Visualizing anatomy and physiology

605 Pages·2011·62.857 MB·English

by  Tortora, Gerard J.;Freudenrich, Craig C

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V i s u a l i z i n g
a n at o m y & P h y s i o l o g y
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.
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FM_Title_Credits.indd 2 12/16/10 3:01 PM
V i s u a l i z i n g
A N A T O M Y &
P H Y S I O L O G Y
CRAIG C. FREUDENRICH
GERARD J. TORTORA
In Collaboration with
The National Geographic Society
FM_Title_Credits.indd 3 12/16/10 3:01 PM
Credits
VICE PRESIDENT AND EXECUTIVE PUBLISHER Kaye Pace
EXECUTIVE EDITOR Bonnie Roesch
DIRECTOR OF DEVELOPMENT Barbara Heaney
MANAGER, PRODUCT DEVELOPMENT Nancy Perry
SENIOR DEVELOPMENT EDITOR Mary O’Sullivan
FREELANCE DEVELOPMENTAL EDITOR Karen Trost
PROJECT EDITOR Lorraina Raccuia
WILEY VISUALIZING PROJECT EDITOR Beth Tripmacher
WILEY VISUALIZING SENIOR EDITORIAL ASSISTANT Tiara Kelly
EDITORIAL ASSISTANTS Marcus Van Harpen, Darnell Sessoms, Brittany Cheetham,
Lauren Morris
ASSOCIATE DIRECTOR, MARKETING Jeffrey Rucker
SENIOR MARKETING MANAGER Clay Stone
SENIOR PRODUCTION MANAGER Micheline Frederick
SENIOR MEDIA EDITOR Linda Muriello
MEDIA PRODUCTION SPECIALIST Svetlana Barskaya
CREATIVE DIRECTOR Harry Nolan
COVER DESIGN Harry Nolan
INTERIOR DESIGN Jim O’Shea
PHOTO MANAGER Hilary Newman
PHOTO RESEARCHERS Stacy Gold/National Geographic Society
SENIOR ILLUSTRATION EDITOR Sandra Rigby
PRODUCTION 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 bound
by Quebecor World. The cover was printed by Quebecor World.
Copyright © 2011 John Wiley & Sons, Inc. All rights reserved. No part of this
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Evaluation copies are provided to qualified academics and professionals for review
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ISBN-13: 9780470491249
BRV ISBN: 9780470917763
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
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Preface
How is Wiley Visualizing
Anatomy and Physiology different?
Wiley Visualizing Anatomy and Physiology differs from (2) Authentic Situations and Problems. Through Wiley’s
competing textbooks by uniquely combining three exclusive publishing partnership with National Geographic,
powerful elements: a visual pedagogy integrated with Visualizing has benefited from National Geographic’s more
comprehensive text, the use of authentic situations than century-long recording of the world. Accompanying
and issues from the National Geographic Society this text is a great selection of videos from the National
collections, and the inclusion of interactive multimedia Geographic Society collections. These authentic materials,
in the WileyPLUS learning environment. Together these which immerse the student in real-life issues in human
elements deliver a level of rigor, as each key concept and anatomy and physiology, enhance motivation, learning, and
its supporting details have been analyzed and carefully retention (Donovan & Bransford, 2005). These high-quality
crafted to maximize and enhance student learning and videos from the National Geographic Society collections
engagement. are unique to Wiley Visualizing Anatomy and Physiology.
(1) Visual Pedagogy. Wiley Visualizing is based on (3) Interactive Multimedia. Texts in Wiley Visualizing
decades of research on the use of visuals in learning are based on the understanding that learning is an
(Mayer, 2005). Using the Cognitive Theory of Multimedia active process of knowledge construction. Visualizing
Learning, which is backed up by hundreds of empirical Anatomy and Physiology is therefore tightly integrated
research studies, Wiley’s authors select visualizations for with WileyPLUS, an online learning environment that
their texts that specifically support students’ thinking and provides interactive multimedia activities in which
learning—for example, the selection of relevant materials, learners can actively engage with the materials. The
the organization of the new information, or the integration combination of textbook and WileyPLUS provides
of the new knowledge with prior knowledge. Visuals learners with multiple entry points to the content, giving
and text are conceived and planned together in ways them greater opportunity to explore concepts, interact
that clarify and reinforce major concepts while allowing with the material, and assess their understanding as they
students to understand the details. This commitment progress through the course. Wiley Visualizing makes
to distinctive and consistent visual pedagogy sets Wiley this online WileyPLUS component a key element of the
Visualizing apart from other textbooks. learning and problem-solving experience.
Wiley Visualizing and the WileyPLUS Learning Environment are 
designed as natural extensions of how we learn
Visuals, comprehensive text coverage, and learning aids build even stronger mental models. When an integrated
are integrated to display facts, concepts, processes, (visual plus verbal) mental model is formed and stored in
and principles more effectively than words alone. To long-term memory, real learning begins.
understand the effectiveness of the visualizing approach,
The effort our brains put forth to make sense of
it is first helpful to understand how we learn.
instructional information is called cognitive load. There
1. Our brains process information using two main channels: are two kinds of cognitive load: productive cognitive load,
visual and verbal. Our working memory holds information when we’re engaged in learning or exert positive effort to
that our minds process as we learn. Using working create mental models; and unproductive cognitive load,
memory, we begin to make sense of words and pictures which occurs when the brain is trying to make sense of
and build verbal and visual models of the information. needlessly complex content or when information is not
presented well. The learning process can be impaired
2. When the verbal and visual models of corresponding
information are integrated in working memory, we form when the amount of information to be processed exceeds
more comprehensive, lasting mental models. the capacity of working memory. Well-designed visuals and
text, along with effective pedagogical guidance, can reduce
3. When we link these integrated mental models to our prior
the unproductive cognitive load in working memory.
knowledge, which is stored in our long-term memory, we
  v
FM_Preface.indd 5 12/14/10 12:59 PM
Wiley Visuals and Interactive 
Media are designed for  Key:
Formed elements Figure 1: Origin and
of circulating blood
engaging and effective learning Pluripotent stem cell Tissue cells development of blood
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Lymphoid stem cells begin
development in red bone marrow
The figures in Visualizing Anatomy and Physiology and end in lymphatic tissue. features such as arrows
Nucleus
ejected
and labels, connect visual
are specifically designed to accomplish three tasks:
Reticulocyte Megakaryocyte information and so direct
present complex processes in clear steps and with clear
learner’s attention to the
representations, organize related pieces of information,
R(eerdy tbhloroocdy tcee)ll (thrPomlatbeolectystes) Eosinophil Basophil Neutrophil Monocyte T ly(mT pcheollc)yte B ly(mB pcheollc)yte underlying concept of the
and integrate related information with one another. (gWranhuitela rb lloeoudko cceyltless) (agWrahnituela brl oleoudk occeylltses) developmental process
This helps solve the problem of cognitive overload. This blood cells undergo.
approach, along with the use of interactive multimedia, Mast cell Macrophage Plasma cell
also provides the level of rigor needed for the course
and helps students engage with the content.
Final
Research shows that well-designed visuals can improve
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SEG Research, an independent research firm, conducted 3uWinpfiopthreminr a mtthiooetn ob rtr hanrieonuu, rgmohnu tltthoipe lb ebe rsgayiinnn attoips ssseiugsen .ba Tel httwoe etihneetne erinnffteeeucrnrtooenru. rsoynnsa pcosensd uwcitt hth teh e OC neuron communication
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and multimedia) were more engaged in the course, Interneuron ra processes involved in nerve
exhibited greater retention throughout the course, Sneeunrsoonry 4 4Tnae hlouewr uoepnrp smeyron mtaopor stnoeers u oronn .m cidoemntmifuyinnigca tthioen s,e cqleuaernlyc e
and made significantly greater gains in content area Lower motor neuronSpinal cord steps that enable us to
knowledge and skills, as compared to students in similar 1 Key:Graded potential perform routine tasks, such
Nerve action potential
classes that did not use Wiley Visualizing products.1 Sreecnespotoryr 5 Neuromuscular junction 5oTsifhg tenh aelol whtoae ntrh dme a omntodur s pMnceeluenus,. rccolaenu acsocintnigod num cpotosv tetehmnete ianlt as using a pen to write.
The use of WileyPLUS can also enhance learning.
Skeletal muscles
According to a white paper entitled “Leveraging Blended sensory receptors that gather data about the internal or
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WileyPLUS provides students with an environment
that stimulates active learning and enables them to
optimize the time they spend on their coursework. Pituitary dwarfism, gigantism, and
acromegaly are caused by abnormal levels
of secretion of human growth hormone • Figure 9.5
Continual assessment/remediation is also key to a. Pituitary Dwarfism▲
When the levels of secretion of hu-
man growth hormone (hGH) by the Figure 4: Pituitary dwarfism,
helping students stay on track. The WileyPLUS system anterior pituitary are insufficient
prior to puberty, bone growth is
impaired and the individual does gigantism, and acromegaly
facilitates instructors’ course planning, organization, not gwroitwh tpoit nuoitramrya ld hweaigrfihstm. A h paes rnsoorn-
mal bsohdoyr tperro-tphoarnti-onnosrm bault hoeviegrhatl.l (Fig. 9.5) Textual and visual
and delivery and provides a range of flexible tools for
elements are physically
▲b. Gigantism
easy design and deployment of activities and tracking Aita truym eoxris otifn tgh ep raionrte troio pru pbieturt-y integrated. This eliminates
causes secretion of too much
of student progress for each learning objective. hinugm ina ng iggraonwtitshm h.o Trhmeo ancec,e rle-sult- split attention (when we must
eration of bone growth in this
cwoitnhd nitoiornm rael spurlotsp oinr taio pnesr sbount divide our attention between
1SEG Research (2009). Improving Student-Learning with Graphically- taller-than-normal height.
several sources of different
Enhanced Textbooks: A Study of the Effectiveness of the Wiley
information).
Visualizing Series. Available online at www.segmeasurement.com/
c. Acromegaly▲
2Peggy Wyllie (2009). Leveraging Blended Learning for More Effective eAx cteusmso sre ocfr ethtieo na notfe hruiomr apnit ugirtoawryt ha fhteorr mpuobneer,t rye csauultsinegs
in acromegaly, a condition in which long bones can
Course Management and Enhanced Student Outcomes. Available online no longer grow. fIancsete, aandd, t jhaew b tohnicekse onf a tnhde ghraonwd sla, rfegeetr.,
at http://catalog.WileyPLUS.com/about/instructors/whitepaper.html
When the anterior pituitary secretes either too little or The anterior pituitary may be involved in endocrine
too much human growth hormone (hGH), several disorders disorders of other endocrine glands. We will discuss these
are manifested. These include pituitary dwarfism (Figure diseases when we discuss those glands.
9.5a), gigantism (Figure 9.5b) and acromegaly (Figure Hypothalamic neurosecretory cells make and secrete
9.5c). Abnormal secretions that result in dwarfism or gigan- oxytocin through the posterior pituitary. Oxytocin influ-
tism usually occur prior to puberty, while acromegaly results ences birth and milk release (lactation). During birth, oxy-
from abnormal secretions after puberty. When a tumor is the tocin stimulates muscle contractions in the uterus. After
cause of excess secretion, the condition may be treated with birth, oxytocin stimulates milk release or let-down from
either surgery or chemotherapy to shrink the tumor. breast tissue when the infant suckles.
260  CHAPTER 9 The Endocrine System
FM_Preface.indd 6 12/14/10 12:59 PM
How is each chapter of Wiley Visualizing
Anatomy and Physiology organized?
Student engagement requires more than just providing visuals, text, and interactivity—it 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.
Each chapter engages students from the start
Chapter opening text and visuals introduce the subject and connect the student with the
material that follows.
Chapter Introductions
Chapter outlines
illustrate key concepts in the
anticipate the content.
13 chapter with intriguing stories Final
and striking photographs.
The Respiratory System CHAPTER OUTLINE
Respiratory Organs Move Air and Exchange Gases 372
• The Respiratory Organs Are Functionally Divided
into Upper and Lower Respiratory Tracts
• The Respiratory System Performs Two Important
Processes: Breathing and Respiration
Mountain climbing can be a dangerous sport. BVoreluamtheinsg I3n7v6olves Changes in Pressures and
As you climb, ascending higher and higher • Muscles Contract and Relax to Move Air into and out
through the Earth’s atmosphere, the atmospheric of the Lungs During Ventilation
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may even faint if the oxygen concentration gets ■ What a Health Provider Sees: Respiratory Distress
too low. To cope with the effects of high altitudes, Syndrome (RDS)
clolicmabteedrs a mt vaakreio euxst eanltditeudd essto aplosn ing bthaes ew caaym top st heir Ga•s esD Aiffrues iEoxnc hMaonvgeesd G aats eths eA Bcrloososd t hCea Cpialplailrliaersy M3e8m2branes
destination. During these rest stops, their bodies • Oxygen Is Transported Through the Blood Attached
adjust (acclimate) to the decreased oxygen levels. to Hemoglobin
As they are acclimating, their breathing becomes • Most Carbon Dioxide Must Be Converted to
rapid and their hearts beat faster. Climbers also Bicarbonate to Be Moved to the Lungs
use bottled oxygen to counteract the deficit. The Brain Controls Breathing 386
The same effects can be felt when acclimating • Structures of the Brainstem Regulate Breathing
to a high-altitude city such as Denver, Colorado, • The Breathing Control Centers Are Influenced by
the “Mile-High City.” When visiting sports teams Many Factors
from cities at lower altitudes play the home teams Good Respiratory Health Is Essential 390
in Denver, they often travel to the city early to give • Respiratory Actions Change with Physical Activity
their players a chance to acclimate; in addition, • Diseases and Behavioral Activities Can Also Affect
they supply oxygen on the sidelines. Others who the Breathing Process
experience high altitudes include fighter pilots, • Smoking Can Damage Lung Tissue
acostmromneaructisa,l aflnigdh ptsa;s csoemngmeresr cainadl a cirrcerwaf mt aenmdb seprasc oen CHAPTER PLANNER✓✓
vehicles must maintain pressurized cabins so ❑ Study the picture and read the opening story.
that their passengers have sufficient oxygen, and ❑ Scan the Learning Objectives in each section:
fighter pilots wear oxygen masks. p. 372 ❑ p. 376 ❑ p. 382 ❑ p. 386 ❑ p. 390 ❑
takeIsn itnh oisx cyhgaepnt aenr,d y roeum woivlle les acranr bhoonw d yioouxird beo vdiay ❑ RAenasdw tehre a tneyx tq aunedst siotunds.y all visuals.
the respiratory system. Let’s take a look at this Analyze key features
amazing system that permits your body to make ❑ InSight, pp. 372–373 ❑
use of the oxygen from the air through mechanical ❑ Process Diagram, p6. 376–377 ❑
ventilation and gas exchange. ❑ What a Health Provider Sees, p. 381 ❑
❑ Stop: Answer the Concept Checks before you go on:
p. 374 ❑ p. 380 ❑ p. 386 ❑ p. 388 ❑ p. 392 ❑
End of chapter
❑ Review the Summary and Key Terms.
❑ Answer the Critical and Creative Thinking Questions.
❑ Answer What is happening in this picture?
❑ Complete the Self-Test and check your answers.
370 371
The Chapter Planner gives students
c13TheRespiratorySystem.indd 370-371 a path through the learn1i2n/2/10g 1: 36a PMids
in the chapter. Throughout the
Experience the chapter through a WileyPLUS course. The content through
chapter, repetition of the Planner
WileyPLUS transports the student into a rich world of online experience
icon prompts students to use the
that can be personalized, customized, and extended. Students can create a personal
learning aids and to set priorities as
study plan to help prioritize which concepts to learn first and to focus on weak points. they study.
Preface  vii
FM_Preface.indd 7 12/14/10 12:59 PM
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they want to study and learn the content. Junctional fold 3Muscle action
potential is produced
Binding of acetylcholine to ACh receptors in the motor end plate
Nerve Signals Initiate the This impulse (muscle action potential) reverses the normal
Contraction of Skeletal Muscle electrical state of the membrane (depolarization) and ini-
Lstahteraeear erct noxopinfn ecegcea tpcOethdsb s jtteehocca mtttii osvantseu tsoed urea ttnwl ittnhshei el e TFhuen cSttiorunc atunrde Gorfo Bwotnhe Controls Pontoafr Avapoortpn jM(btnlsefueele ueeumUrrsnimutnmuncw Srmrccctaor-teitethknoaaionnieouaea¯ osr montnt-altylsnif ana. t ocui ao v rlhds( In) sjnfovew muf tAecao lehnayuu d usosemcxeosn -yl torscauosieniotona¯l tre aaat,-n row p Dcrsr)fir hlosay b iee-e neem rrti ., nutlassosek ceappttmctmti lgnilrhheeiucoseac eelea ltbnlcktness tsahross, oem st lcuaenistm. na lhatpgu mS talgimireer soletraeu nac t ntumhr ldpecs(speescoat fdl a eecaguliwca ce oflfncnerneer neiocoteos llc s hi nlcum oelau?stby,e nlrh ss rleel Aoyetitcelpttcton hrmhnt wtt(nau geodrueFauecer i.lsrna ctie isr gnibsaaev ncddoopnruelre u nc aeve rtlhii cieaer[mm hvencei vAr wcaea m epp6jeiC lniunn iuult.iiz dlhni5cmwll ebtssta]ic)idooeeet)--l-.te sh tmTtticclnti tnuihhhyinoachum ecreeortemtlom meerh. Tslu- se. aabe Oaei ghdsccorTr glhteoct,nanshi i onaanncstoecepmth rregenag rcl e m r laaeuaostpc apcsthts,pmiu nmaotucepl issttldaumo tuceieescs cnslm nmaphe dci arcstatl lopcceie hclraweiooe( t t aeulricdinnnci ncfomey gcte mubnnpltia rai olnoat enruulxhpculepetmss-ekelveodoe vaps ebs tf.li s.s tenr le tmTstoToenhncso o ymhiag)eihat dn ilcte sira cehio s -rTtinrl tr n atuh -hsopeiihtttsmtepferpureei iaog attaaobr chcsstic iluyneaseeoesatelnters ts n reomucsocs sispp a onrtz uo thallaptta(cafsogilelF ti csloa ue ri mlinsbeoeceg mmgnseotn ufiiu r n o.tiribrercutetoeeneth r gnru lariieeeh. nnrc6 lta ngstei.ccsiic6v aeodeutte)llndooe--ll.
reading the section. 160  CHAPTER 6 TheT Mhusceularr eSys taemre many visual resources within
LEARNING OBJECTIVES and phosphorus into the blood or store excess minerals WileyPLUS that provide additional examples
in the bone extracellular matrix.
Every content 1. eOtuatl lsinyset ethme. six functions of bone and the skel- • Blood cell production—Red bone moafr rdowif, fia ccounnltec tcivoe ncepts or processes. These can help
tissue within bone, produces
related to a srpeesociufircc lee aisr ning 23.. cDErxeopssclcaroiinbp ietch  tseht erfuo pcrtmauratrest i ooonff   abo olfo nbneog.n beo dnuer ianngd d tihffee rmeni-t  rcpeerdlolc se,b slsoa ocndad ll ceedpl lhlsa,e tmewlohetpitsoe i ebisnlio so.da swh(Bthleeiou¯t-momdhdoo ¯c-p peetooll hnyipe-r E¯soet-isdssiu s c)c tmioonn.atsetenrt .t hExea tmoppilce sb ecilnogse sltyu idniteedg raantde dfu wllyit he nthgea ge
phases of a person’s lifetime. • Triglyceride storage—Yellow bone marrow within bone
objective so that students 4. Discuss how bones heal after fractures. is composed mostly of adiposre ecaeldls, inwhgic hm satotree rial include narrated animations for all
triglycerides (fats). In a newborn, all bone marrow is
will easily discover relevant he skeletal system consists of all the bones red, but it eventually changes intmo yealljoow rm parrhowy wsiitoh logical topics and engaging video clips.
T attached at joints and the cartilage between increasing age.
content organized in a more the joints. The functions of the skeletal sys- Accompanying assignments for this rich media can be
tem include support, protection, movement, A Bone’s Structure Determines
meaningful way. mineral homeostasis, blood cell protection, and triglycer- Its Function graded online and added to the instructor gradebook.
ide storage. Bones are classified according to shape, with The skeletal system contains four types of bones, based on
a bone’s structure determining its function. Throughout shape:
life, bone is constantly made and destroyed in an ongoing
process of bone remodelinAg.nimation • Long bones are longer than they are wide and have Video
knobby ends where the articulations form. Their
slightly curved structure gives them strength. Long
The Skeleton Is More Than Just a bones include those of the arms, legs, fingers, and toes.
InSights are multipart visual featurSeusp ptohratitv feo Fcruams eowno ark for the Body • Short bones are equal in length and width, making
The adult skeletal system is made of 206 different bones. them nearly cube-shaped. Examples include most
key concept or topic in the chapterD, uerinxgp delvoelropinmegn t,i tso mine bdoneest (asuiclh as those that form bones of the ankles and the wrists.
or in broader context using a combianrtiacutlaiotionn  (aor-tfik 'p- hotuhnetit o,s kwsuhl,li )le foutshee rtso ccornenaetec t at os otlhide • Fsularfta bceosn efosr amreu tshcilne aanttda cphrmoveidnets b. oTthh ep rbootneectsi oonf atnhde
photomicrographs, diagrams, and du¯abA-tolLa swnAo¯eth- kssiahnc mhuo. nwatw)kn eAo a c lsooo rcan am tjtaooicoirntne.t . InatmphdeSearjanitfog ctore. fhmnBfetto rIs n evnbevasoe Er nrapytaeniitnlsdhe gbe a aladisrsatesil c ogat cirafsieusraceunttsieecc ttoduif •olt ia mnistv Fsisoio:ugvnueiersse-t 3.y22• sIthrkruee lflga, ucsetlae arrnn bduo mvne,er aste nhbdar vareilb ccsoo lamurmep lanel.xl flshaat pbeosn, esus.ch as those of Interactivity ✓✓The PlannerFinal
• Support—The skeleton provides a scaffold or framework Let’s take a look at the structure of bones, from gross
In WileyPLUS, students••• tsPfaMspMphrokenrhoro ooireordonmtvsvldmes eeeuetcuprm th ptoaichainepelnoaeln ojn o es urtmrhm— r—siurotb,tuym so T wh.M.sscv e FecohhaoeWul osfgemiettcsre lah ssche e s.tekelpvi nieasexnser—tscslEtifiao rn y leptutcopnsmtrilt eatuBph.efeotsedoe i opiorcslontneinnfugoT t hl,nemd m esdapbvop eieiieu fst,nifohgtc ru cddeubthsldnoealsiiteh,ou soem tt ensim VPei,dehsopefi eolvhets irctysnneeodistomumeohe t arinkd Boipe cse,eanilesenoancuu o ioort msr mtit,d dr,cl s btdt asiasc lofnoSritb ah n aotffduoaps isg pmovr iooelpnnn flr aanteaerrrofercrprrsocyeeiy e oodtotte n ihteeuov shratei icssneevo, g tlen elw,tsoii uaohsi rtllclotneag arclaefnawic.pa entsonraneianienscmgrsshntgdl ipshd aanosoctlinnemen f.m ls hddia,ps e u eq plmclLeaerue iMse yatmaoro nemefnnuborbloerit1rnc cuutmr5sgogs.m0ri caa xeoavnuepfaflin inrLeoteetmnhiMpodeersssiul,tiush 4m ef5ul 0inaxlc ctiNPCeo(ilttopadaeluylanlnotchhsmsospfrriel.mep ws g(Teeeeulsriaathcseap s a ie m heomgueo hLcc efhvi b emsarnnssorekoiSryomblo istooivo rdmCtNcnlpsbianwe suuslloustepnelsibss)ooncloes ugu,haeosc sln r ee iq wwedsn ou omteeubqcaasbaetulf epi nd omvocano efc.rem m oi a s nl,dlunhaoci wmaTsnule )vesipacosd ledi h eeiss ltantspltid iet hottaydhagahlr e pSurle emi uecuabimehcm lno c poto aiylenltetd’cnn anssuycptsrui eynpdbari sboospeoeei iisod acnrhamf clcnla(t e sctyoF aoeelni oelspllvt fBmCtSsisiyregasqga ihobeeim sues namctauccaepu noeuemb hmle.hloetrrnc so aesritetnu ynniepsvoeseeieten e stcdc ll n eauail ut5l lbdldaitheoln.y ea s 1wao o cratte)ftn o h d.mhxct v fedLhaoaatea ihrrmteorrnr tmi eenrilbgnp lidgo oaeglen mw ensg mbnesk .eeo od wbnaT.w.nvs er o.aAhbhetr wbwsoeoeTs nln nwyeaeow pe e,r aus eejiTnwttsrocta uo csahhiwhttni deloahhidaliltyylnleeees--l, NocNbNgCtiosfaouuuo slcsbcuccnuialllllmneeeeiela etuuunc tccsesseateL dliroolvl M lceff el6l30xScieliacLttueiomdn aecoln vl uoiemf wvna aogCrfi inpeliasapeituhAMgdeooluiubsclmteurats t ciinfneielld LMiLtruam4mcL0hM0eexna o6sNN3fu0uorxcnfaalkeceuersa ctLeinMtllize6di30xonPepsPMgietsohuuebedculloeuidustsom t crsinaetrtllaifiteifdie dci lcCiailitilaeiatdete dcdo c lcuoomlulumnmanFscasnra qeuplaarulrir lctf e aataacepmctBCBmCteln iiestloaaeiolhelsiussdneamuaes nleib lmue rcmcaeetnnilvlete
can strengthen their grasp Vagina CSeptorinathntiefeileciudtimv seq tuisasmuoeus
ohifg thhleig mhtaendy i nan Inastoigmhitc fiagl ustrreusc btuyr es 114  CHAPTER 5  The SkeKliednteyalCt isoSsnunyeecstivteemSe peicthtieolniuaml v oiefw u roinf asrimy ptuleb ucluebsoLMidal 100xLoLufM mtuebun5l 0e0x Simple cuboidal epithelium CtBmisaoessnmuenebmercaetnnivete sSqeucatimonoauls v eiepwit hoef lniuomnk oefr alintiinnigze odLfM svtarga4it0nif0aiexd Nonkeratinized stratified squamous eBmCtpisaoietsshnmueenebmleirucaemtnnivete
ePulansrbaegec adltiginrcaigneg gee-a xxwneeidrrtcch-dii ssAreeonsspa .l etoTothr m sefitslyule- diDn ser-iitnmlhlt aesp -nlrbeedl-vat oine-kw Video Sinmteasltli ne NacBmCtNgiebsouaouelssbclsncmuollelneeeerbmetpuu rcctsaesitev nniooveletlfef Sepeicthtieolniuaml v Loieufw mli neoinnf gno ofo njfe cjjeiulijlnuauntemudmL Ms oimf sp5m0le0a xcllo ilnLutMmesntaiSce1nro5pi em0liut0hpmxMelenlii cuarmro vMgiolulbicleuts cineN llonciliated simple columnar epithelium MgMAcBmCtiesobaouiesclbsslncmurloeneouebrmetvsp ri ccaeltilntieinnviv leetle Urinary bladder SbleacdtdioenrL auinlm vrieeenlwa xo oef fdu t rr(iaennmasrpiytti oyb)nl aasdtl adeteperithelium of LuMrina4r0y0xLTeCtiMrspoasintnuhnsee6ietl3iicNtcouRi0rntenmaixuov larncleuelsl neliatduixoeseRnd doea sfllsautxareftaedc etr acnesllitional epVitheliumiBmCtAsisuadpoesrsinmfcuaenaebcmelercaetennivete o
illustrations from the text, cadaver Classifying epithelium: Cell shape Arrangement of layers
Bmaesmebmraennet
photographs, histology micrographs, or Squamous Cuboidal Columnar Simple Pseudostratified Stratified
74 CHAPTER 3 Cells and Tissues Cells Specialize into Various Tissues 75
lab models.
Animation Interactivity
viii  Preface
Interactivity Animation
FM_Preface.indd 8 12/14/10 1:00 PM