to audiovisual distributors and their contact information. Appen-dix B provides thumbnails of all the textbook images, including art, photos, and tables,organized by chapter. Appendix C contains Interactive Physiology® Exercise Sheets,created by Dr. Shirley Whitescarver and Brian Witz, for use with the Interactive Phys-iology® 10-System Suite. Answers to these Exercise Sheet questions can be found inAppendix D. Finally, Appendix E includes a Correlation Guide between selected reviewquestions from the main text and the A.D.A.M.® Interactive Anatomy (AIA) CD-ROM,version 4.0. This helps students find the most relevant view to help them answer ques-tions that require critical reasoning.

An electronic version of this guide and other instructor supplements are available to down-load at the Pearson Higher Education-Benjamin Cummings catalog page. Visitwww.pearsonhighered.com and select instructor resources for Human Anatomy & Phys-iology, Eighth Edition, by Elaine Marieb and Katja Hoehn.

ix

PREFACE



x Instructor Guide to Text and Media for Human Anatomy & Physiology


The Internet is a tremendous resource for you and your students to find additional in-formation on A&P topics. For a general listing of A&P websites, search for “anatomy”or “physiology” on search engines such as Google or Yahoo. Here are a few websitesthat you might find useful, but keep in mind that we cannot guarantee that these linkswill remain active.

www.medtropolis.com The Virtual Body includes interactive presentations onvarious body systems, including animations, narrations, and quizzes.

www.nlm.nih.gov The U.S. National Library of Medicine includes general healthinformation as well as the Visible Human Project, which creates anatomical imagesof the male and female human body.

www.nlm.nih.gov/medlineplus Medline is a health database maintained by theNational Institutes of Health’s National Library of Medicine.

www.nih.gov The National Institutes of Health is an excellent resource for gen-eral health information; a good source of research topics.

www.npac.syr.edu The Northeast Parallel Architectures Center at Syracuse Uni-versity has created the Visible Human Viewer (based on the Visible Human Proj-ect), which allows you to examine a cadaver layer by layer from different views.

Anatomy and physiology are fascinating disciplines that students are always enrichedby. We hope that you find this guide a valuable partner in your teaching effort, and thatthe resources listed within allow you to present an effective and enjoyable learningexperience for your students. Comments and suggestions are always welcome. Theymay be sent care of Benjamin Cummings, 1301 Sansome Street, San Francisco, CA,94111.

THERESA BISSELL and LAURA STEELE

Ivy Tech Community College, Ft. Wayne, IN



Chapter 1 The Human Body: An Orientation● New separate section for each different survival need

● New style introduced for homeostatic imbalance figures, carried throughout the book

● New PET scan for A Closer Look on medical imaging

Chapter 2 Chemistry Comes Alive● A new tabbed head format has been added to selected molecular figures throughout

this chapter, allowing for comparison of different types of molecules and reactions.Comparison examples include:

• New figure comparing three basic types of mixtures, with photos (Figure 2.4)

• New figure comparing dehydration synthesis and hydrolysis (Figure 2.14)

● Updated information on molecular chaperones1

Chapter 3 Cells: The Living Units● Figures have been reconceptualized and text has been added to provide steps that

guide students through challenging cellular processes:

• New step art for exocytosis (Figure 3.14)

• Updated discussion of types of endocytosis accompanied by new endocytosis stepart (Figure 3.12)

• New figure provides a comparison of three types of endocytosis (Figure 3.13)

• A new student-friendly explanation of how G proteins regulate cellular activitiesand their mechanisms of action, accompanied by new step art (Figure 3.16)

• New figure on the signaling mechanism for targeting new proteins to the ER (Fig-ure 3.20)

● New Focus Figures in this chapter guide students through the key concepts that aremost difficult to grasp:

• Focus on Primary Active Transport: The Na+-K+ Pump (Figure 3.10)

• Focus on G Proteins (Figure 3.16)

• Focus on Mitosis (Figure 3.33)

● New figures and photos:

• New diagrams accompany photos in figure, showing the effects of varying tonici-ties on living red blood cells (Figure 3.9)

• New photomicrographs accompany cell organelle illustrations

● New information on the origin of peroxisomes based on recent research:2

• New figure on microvilli features photomicrograph (Figure 3.28). New section onmicrovilli in Cellular Extensions section.

• New overview of three stages of transcription, structuring text description tomatch Figure 3.35; rearranged and revised text discussion and Figure 3.37 ontranslation for clarity


xi

WHAT’S NEW: CHAPTER-BY-CHAPTER CHANGES INHUMAN ANATOMY & PHYSIOLOGY, EIGHTH EDITION



Chapter 4 Tissue: The Living Fabric● New Figure 4.1, Overview of Four Tissue Types, provides overview before getting

into the details

● New photomicrographs for pseudostratified ciliated columnar epithelium (Figure4.3d), goblet cells (Figure 4.4), and elastic connective tissue (Figure 4.8f)

● New Table 4.1 compares four main classes of connective tissue

● Updated A Closer Look on Cancer

Chapter 5 The Integumentary System● New Figure 5.3, Two Regions of the Dermis, with three new photomicrographs

● New Figure 5.4, Dermal Modifications Result in Characteristic Skin Markings,with new photomicrograph

● New paragraph covers how changes in nail color help to diagnose certain conditions

● New photos show partial-thickness and full-thickness burns (Figure 5.10)

● Added eczema and rosacea to Related Clinical Terms

Chapter 6 Bones and Skeletal Tissues● New Figure 6.4 shows comparative morphology of bone cells, comparing osteogenic

cells, osteoblasts, osteocytes, and osteoclasts

● New Figure 6.14 explains how vigorous exercise can lead to large increases in bonestrength

● Updated information on homocysteine as a marker of low bone mass density andbone frailty

● Added detail on age-related bone changes and treatments

Chapter 7 The Skeleton● This chapter features all-new bone art with realistic color and texture, with many

new bone photos incorporated for side-by-side comparisons with the illustrations:

• New photos for inferior and superior views of the skull (Figures 7.6b, 7.7b)

• New photo of midsagittal section of the skull (Figure 7.5c)

• New photos of the sphenoid bone, superior and posterior views (Figure 7.9)

• New photo of right lateral view of the maxilla in figure of detailed anatomy ofthe mandible and maxilla (Figure 7.11)

• New MRI of lumbar region in sagittal section showing herniated disc (Figure 7.17)

• New photo of midsagittal section of the thorax (Figure 7.22)

• New X-ray of the foot (Figure 7.34)

• New figure and photo of the C-shaped spine of a newborn infant (Figure 7.37)

• New Homeostatic Imbalance: xiphoid process projecting posteriorly

• Added instructions for palpating the jugular notch

• Added two new illustrations/views to the figure on the radius and ulna: proximalportion of ulna, lateral view, and distal ends of the radius and ulna at the wrist(Figure 7.27)

• Bones of the left hand: added illustration of posterior view (Figure 7.28)

xii Instructor Guide to Text and Media for Human Anatomy & Physiology

Copyright © 2010 Pearson Education, Inc.Full file at http://TestbankCollege.eu/Solution-Manual-Human-Anatomy-and-Physiology-8th-Edition-Marieb


Chapter 8 Joints● Figure 8.1 expanded to show a comparison of different types of fibrous joints; added

gomphosis

● Added a sixth distinguishing characteristic of synovial joints: nerves and blood vessels

● Added new part to figure on knee joint relationships: illustration of superior view ofthe right tibia in the knee joint (Figure 8.8b)

● Added two new parts to figure on the shoulder joint: illustration of frontal sectionthrough shoulder joint and accompanying cadaver photo (Figure 8.10)

● Added a superior view of the mandible to the figure on the temporomandibularjoint (Figure 8.13)

Chapter 9 Muscles and Muscle Tissue● Chapter 9 features all of the physiological concepts of skeletal muscle fibers, includ-

ing generation of the action potential, excitation-contraction coupling, and thecross bridge cycle. The concepts have been rewritten using more explanatorylanguage that closely aligns the text and figures and breaks the text into steps andnumbered lists. Accompanying the new explanations are several new Focus Figures:

• Focus on Events at the Neuromuscular Junction (Figure 9.8)

• Focus on Excitation-Contraction Coupling (Figure 9.11)

• Focus on the Cross Bridge Cycle (Figure 9.12)

● This chapter also features many new and reconceptualized figures to illustrate thekey concepts:

• Figures describing the composition of thick and thin filaments (Figure 9.3) andthe pathways for regenerating ATP during muscle activity (Figure 9.19) bothincorporate a new tabular style for ease of comparison

• New photomicrographs showing the transition between stages in the sliding fila-ment theory of contraction; corresponding stage numbers added to text (Figure 9.6)

• New flowchart summarizing the phases leading to muscle fiber contraction (Fig-ure 9.7)

• For simplicity, deleted permeability curves from figure showing action potential;added points of depolarization and repolarization to the action potential curve(Figure 9.10)

• New figure comparing short-duration and prolonged-duration exercise (Figure 9.20)

• New photomicrograph showing cross section of the three types of fibers in skele-tal muscle (Figure 9.24)

• New figure showing formation of a multinucleate skeletal muscle fiber by fusionof myoblasts (Figure 9.30)

Chapter 10 The Muscular System● In Chapter 10, changes allow for easier navigation and understanding; highlighting

in the muscle gallery tables identifies the primary action item of muscles, enablingstudents to easily locate this key information.

● The chapter also features new high-quality, side-by-side cadaver photos with illus-trations for easy comparison: the anterior and lateral regions of the neck (Figure10.9c), superficial muscles of the thorax (Figure 10.13b), muscles crossing theshoulder and elbow joint (Figure 10.14d), and superficial muscles of the superiorgluteal region (Figure 10.20b).

What’s New xiii



Chapter 11Fundamentals of the Nervous System and Nervous Tissue

● Chapter 11 features three new Focus Figures, walking students step-by-step throughthe toughest topics essential to understanding the nervous system:

• Focus on Resting Membrane Potential (Figure 11.8)

• Focus on Action Potential (Figure 11.11)

• Focus on Chemical Synapse (Figure 11.17)

● Updated and expanded content reflects current research in the field:

• Satellite cell role updated according to recent research

• Updated discussion of nitric oxide and carbon dioxide to reflect current research

• Added paragraph on new class of neurotransmitter endocannabinoid recently dis-covered, to reflect current research3

• Updated the roles of neurotropins in signaling the growth cone during neuronaldevelopment

• Updated information in A Closer Look on overcoming cocaine addiction

• Updated information on neurotransmitters (histamine, somatostatin, substanceP, CCK) in Table 11.3 to reflect current research

● New figures and content:

• New figure addressing the spread and decay of a graded potential (Figure 11.10)

• New figure explaining how myelin speeds action potential propagation (Figure11.15)

• New photo of a neuronal growth cone (Figure 11.24)

• All-new organization and structure for Table 11.2, with art added, comparingmain features of action potentials and graded potentials

Chapter 12 The Central Nervous System● Chapter 12 features many updated discussions per current research:

• Updated location of cortex receiving vestibular input based on new fMRI studies

• New Homeostatic Imbalance on brain tumors in different regions of the brain:the anterior association area and the posterior parietal region

• Regulation of respiratory rhythm in the medulla updated to reflect current research

• Updated occurrence of theta waves in adult electroencephalogram

• Updated the mechanisms of onset of sleep and wakefulness. Updated the role oforexins (hypocretins) in narcolepsy. Added recent finding that orexin antagonistspromote sleep in humans.

• Updated information on survival of strokes and stroke treatment

• Updated research on cause and treatment of Parkinson’s disease

• Updated treatments for Alzheimer’s disease

• Updated discussion of sensory and motor pathways; reorganized for clarity andto match order of Table 12.2

• Updated information on folic acid intake and incidence of spina bifida

● This chapter also features several new photos:

• New photo of frontal section of brain (Figure 12.10)

• New photo of inferior view of the brain showing the regions of the brain stem(Figure 12.14)

xiv Instructor Guide to Text and Media for Human Anatomy & Physiology



• New figure on the cerebellum, featuring a new photo and accompanying newillustration (Figure 12.17)

• New photo of EEG (Figure 12.20)

Chapter 13 The Peripheral Nervous System and Reflex Activity● Updated discussions per current research:

• Axon regrowth and treating spinal cord injuries to reflect current research

• Homeostatic Imbalance on cause and treatment of trigeminal neuralgia

• Origin and course of the accessory nerves (CN XI)4

● This chapter also features a new Focus Figure, Focus on the Stretch Reflex (Figure13.17), as well as all-new realistic nerve art for the nerve tables. We also haveincorporated two new cadaver photos for the brachial plexus (Figure 13.9) and thesacral plexus (Figure 13.11). The former A Closer Look box on pain is now incorpo-rated into text and we’ve added a new Homeostatic Imbalance on hyperalgesia andphantom limb pain.

Chapter 14 The Autonomic Nervous System● New Homeostatic Imbalance on autonomic neuropathy

● Updated parasympathetic effects on liver in Table 14.4

● Updated treatment of spinal cord injury in end-of-chapter problem

Chapter 15 The Special Senses● Chapter 15 features content updates per current research in the following areas:

• Laser procedures to correct myopia

• The mechanism of light adaptation in rods5

• Odor signal processing6

• Taste cell specificity: The current view is that there is no overlap in taste modali-ties in a taste cell (each taste cell conveys only one modality), but rather tastebuds respond to all five modalities.

• The mechanism of transduction for all five taste modalities7

• Treatment of age-related macular degeneration in Related Clinical Terms

Chapter 16 The Endocrine System● Additional top-level headers in Chapter 16 allow for easier navigation of the chapter.

● New figures and photos:

• New Figure 16.7 on regulation of thyroid hormone secretion emphasizes the fun-damental hierarchy of hormonal control from hypothalamus to anterior pituitaryto target organ and the associated negative feedback

● Updated information:

• Updated information about hormones released by the thymus and by adiposetissue

• Added new information about incretins and osteocalcin

• Simplified and updated A Closer Look on Diabetes Mellitus to reflect currentresearch—updated treatments, insulin delivery methods, clinical trials, islettransplant statistics, and continuous glucose monitoring pumps

What’s New xv



Chapter 17 Blood● Updated information:

• Updated discussion of erythropoietin per current research, with new understand-ing of how hypoxia induces erythropoiesis8

• Updated discussion of treatment of sickle-cell anemia, with new drug clotri-mazole

• Updated role of eosinophils per current research9

● The reorganized and clarified discussion of platelet plug formation now includesbullet points for chemical messengers. The section on coagulation has been rewrit-ten and tightened with added bullet points comparing intrinsic and extrinsic path-ways in phase 1. A new walk-through guide is provided for a more simplified figureon intrinsic and extrinsic pathways of coagulation:

• Table 17.3 has been shortened and simplified and includes a separate column forthe source of each blood clotting factor.

Chapter 18 The Cardiovascular System: The Heart● Several new photos have been added to this chapter, including a new cadaver photo

of a posterior surface view of the heart (Figure 18.4) and a new photomicrograph ofcardiac muscle (Figure 18.11).

● New step text has been added to many figures in this chapter with corresponding stepsin the text discussion for easier understanding of these difficult topics, including:

• Action potential of contractile cardiac muscle cells (Figure 18.12); clarified andsimplified text walk-through to match figure

• Pacemaker and action potentials of autorhythmic cells of the heart withcorresponding text description (Figure 18.13)

• Sequence of depolarization and repolarization of the heart with added color keydistinguishing the two phases (Figure 18.17)

Chapter 19 The Cardiovascular System: Blood Vessels● Updated information:

• Updated function of pericytes based on new research

• Updated discussion on relationship between obesity and hypertension percurrent research

• Updated discussion of development of arteries and veins per current research

• Summarized new research that indicates that systolic BP is a better predictor ofcomplications of hypertension in those older than 50

• Updated section about hypertension and its treatment, mentioning angiotensinII receptor blockers

Chapter 20The Lymphatic System and Lymphoid Organs and Tissues

● We have added Interactive Physiology® references to the end-of-chapter ChapterSummary for the new Immune module.

● Updated information on Hassall’s corpuscles per current research10

xvi Instructor Guide to Text and Media for Human Anatomy & Physiology



Chapter 21The Immune System: Innate and Adaptive Body Defenses


• Added dermcidin as an important antimicrobial in human sweat

• Updated number of types of human TLRs from ten to eleven per current research

• Updated information to reflect new finding that dendritic cells can obtain foreignantigens from infected cells through gap junctions11

• Updated role of the TH2 type of helper T cells in immunity

• Updated statistics on HIV/AIDS

• Updated information on treatments of autoimmune diseases and multiple sclerosis

● New figures, photos, and content:

• New photomicrograph of phagocytosis as well as new accompanying art (Figure21.2)

• New SEM of a dendritic cell (Figure 21.10)

• New flowchart comparing active and passive humoral immunity (Figure 21.13)

• New computer-generated image of an antibody (Figure 21.14)

• New Homeostatic Imbalance on parasitic worms

● New Interactive Physiology references for the new Immune module added to theend-of-chapter Chapter Summary

Chapter 22 The Respiratory System● New photomicrograph showing a portion of the tracheal wall (Figure 22.6)

● Described role of alveolar type II cells in innate immunity12

● Updated discussion of the mechanism for hypercapnia following administration ofoxygen to patients with COPD

● Updated discussion of therapy for cystic fibrosis

Chapter 23 The Digestive System● New photos:

• New X ray of the mouth of a child showing the permanent incisors forming deepto the deciduous incisors (Figure 23.10)

• New photomicrograph of small intestine villus (Figure 23.22)

• New photo of a peptic ulcer lesion and SEM of H. pylori bacteria (Figure 23.16)


• Updated discussion of the process of HCl formation within the parietal cells

• Updated and expanded section on histology of the small intestine wall; addedfunction of Paneth cells’ secretions

• Added art to Table 23.2, Overview of the Functions of the Gastrointestinal Organs

Chapter 24Nutrition, Metabolism, and Body Temperature Regulation

● Chapter 24 features all-new vitamin and mineral tables that have been simplifiedfor ease of student learning. New headers and sections to this chapter have beenincorporated for easier navigation through the material, including:

What’s New xvii



• New sections and coverage of obesity and short- and long-term regulation of foodintake and additional regulatory factors13

• New photo, Atomic Force Microscopy Reveals the Structure of Energy-Convert-ing ATP Synthase Rotor Rings (Figure 24.10)

Chapter 25 The Urinary System● New photos:

• New photo of kidney frontal section (Figure 25.3)

• New photomicrograph of cut nephron tubules in new figure of renal cortical tis-sue and renal tubules (Figure 25.6)

• New intravenous pyelogram (Figure 25.19)

● Updated information and content, and text reorganization:

• Updated structure and possible function of extraglomerular mesangial cells

• Rearranged text and placed information about urea recycling and the medullaryosmotic gradient in a separate section for better understanding

• Rearranged section on formation of dilute or concentrated urine for clarity

• New Homeostatic Imbalance on chronic renal disease and renal failure

• Reconceptualized figure on control of micturition—simplified in a flowchart;rewrote section on micturition for clarity and to match new figure

• Table 25.1, Reabsorption Capabilities of Different Segments of the Renal Tubulesand Collecting Ducts, now an illustrated table with diagrams of nephrons high-lighting the descriptions

Chapter 26 Fluid, Electrolyte, and Acid-Base Balance● Reorganized section on Fluid Movement Among Compartments to match new fig-

ure on exchange of gases, nutrients, water, and wastes between the three fluid com-partments of the body

● Added clarification of difference between edema and hypotonic hydration

● New paragraph on angiotensin II

Chapter 27 The Reproductive System● Updated information:

• Added new section on erectile dysfunction

• Added update on new human papillomavirus vaccine

• Expanded discussion of interactions along the hypothalamic–pituitary–ovarianaxis with reconceptualized figure

• Updated information on transmission of herpes virus

• Updated discussion of descent of the testes

• Updated information on hormone replacement therapy for women

● New photos:

• New SEM of sperm (Figure 27.8)

• New photomicrograph of ovary showing follicles of different developmentalphases (Figure 27.11)

• New photomicrograph of the endometrium and its blood supply (Figure 27.13)

xviii Instructor Guide to Text and Media for Human Anatomy & Physiology



• New photo of mammogram procedure, plus new photos of a normalmammogram compared with one showing a tumor (Figure 27.16)

• Added step text to figure and text description of follicular phases; added six newphotomicrographs showing stages of follicular development (Figure 27.18)

Chapter 28 Pregnancy and Human Development● Corresponding step text has been added to the figure and text description for Figure

28.2, Sperm Penetration and the Cortical Reaction, and to Figure 28.3, Events ofFertilization.

● New photos and figures:

• New photomicrograph of a blastocyst that has just adhered to the uterineendometrium (Figure 28.5)

• New figure showing detailed anatomy of the vascular relationships in the maturedecidua basalis (Figure 28.8)

• New flowchart showing major derivatives of the embryonic germ layers (Figure28.13)

● Updated information on:

• Initiation of labor

• Contraception (in A Closer Look)

Chapter 29 Heredity● New photos and figure:

• New photograph of human sex chromosomes (Figure 29.5)

• New discussion of pedigree with new figure (with photos) of a pedigree thattraces the trait called widow’s peak through three generations (Figure 29.7)

• New figure for fetal testing comparing amniocentesis and chorionic villussampling (Figure 29.8)


• Updated info on stem cell investigations per current research

• Updated info on epigenetics and nontraditional methods of gene regulation14

References1. Srivastava, P. K. “New Jobs for Ancient Chaperones.” Scientific American 299

(2008): 50–55.2. Hoepfner, D., et al. “Contribution of the Endoplasmic Reticulum to Peroxisome

Formation.” Cell 122 (2005): 85–95.3. Berghuis, P., et al. “Hardwiring the Brain: Endocannabinoids Shape Neuronal Con-

nectivity.” Science 316 (2007): 212–216.Harkany, T., et al. “The Emerging Functions of Endocannabinoid Signaling During

CNS Development.” Trends in Pharmacological Science 28 (2) (2007): 83–92.Woods, S. C. “Role of the Endocannabinoid System in Regulating Cardiovascular

and Metabolic Risk Factors.” American Journal of Medicine 120 (3A) (2007):S19–S20.

4. Lachman, N., et al. “Anatomical Evidence for the Absence of a MorphologicallyDistinct Cranial Root of the Accessory Nerve in Man.” Clinical Anatomy 15(2002): 4–10.

What’s New xix



Ryan, S., et al. “Is the Cranial Accessory Nerve Really a Portion of the AccessoryNerve? Anatomy of the Cranial Nerves in the Jugular Foramen.” Anatomical Sci-ence International 82 (2007): 1–7.

5. Fu, Y., and K. W. Yau. “Phototransduction in Mouse Rods and Cones.” Pfluger’sArchive 454 (2007): 805–819.

6. Zou, Z., and L. B. Buck. “Combinatorial Effects of Odorant Mixes in Olfactory Cor-tex.” Science 311 (2006): 1477–1481.

7. Chandrashekar, J., et al. “The Receptors and Cells for Mammalian Taste.” Nature444 (2006): 288–294.

Roper, S. D. “Signal Transduction and Information Processing in Mammalian TasteBuds.” Pfluger’s Archive 454 (2007): 759–776.

Huang, A. L., et al. “The Cells and Logic for Mammalian Sour Taste Detection.”Nature 442 (2006): 934–938.

Ishimaru, Y., et al. “Transient Receptor Potential Family Members PKD1L3 andPKD2L1 Form a Candidate Sour Taste Receptor.” Proceedings of the NationalAcademy of Sciences 103 (3) (2006): 12569–12574.

8. Haase, V. H. “Hypoxia-Inducible Factors in the Kidney.” American Journal of Physiology-Renal Physiology 291 (2007): F271–F281.

9. Rothenberg, M. E. “Eosinophils in the New Millenium.” Journal of Allergy andClinical Immunology 119 (6) (2007): 1321–1322.

Jacobsen, E. A., et al. “Eosinophils: Singularly Destructive Effector Cells or Purvey-ors of Immunoregulation.” Journal of Allergy and Clinical Immunology 119 (6)(2007): 1313–1320.

10. Watanabe, N., et al. “Hassall’s Corpuscles Instruct Dendritic Cells to InduceCD4+CD25+ Regulatory T Cells in Human Thymus.” Nature 436 (7054)(2005): 1181–1185.

11. Li, G., and M. Herlyn. “Information Sharing and Collateral Damage.” Trends inMolecular Medicine 11 (8) (2005): 350–352.

12. Mason, R. J. “Biology of Alveolar Type II Cells.” Respirology 11 (2006): S12–S15.13. Powell, K. “Obesity: The Two Faces of Fat.” Nature 447 (7144) (2007): 525–527.

Wisse, B. E., F. Kim, and M. W. Schwartz. “An Integrative View of Obesity.” Science318 (5852) (2007): 928–929.

Couzin, J. “Bypassing Medicine to Treat Diabetes.” Science 320 (5875) (2008):438–440.

Flier, J. S., and E. Maratos-Flier. “What Fuels Fat?” Scientific American 297 (3)(2007): 72–81.

14. Berger, S. L. “The Complex Language of Chromatin Regulation During Transcrip-tion.” Nature (Insight Review) 447 (7143) (2007): 407–411.

Bird, A. “Perceptions of Epigenetics.” Nature (Insight Review) 447 (7143) (2007):396–398.

Esteller, M. “Epigenetics in Cancer.” New England Journal of Medicine 358 (11)(2008): 1148–1159.

Saey, T. H. “Epic Genetics: Genes’ Chemical Clothes May Underlie the BiologyBehind Mental Illness.” Science News 173 (16) (2008): 15–19.

Zeviani, M., and E. Lamantea. “Genetic Disorders of the Mitochondrial OXPHOSSystem.” Science & Medicine 10 (3) (2005): 154–157.

xx Instructor Guide to Text and Media for Human Anatomy & Physiology



1

ObjectivesAn Overview of Anatomy and Physiology

1. Define anatomy and physiology anddescribe their subdivisions.

2. Explain the principle of complementarity.

Levels of Structural Organization

3. Name the different levels of structuralorganization that make up the humanbody, and explain their relationships.

4. List the 11 organ systems of the body,identify their components, and brieflyexplain the major function(s) of eachsystem.

Maintaining Life

5. List the functional characteristics neces-sary to maintain life in humans.

6. List the survival needs of the body.

Homeostasis

7. Define homeostasis and explain its impor-tance.

8. Describe how negative and positive feed-back maintain body homeostasis.

9. Describe the relationship between homeo-static imbalance and disease.

The Language of Anatomy

10. Describe the anatomical position.

11. Use correct anatomical terminology todescribe body directions, body regions,and body planes or sections.

12. Locate and name the major body cavitiesand their subdivisions and associatedmembranes, and list the major organscontained within them.

13. Name the four quadrants or nine regionsof the abdominopelvic cavity and list theorgans they contain.

The Human Body:An Orientation 1

Suggested Lecture OutlineI. An Overview of Anatomy and Physiology (pp. 2–3)

A. Anatomy is the study of the structure of body parts and their relationships toeach other, and physiology is the study of the function of body parts (p. 2).

B. Topics of Anatomy (p. 2)

1. Gross (macroscopic) anatomy is the study of structures large enough to beseen with the naked eye.

a. Regional anatomy is the study of all body structures in a given bodyregion.

b. Systemic anatomy is the study of all structures in a body system.

c. Surface anatomy is the study of internal body structures as they relate tothe overlying skin.



2 Instructor Guide to Text and Media for Human Anatomy & Physiology


2. Microscopic anatomy is the study of structures that are too small to beseen with the naked eye.

a. Cytology is the study of individual cells.

b. Histology is the study of tissues.

3. Developmental anatomy is the study of the change in body structures overthe course of a lifetime; embryology focuses on development that occursbefore birth.

4. Specialized Branches of Anatomy

a. Pathological anatomy is the study of structural changes associated withdisease.

b. Radiographic anatomy is the study of internal structures usingspecialized visualization techniques.

c. Molecular biology is the study of biological molecules.

5. Essential tools for studying anatomy are the mastery of medical terminol-ogy and the development of keen observational skills.

C. Topics of Physiology (pp. 2–3)

1. Physiology has several topics, most of which consider the function ofspecific organ systems.

2. Physiology often focuses on cellular and molecular events.

D. Complementarity of Structure and Function (p. 3)

1. The principle of complementarity of structure and function states thatfunction is dependent on structure, and that the form of a structure relatesto its function.

II. Levels of Structural Organization (p. 3; Figs. 1.1, 1.3)

A. The chemical level is the simplest level of organization (Fig. 1.1).

1. Atoms, tiny building blocks of matter, combine to form molecules.

2. Molecules combine in specific ways to form organelles, which are the basicunit of living cells.

B. The cellular level is the smallest unit of life, and varies widely in size andshape according to the cells’ function.

C. The tissue level is groups of cells having a common function.

D. The organ level is made up of discrete structures that are composed of at leasttwo groups of tissues that work together to perform a specific function in thebody.

E. The organ system level is a group of organs that work closely together toaccomplish a specific purpose (Fig. 1.3).

F. The organismal level is the total of all structures working together to promotelife.

III. Maintaining Life (pp. 4–8; Fig. 1.2)

A. Necessary Life Functions (pp. 4–8; Fig. 1.2)

1. Maintaining boundaries allows an organism to maintain separate internaland external environments, or separate internal chemical environments.

2. Movement allows the organism to travel through the environment, andallows transport of molecules within the organism.

3. Responsiveness, or irritability, is the ability to detect changes in the inter-nal or external environment and respond to them.



4. Digestion is the process of breaking down food into molecules that areusable by the body.

5. Metabolism includes all chemical reactions that occur in the body.

6. Excretion is the process of removing wastes.

7. Reproduction is the process of producing more cells or organisms.

8. Growth is an increase in size in body parts or the whole organism.

B. Survival Needs (p. 8)

1. Nutrients are consumed chemical substances that are used for energy andcell building.

2. Oxygen is required by the chemical reactions that release energy from foods.

3. Water, the most abundant chemical substance in the body, provides anenvironment for chemical reactions and a fluid medium for secretions andexcretions.

4. Normal body temperature is required for the chemical reactions of the bodyto occur at the proper rate.

5. Atmospheric pressure must be within an appropriate range so that propergas exchange occurs in the lungs.

IV. Homeostasis (pp. 8–11; Figs. 1.4–1.6)

A. Homeostasis is the ability of the body to maintain a relatively constant internalenvironment, regardless of environmental changes (p. 8).

B. Homeostatic Control Mechanisms (pp. 9–11; Figs. 1.4–1.6)

1. Components

a. Variable: the regulated factor or event.

b. Receptor: structure that monitors changes in the environment and sendsinformation to the control center.

c. Control center: structure that determines the set point for a variable,analyzes input, and coordinates an appropriate response.

d. Effector: structure that carries out the response directed by the controlcenter.

2. Negative Feedback Mechanisms

a. Most homeostatic control mechanisms are negative feedbackmechanisms.

b. A negative feedback mechanism causes the variable to change in a waythat opposes the initial change.

c. Both the nervous system and the endocrine system are important to themaintenance of homeostasis.

d. The goal of negative feedback mechanisms is to prevent sudden, severechanges in the body.

3. Positive Feedback Mechanisms

a. A positive feedback mechanism causes the variable to change in thesame direction as the original change, resulting in a greater deviationfrom the set point.

b. Positive feedback mechanisms typically activate events that are self-perpetuating.

c. Most positive feedback mechanisms are not related to the maintenanceof homeostasis.

4. Homeostatic imbalance often results in disease.

Chapter 1 The Human Body: An Orientation 3



V. The Language of Anatomy (pp. 11–20; Figs. 1.7–1.12; Table 1.1)

A. Anatomical Position and Directional Terms (pp. 11–13; Fig. 1.7; Table 1.1)

1. Anatomical position is a position in which the body is erect, palms face for-ward, and thumbs point away from the body.

a. In anatomical position, right and left refer to the right and left sides ofthe person viewed.

b. In anatomy, anatomical position is always assumed, regardless of theactual position of the body.

2. Directional terms are used to explain exactly where one body part is in rela-tion to another.

B. Regional Terms (p. 14; Fig. 1.7)

1. There are two fundamental divisions of the body.

a. The axial region includes the head, neck, and trunk.

b. The appendicular region consists of the upper and lower limbs.

2. Regional terms designate specific areas within the axial and appendiculardivisions.

C. Body Planes and Sections (p. 14; Fig. 1.8)

1. Body planes are flat surfaces that lie at right angles to each other.

a. Sagittal plane: a vertical plane that separates the body into right and leftparts.

i. Median, or midsagittal plane: lies exactly along the body’s midline.

ii. Parasagittal plane: lies offset from the midline.b. Frontal plane: a vertical plane that separates the body into anterior and

posterior parts.

c. Transverse, or horizontal, plane: a plane that runs horizontally fromright to left, and divides the body into superior and inferior parts.

2. Sections are cuts made along specific planes.

a. Transverse section, or cross section, is a cut made along the transverseplane.

b. Oblique sections are cuts made at angles between the horizontal and ver-tical planes.

D. Body Cavities and Membranes (pp. 14–20; Figs. 1.9–1.12)

1. Body cavities are spaces within the body that are closed to the outside andcontain the internal organs.

2. The dorsal body cavity is the space that houses the central nervous system,and has two subdivisions: the cranial cavity and the vertebral cavity.

a. The cranial cavity is within the skull, and houses the brain.

b. The vertebral, or spinal, cavity is within the vertebral column, andhouses the spinal cord.

3. The ventral body cavity is anterior to and larger than the dorsal cavity and hastwo main subdivisions: the thoracic cavity and the abdominopelvic cavity.

a. The thoracic cavity is a superior division of the ventral cavity that is fur-ther subdivided into the lateral pleural cavities that surround the lungs.

b. The thoracic cavity also contains the medial mediastinum, whichincludes the pericardial cavity surrounding the heart and the space sur-rounding the other thoracic structures.




4. The ventral body cavity houses the body organs, or viscera.

5. Membranes in the Ventral Body Cavity

a. Serous membranes, or serosae, cover the inner walls of the ventral cavityand the outer surfaces of organs.

b. The parietal serosa lines the body cavity walls, and is named for the spe-cific cavities it is associated with.

c. The visceral serosa covers the outer surfaces of organs, and is named forthe specific organs it is associated with.

d. Serous membranes secrete and are separated by a thin layer oflubrication fluid called serous fluid, which allows organs to slide withoutfriction along cavity walls and between each other.

6. Abdominopelvic Regions and Quadrants

a. There are nine abdominopelvic regions used primarily by anatomists.

b. There are four quadrants used primarily by medical personnel.

7. Other Body Cavities

a. Oral and digestive cavities are continuous cavities that extend from themouth through the digestive system to the anus.

b. The nasal cavity is within and posterior to the nose.

c. The orbital cavities house the eyes.

d. The middle ear cavities are within the skull just medial to the eardrums,and house the bones that transmit sound vibrations to the internal ears.

e. Synovial cavities are joint cavities lined with a lubricating fluid-secretingmembrane associated with all movable joints.

Cross ReferencesAdditional information on the topics covered in Chapter 1 can be found in the chap-ters listed below.

1. Chapter 2: Basic chemical and physical principles

2. Chapter 3: Cellular level of structural organization

3. Chapter 4: Tissue level of structural organization

4. Chapter 16: Hormonal control as an example of feedback regulation

5. Chapter 22: Organs of the mediastinum

6. Chapter 23: Serous membranes of the abdominal cavity

7. Chapter 27: Example of positive feedback during the ovarian cycle

Laboratory Correlations1. Marieb, E. N., and S. J. Mitchell. Human Anatomy & Physiology Laboratory Manual:

Cat and Fetal Pig Versions. Ninth Edition Updates. Benjamin Cummings, 2009.

Exercise 1: The Language of Anatomy

Exercise 2: Organ Systems Overview

2. Marieb, E. N., and S. J. Mitchell. Human Anatomy & Physiology Laboratory Manual:Main Version. Eighth Edition Update. Benjamin Cummings, 2009.

Exercise 1: The Language of Anatomy

Exercise 2: Organ Systems Overview




Lecture Hints1. The Incredible Human Machine is an excellent videotape that offers an exciting

overview of many physiological functions. With the help of sophisticated photo-graphic techniques, the wonders of the body’s internal world are revealed. Thevideotape is inexpensive and available from numerous vendors, including CarolinaBiological Supply Company. Listed below are alternate methods for using the tape.

a. Show the entire video during lecture or lab (60 min.).

b. Show selected sections of video during an introductory lecture or lab.

c. Show selected sections as an introduction to each body system.

d. Place the videotape on reserve in the library or video center and have studentsview it on their own. This could be required or optional (if optional, encourageviewing by adding bonus points).

2. In order to illustrate the principle of complementarity of structure and function,ask the students to consider the relatively similar structure of the human arm anda bird wing. Then ask them to consider the functional constraints placed on thelimbs by their form, as well as the adaptive value of each form. Manual dexterityversus flight is an excellent compare-and-contrast example.

3. Many students have a very poor concept of the dynamics of the human body andhow it functions in the environment. Try to stress throughout this chapter theadaptive nature of the body and the interrelationship between environmental vari-ables and system response.

4. The body organ systems are actually an artificial grouping of structures that worktoward a common goal. Stress the interrelationship between organs and systemsthat make the body “work” as an entire unit.

5. At times, students might substitute the term circulatory system for cardiovascularsystem. Explain the difference and the relationship to the lymphatic system.

6. The role of negative and positive feedback systems in maintaining or disruptinghomeostasis is basic to understanding many of the physiological processes coveredthroughout the text. Stress the importance of feedback systems throughout thecourse.

7. Students often equate the term negative in feedback systems to somethingdisruptive. This misunderstanding is compounded by the term positive also used infeedback systems. Stress the differences and give an example; for example, describehow a thermostat controls house temperature.

8. To illustrate the different degrees of protection in the dorsal and ventral cavities,ask the questions:

a. Why do you suppose that a dog instinctively curls up to protect its abdomen?

b. Two people have rapidly growing tumors: one in the dorsal cavity, the other inthe ventral. Which one would develop symptoms first?

9. To encourage understanding of structure/function relationships, ask students tocomment on the relationship between muscle and bone, and between therespiratory and circulatory systems.

Activities/Demonstrations1. Audiovisual materials listed under Multimedia in the Classroom and Lab.

2. Assume the anatomical position and ask why this particular position is importantto the study of anatomy. Then relate that any position would be acceptable as longas it was the standard for anatomical description.




3. Place a chair center stage. Ask a student to indicate how the chair would be cut inthe different planes of section. The answer should include why the other optionswere not selected.

4. Have students identify body regions on themselves or a lab partner. Stress theusage of directional terms in describing their positions relative to each other.

5. Arrange for the class to attend an autopsy (after the material in Chapter 1 has beencovered).

6. Use a balloon to illustrate the two layers of a serous membrane.

7. Use a torso model and/or dissected animal model to exhibit body cavities, organs,and system relationships.

8. Use the thermostat found in the classroom (or one found in a home) to illustratehow a negative feedback system works.

Critical Thinking/Discussion Topics1. Discuss how our intercellular environment can be described as the “sea within us.”

2. List several embryonic features that form early in the developmental stages but are“lost” or converted to entirely new structures, such as our “tail” (coccyx).

3. If an object were found on Mars that appeared to move and react to external stim-uli, what other characteristics would be necessary to classify it as “live” and why?

4. Contrast the type of imagery obtained with X-ray machines, CT scans, DSR scans,and ultrasonics.

5. What differences are there between a free-living, single-celled organism such as aparamecium and a single human cell such as a ciliated cell of the respiratory tract?

Library Research Topics1. Research the historical development of anatomy and physiology.

2. Review the current definitions of death and life.

3. Develop a rationale for the chemical basis of stress and how it can affect homeostasis.

4. Explore the current research on aging and describe the effect of aging on thegenetic material of the cell.

Multimedia in the Classroom and Lab

Online Resources for Students

www.myaandp.com

The following shows the organization of the Chapter Guide page in myA&P™. TheChapter Guide organizes all the chapter-specific online media resources for Chapter 1in one convenient location, with e-book links to each section of the textbook. Studentscan also access A&P Flix animations, MP3 Tutor Sessions, Interactive Physiology® 10-System Suite, Practice Anatomy Lab™ 2.0, PhysioEx™ 8.0, and much more.

ObjectivesSection 1.1 An Overview of Anatomy and Physiology (pp. 2–3)Section 1.2 Levels of Structural Organization (pp. 3–4)Section 1.3 Maintaining Life (pp. 4–8)




Memory Game: Major Systems of the Body

Section 1.4 Homeostasis (pp. 8–11)MP3 Tutor Session: Homeostasis

Art Labeling: Interaction Among the Elements of a Homeostatic Control System (Fig. 1.4, p. 9)

Section 1.5 The Language of Anatomy (pp. 11–20)Art Labeling: Regional Terms Used to Designate Specific Body Areas (Fig. 1.7a, p. 13)

Art Labeling: Regional Terms Used to Designate Specific Body Areas (Fig. 1.7b, p. 13)

Art Labeling: Dorsal and Ventral Body Cavities and Their Subdivisions (Fig. 1.9, p. 16)

Memory Game: Major Cavities of the Body

Chapter SummaryCrossword Puzzle 1.1

Crossword Puzzle 1.2

Web Links

Chapter QuizzesArt Labeling Quiz

Matching Quiz

Multiple-Choice Quiz

True-False Quiz

Chapter Practice TestStudy ToolsHistology Atlas

myeBook

Flashcards

Glossary

Resources in the myA&P™ Chapter Guide are also available in the Chapter Contentssection of the CourseCompass™. Students can also access A&P Flix animations, MP3Tutor Sessions, Interactive Physiology® 10-System Suite, Practice Anatomy Lab™ 2.0,PhysioEx™ 8.0, and much more.

MediaSee Guide to Audiovisual Resources in Appendix A for key to AV distributors.

Video1. Systems Working Together (WNS; 15 min., 1993). Animation, X rays, motion pic-

tures, and micrographs help explain the workings of the human body. Studentslearn that some organs belong to more than one system, and that all of the systemsmust work together to support all of their activities.

2. The Incredible Human Machine (CBS; 60 min., 1992). Sophisticated photographictechniques show the wonders of the body’s internal world.

3. The Universe Within (PBS; 60 min., 1995). NOVA takes viewers on an incrediblevoyage into the microworld of the human body. Featuring 3-D computer animationsand footage of microscopic events, this program follows the functions of the humanmuscular, immune, digestive, and reproductive systems. Interviews and footageshowing four famous athletes in action demonstrate the links between internalfunctions and external physical performance and health.




Software

1. A.D.A.M.® Interactive Anatomy® 4.0 (ADAM, BC; Win/Mac). Comprehensive, pre-cise, and anatomically correct database of the human body gives the student anopportunity to explore human systems and structures within the context of thewhole body.

2. A.D.A.M.® MediaPro (ADAM, BC; Win/Mac). Provides clinical illustrations forclassroom curriculum and presentations. Contains more than 2000 images in JPEGformat.

3. Practice Anatomy Lab™ 2.0 (PAL) (BC; Win/Mac). An interactive, one-stop studyand lab assessment tool that gives students 24/7 access to a rich array of anatomylab specimens including human cadavers, anatomical models, histology slides, catdissections, and fetal pig dissections. Each module includes a self-review with built-in audio pronunciation of key terms, as well as gradable practice quizzes and labpractical exams. The PAL 2.0 Instructor Resource DVD includes hundreds ofeditable images in PowerPoint® and JPEG format, and a customizable Test Bank ofmore than 1,800 questions.

4. The Ultimate Human Body, Version 2.2 (AS; Win/Mac). A blend of illustrations,animation, and microphotographs make the complex systems of the human bodyaccessible to students. A “Body Scanner” gives students an interactive, hands-onapproach to leaning as they examine a skeleton, view organs from multiple angles,and overlay any of the 10 body systems.

5. WARD’s Radiographic Anatomy: A Gallery of Images CD-ROM (WNS; Windows).This CD contains an extensive collection of images ideal for college-level study.Includes X rays, angiograms, CT scans, MRIs, and urograms. Each image is accom-panied by descriptive text and identifying labels. The CD also includes a variety oftesting methods.

Lecture Enhancement MaterialTo view thumbnails of all of the illustrations for Chapter 1, see Appendix B.

Transparencies Index/Instructor Resource DVDFigure 1.1 Levels of structural organization.

Figure 1.2 Examples of interrelationships among body organ systems.

Figure 1.3 The body’s organ systems and their major functions.

Figure 1.4 Interaction among the elements of a homeostatic control system.

Figure 1.5 Regulation of body temperature by a negative feedback mechanism.

Figure 1.6 Summary of the positive feedback mechanism regulating formation of aplatelet plug.

Figure 1.7 Regional terms used to designate specific body areas.

Figure 1.8 Planes of the body with corresponding magnetic resonance imaging(MRI) scans.

Figure 1.9 Dorsal and ventral body cavities and their subdivisions.

Figure 1.10 Serous membrane relationships.

Figure 1.11 The four abdominopelvic quadrants.

Figure 1.12 The nine abdominopelvic regions.

Table 1.1 Orientation and Directional Terms

A Closer Look Medical Imaging: Illuminating the Body




Answers to End-of-Chapter QuestionsMultiple-Choice and Matching Question answers appear in Appendix G of the main text.

Short Answer Essay Questions11. Because function (physiology) reflects structure, structure will determine and/or

influence function. (p. 3)

12. See Fig. 1.3, which provides a summary of all the organ systems of the body.

13. Nutrients—the chemical substances used for energy and cell building; oxygen—used in the reactions that produce cellular energy; water—the liquid environmentnecessary for all chemical reactions; body temperature—to maintain the propertemperature for chemical reactions to proceed; and atmospheric pressure—to allowgas exchange to occur. (p. 8)

14. It is the ability to maintain relatively stable internal conditions even in the face ofcontinuous change in the outside world. (p. 8)

15. Negative feedback mechanisms operate in the opposite direction to decrease the origi-nal stimulus and/or reduce its effects, thus returning the system back to normal.Examples include regulation of body temperature and blood sugar levels. (pp. 9–10)

Positive feedback mechanisms operate in the same direction to enhance the originalstimulus such that the activity is accelerated. Examples include regulations of bloodclotting and enhancement of labor contractions. (pp. 10–11)

16. The anatomical position requires the body being erect, the arms hanging at thesides, the palms forward, the thumbs pointing away from the body, and the feet flatto the ground. It is necessary to use this standard position because most directionalterms refer to the body in this position, regardless of its actual position. The use ofanatomical terms saves a great deal of description and is less ambiguous. (p. 13)

17. A plane refers to an imaginary line, and a section refers to a cut along thatimaginary line. (p. 14)

18. a. arm—brachial

b. thigh—femoral

c. chest—thoracic

d. fingers/toes—digits

e. anterior aspect of knee—patellar (p. 13)

19. The elbow’s olecranal region is proximal (superior) and posterior (dorsal) to thepalm. (pp. 12–13)

20. See Figs. 1.11 and 1.12. The figures illustrate the regions and quadrants and listseveral organs for each.

Critical Thinking and Clinical Application Questions1. a. Parietal and/or visceral pleural membranes.

b. The membranes allow the organs to slide easily across the cavity walls and oneanother without friction.

c. The organs and membranes stick together and grate against one another, creat-ing friction, heat, and pain. (pp. 16–17)

2. a. anterior aspect of elbow

b. took off his shirt

c. buttock (p. 13)




3. Of the procedures listed, MRI would be the best choice because dense structures(e.g., the skull) do not impair the view with this technique, and it is best at produc-ing a high-resolution view of soft tissues, particularly neural tissue. Furthermore,MRI can provide information about chemical conditions in a tissue. Thus, once thesuspected tumor is localized, MRI can perform a “metabolic biopsy” to determine ifit is cancerous . . . all of this without surgery. (pp. 18–19)

4. This is an example of a negative feedback mechanism. The initial stimulus is thedrop in blood calcium. This drop in blood calcium causes the release of PTH,which triggers bone to be broken down releasing calcium into the blood raising theblood calcium levels. The original downward trend of the calcium was stopped andreversed.

5. The carpal region is found at the wrist. (p. 13)

Suggested ReadingsHazen, Robert. “What Is life?” New Scientist 192 (Nov. 2006): 46–51.

Lester, David S. and Olds, James L. “Biomedical Imaging: 2001 and Beyond.” TheAnatomical Record 265 (2001): 35–36.

Morris, D. The Naked Ape: A Zoologist’s Study of the Human Animal. New York: DellPublishing Co., 1999.

Sivitz, Laura B. “Beyond Imaging.” Science News 159 (Jan. 2001): 12–13.

Vella, Matt. “Using Nature as a Design Guide.” Business Week Online (Feb. 2008):http://www.businessweek.com/innovate/content/feb2008/id20080211_074559.htm.

Weiss, Peter. “Magnetic Whispers.” Science News 159 (Jan. 2001): 42–44.

Yonas, H., D. W. Johnson, and R. R. Pindzola. “Xenon-enhanced CT of Cerebral BloodFlow.” Scientific American (Sept./Oct. 1995): 58–67.




12Copyright © 2010 Pearson Education, Inc.

ObjectivesPART 1: BASIC CHEMISTRY

Definition of Concepts: Matter and Energy

1. Differentiate between matter and energy andbetween potential energy and kinetic energy.

2. Describe the major energy forms.

Composition of Matter: Atoms andElements

3. Define chemical element and list the fourelements that form the bulk of body matter.

4. Define atom. List the subatomic particles;describe their relative masses, charges,and positions in the atom.

5. Define atomic number, atomic mass,atomic weight, isotope, and radioisotope.

How Matter Is Combined: Molecules and Mixtures

6. Define molecule, and distinguish betweena compound and a mixture.

7. Compare solutions, colloids, and suspensions.

Chemical Bonds

8. Explain the role of electrons in chemicalbonding and in relation to the octet rule.

9. Differentiate among ionic, covalent, andhydrogen bonds.

10. Compare and contrast polar and nonpolarcompounds.

Chemical Reactions

11. Define the three major types of chemicalreactions: synthesis, decomposition, andexchange. Comment on the nature of oxi-dation-reduction reactions and theirimportance.

12. Explain why chemical reactions in thebody are often irreversible.

13. Describe factors that affect chemical reac-tion rates.

PART 2: BIOCHEMISTRY

Inorganic Compounds

14. Explain the importance of water and saltsto body homeostasis.

15. Define acid and base, and explain the con-cept of pH.

Organic Compounds

16. Describe and compare the building blocks,general structures, and biologicalfunctions of carbohydrates and lipids.

17. Explain the role of dehydration synthesisand hydrolysis in the formation andbreakdown of organic molecules.

18. Describe the four levels of proteinstructure.

19. Indicate the function of molecular chaper-ones.

20. Describe enzyme action.

21. Compare and contrast DNA and RNA.

22. Explain the role of ATP in cell metabolism.

ChemistryComes Alive2



Chapter 2 Chemistry Comes Alive 13


Suggested Lecture OutlinePART 1: BASIC CHEMISTRY

I. Definition of Concepts: Matter and Energy (pp. 24–25)

A. Matter is anything that occupies space and has mass (p. 24).

1. Mass is equal to the amount of matter in the object.

2. Mass remains constant regardless of gravity.

B. States of Matter (p. 24)

1. Matter exists in one of three states: solid, liquid, or gas.

C. Energy (pp. 24–25)

1. Energy is the capacity to do work, and it exists in two forms.

a. Kinetic energy is the energy of motion.

b. Potential energy is stored energy.

2. Forms of Energy

a. Chemical energy is energy stored in chemical bonds.

b. Electrical energy results from the movement of charged particles.

c. Mechanical energy is energy directly involved with moving matter.

d. Radiant energy is energy that travels in waves.

3. Energy is easily converted from one form to another.

II. Composition of Matter: Atoms and Elements (pp. 25–28; Figs. 2.1–2.3; Table 2.1)

A. Basic Terms (p. 25; Table 2.1)

1. Elements are unique substances that cannot be broken down into simplersubstances by ordinary chemical means.

2. Four elements: carbon, hydrogen, oxygen, and nitrogen make up roughly96% of body weight.

3. Atoms are the smallest particles of an element that retain the characteris-tics of that element.

4. Elements are designated by a one- or two-letter abbreviation called theatomic symbol.

B. Atomic Structure (pp. 25–27; Figs. 2.1–2.2)

1. Each atom has a central nucleus with tightly packed protons and neutrons.

a. Protons have a positive charge and weigh 1 atomic mass unit (amu).

b. Neutrons do not have a charge and weigh 1amu.

2. Electrons are found moving around the nucleus, have a negative charge,and are weightless (0 amu).

3. Atoms are electrically neutral and the number of electrons is equal to thenumber of protons.

4. The planetary model is a simplified, two-dimensional model of atomicstructure.

5. The orbital model is a more accurate three-dimensional model talkingabout orbital regions instead of set orbital patterns.

C. Identifying Elements (pp. 27–28; Fig. 2.3)

1. Elements are identified based on their number of protons, neutrons, andelectrons.



2. The atomic number of an element is equal to the number of protons of anelement.

a. Because the number of protons is equal to the number of electrons, theatomic number indirectly tells us the number of electrons.

3. The mass number of an element is equal to the number of protons plus thenumber of neutrons.

a. The electron is weightless, and is ignored in calculating the mass number.

4. Isotopes are structural variations of an atom that have the same number ofprotons, but differ in the number of neutrons.

5. The atomic weight is an average of the relative weights of all known isotopesof an element, taking into account their relative abundance in nature.

6. Radioisotopes are heavier, unstable isotopes of an element thatspontaneously decompose into more stable forms.

a. The time for a radioisotope to lose one-half of its radioactivity is calledthe half-life.

III. How Matter Is Combined: Molecules and Mixtures (pp. 28–30; Fig. 2.4)

A. Molecules and Compounds (pp. 28–29)

1. A combination of two or more atoms is called a molecule.

2. If two or more atoms of the same element combine it is called a moleculeof that element.

3. If two or more atoms of different elements combine it is called a moleculeof a compound.

B. Mixtures (pp. 29–30; Fig. 2.4)

1. Mixtures are substances made of two or more components mixed physically.

2. Solutions are homogeneous mixtures of compounds that may be gases, liq-uids, or solids.

a. The substance present in the greatest amount is called the solvent.

b. Substances present in smaller amounts are called solutes.

c. Solutions may be described by their concentrations. These may beexpressed as a percent or in terms of molarity.

3. Colloids or emulsions are heterogeneous mixtures that often appear milky,and have larger solute particles that do not settle out of solution.

4. Suspensions are heterogeneous mixtures with large, often visible solutesthat tend to settle out.

C. Distinguishing Mixtures and Compounds (p. 30)

1. The main difference between mixtures and compounds is that no chemicalbonding occurs between molecules of a mixture.

2. Mixtures can be separated into their chemical components by physicalmeans; separation of compounds is done by chemical means.

3. Some mixtures are homogeneous, while others are heterogeneous.

IV. Chemical Bonds (pp. 31–35; Figs. 2.5–2.10)

A. A chemical bond is an energy relationship between the electrons of the reactingatoms (p. 31; Fig. 2.5).

1. The Role of Electrons in Chemical Bonding

a. Electrons occupy regions of space called electron shells that surround thenucleus in layers.




Chapter 2 Chemistry Comes Alive 15


b. Each electron shell represents a different energy level.

c. Each electron shell holds a specific number of electrons, and shells tendto fill consecutively from the closest to the nucleus to the furthest away.

d. The octet rule, or rule of eights, states that except for the first energyshell (stable with two electrons), atoms are stable with eight electrons intheir outermost (valence) shell.

B. Types of Chemical Bonds (pp. 32–35; Figs. 2.6–2.10)

1. Ionic bonds are chemical bonds that form between two atoms that transferone or more electrons from one atom to the other.

a. Ions are charged particles.

b. An anion is an electron acceptor carrying a net negative charge due tothe extra electron.

c. A cation is an electron donor carrying a net positive charge due to theloss of an electron.

d. Crystals are large structures of cations and anions held together by ionicbonds.

2. Covalent bonds form when electrons are shared between two atoms.

a. Some atoms are capable of sharing two or three electrons between them,resulting in double covalent or triple covalent bonds.

b. Nonpolar molecules share their electrons evenly between two atoms.

c. In polar molecules, electrons spend more time around one atom thusproviding that atom with a partial negative charge, while the other atomtakes on a partial positive charge.

d. A polar molecule is often referred to as a dipole due to the two poles ofcharges contained in the molecule.

3. Hydrogen bonds are weak attractions that form between partially chargedatoms found in polar molecules.

a. Surface tension is due to hydrogen bonds between water molecules.

b. Intramolecular bonds may form between partially charged atoms in a largemolecule, and are important in maintaining the shape of that molecule.

V. Chemical Reactions (pp. 35–38; Fig. 2.11)

A. Chemical Reactions (pp. 35–36)

1. Chemical reactions occur whenever bonds are formed, rearranged, or broken.

2. Chemical Equations

a. A chemical equation describes what happens in a reaction.

b. Chemical reactions denote the kinds and number of reacting substances,called reactants; the chemical composition of the products; and the rela-tive proportion of each reactant and product, if balanced.

B. Patterns of Chemical Reactions (pp. 36–37; Fig. 2.11)

1. In a synthesis (combination) reaction, larger molecules are formed fromsmaller molecules.

2. In a decomposition reaction a molecule is broken down into smaller molecules.

3. Exchange (displacement) reactions involve both synthesis anddecomposition reactions.

4. Oxidation-reduction reactions are special exchange reactions in which elec-trons are exchanged between reactants.



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