Anatomy & Physiology: The Unity of Form and Function

1192 Pages·2003·86.52 MB·English

by  Kenneth Saladin

Saladin: Anatomy & Front Matter Preface © The McGraw−Hill
Physiology: The Unity of Companies, 2003
Form and Function, Third
Edition
Preface
Thank you to the colleagues and students who have
Audience
made this textbook so successful and helped to ensure
its staying power in a very competitive textbook niche.
This book is meant especially for students who plan to
Several people have asked me, with this book doing so
pursue such careers as nursing, therapy, health education,
well, why I don’t retire from the classroom. The answer
medicine, and other health professions. It is designed for
is that not only do I find classroom teaching the most ful-
a two-semester combined anatomy and physiology course
filling aspect of my profession, but also that it is my stu-
and assumes that the reader has taken no prior college
dents who teach me how to write. I work continually at
chemistry or biology courses. I also bear in mind that
finding more and more effective ways of getting con-
many A&P students return to college after interruptions to
cepts across to them, at turning on the light of insight.
raise families or pursue other careers. For returning stu-
The best ideas for communicating difficult physiological
dents and those without college prerequisites, the early
ideas often come to mind during my face-to-face inter-
chapters will serve as a refresher on the necessary points
actions with students, and many are the times that I have
of chemistry and cell biology.
dashed back from the lecture room to the drawing pad or
Many A&P students also are still developing the
keyboard to sketch concepts for new illustrations or
intellectual skills and study habits necessary for success
write down new explanations. Grading exams and
in a health science curriculum. There are many, too, for
homework assignments also continually gives me new
whom English was not their original language. Therefore,
impressions of whether I have effectively taught an idea
I endeavor to write in a style that is clear, concise, and
through my writing. Thus, my students are my unwitting
enjoyable to read, and to enliven the facts of science with
writing teachers. This pertains also to the students in my
analogies, clinical remarks, historical notes, biographical
“extended classroom”—students worldwide who use
vignettes, and other seasoning that will make the book
the book and write to ask my help in understanding dif-
enjoyable to students and instructors alike. Each chapter
ficult concepts.
is built around pedagogic strategies that will make the sub-
What are the improvements in this edition? I con-
ject attainable for a wide range of students and instill the
tinue to aim for ever-better clarity, brevity, currency, and
study and thinking habits conducive to success in more
accuracy. Physiology, especially, is a complex subject to
advanced courses.
explain to beginning students, and I am always working
in both the lecture room and textbook to find clearer ways
to explain it. Physiology also is a fast-growing field, and
it’s a challenge to keep a book up to date without it grow- How We Evaluated Your Needs
ing longer and longer. After all, our lecture periods and
semesters aren’t getting any longer! So, while updating This book has evolved through extensive research on the
information, I have looked for ways to make my discus- needs and likes of A&P students and instructors. In devel-
sions more concise in each edition. I also continue to cor- oping its three editions so far, we have collected evalua-
rect errors as students and content experts have sent me tive questionnaires from reviewers; commissioned
queries, corrections, and suggestions. Accuracy is, of detailed reviews from instructors using this book and
course, an advantage of a seasoned textbook over a new- those using competing books; held focus groups from
comer, and this book has gained a lot of seasoning and a coast to coast in the United States, in which instructors
little spice from my extensive correspondence with stu- and students studied the book in advance, then met with
dents and colleagues. us to discuss it in depth for several hours, including how
This preface describes the book’s intended audience, it compared to other leading A&P textbooks; and created
how we determined what students and instructors want in panels of A&P instructors to thoroughly analyze the entire
the ideal A&P textbook, what has changed in this edition book and its art program. These efforts have involved
to best meet your needs, how this book differs from others, many hundreds of faculty and students and generated
and what supplements are available to round out the total thousands of pages of reviews, all of which I have read
teaching package. carefully in developing my revision plans. In a less formal
viii
Saladin: Anatomy & Front Matter Preface © The McGraw−Hill
Physiology: The Unity of Companies, 2003
Form and Function, Third
Edition
Preface ix
way, the book has improved because of the many e-mails I illustrative concepts not found in other books. Profes-
receive from instructors and students worldwide who not sional medical illustrators and graphic artists have ren-
only tell me what they like about it, but also raise sugges- dered these, as well as the classic themes of A&P, in a vivid
tions for correction or improvement. I’ve responded gen- and captivating style that has contributed a lot to a stu-
erously to these e-mails because I learn a great deal look- dent’s desire to learn.
ing up answers to readers’ questions, finding sources to As the book has evolved through these three edi-
substantiate the book’s content, and sometimes finding tions, I have used larger figures and brighter colors;
that I need to update, clarify, or correct a point. adopted simpler, uncluttered labeling; and continued to
incorporate innovative illustrative concepts. A good illus-
tration conveys much more information than several times
How We’ve Met Your Needs
as much space filled with verbiage, and I have cut down
on the word count of the book to allow space for larger and
Our research has consistently revealed that the three qual-
more informative graphics.
ities instructors value most in a textbook are, in descend-
The illustration program is more than line art. I con-
ing order of importance, writing style, illustration quality,
tinue to incorporate better histological photography and
and teaching supplements. I have focused my attention
cadaver dissections, including many especially clear and
especially on the first two of these and on pedagogic fea-
skillful dissections commissioned specifically for this book.
tures, while McGraw-Hill Higher Education has continu-
Several of my students have modeled for photo-
ally engaged other authors and software developers to pro-
graphs in this book. As much as possible with the volun-
duce a more diverse package of superb supplements for
teers who came forth, I have represented an ethnic variety
students and instructors.
of subjects.
Writing Style
Supplements
Students benefit most from a book they enjoy reading, a
book that goes beyond presenting information to also tell The third most highly rated quality is the package of learn-
an interesting story and engage the reader with a some- ing supplements for the student and teaching aids for the
what conversational tone. That was my guiding principle instructor. Instructors have rated overhead transparencies
in finding the right voice for the first edition, and it the most important of all supplements, and we now include
remains so in this one. I try to steer a middle course, transparencies of every item of line art in the book, and
avoiding rigid formality on one hand or a chatty conde- some of the photographs and tables. Included are unlabeled
scending tone on the other. I feel I have succeeded when duplicates of many anatomical figures, useful for testing or
students describe the tone as friendly, engaging, collo- labeling to fit one’s individual teaching approach. A full set
quial, almost as if the author is talking to them, but not of both labeled and unlabeled illustrations is also available
talking down to them. in the Instructor’s Presentation CD-ROM.
In devising ways to make the writing more concise Students have expressed growing enthusiasm and
without losing the qualities that make it interesting and appreciation for the Online Learning Center and the
enjoyable, I have been guided by reviewers who identified Essential Study Partner. We have continued to enrich
areas in need of less detail and by students who cited cer- these media with an abundance of learning aids and
tain areas as especially engrossing and pleasurable to read. resources. These and other student and instructor supple-
In this edition, I somewhat reduced the number of bold- ments are listed and described on page xiii.
faced terms and the amount of vocabulary, and fine-tuned
such mechanics as sentence length, paragraph breaks, and
topic and transitional sentences for improved flow. In
What Sets This Book Apart?
such difficult topics as action potentials, blood clotting,
the countercurrent multiplier, or aerobic respiration, I
Those who have not used or reviewed previous editions
think this book will compare favorably in a side-by-side
will want to know how this book differs from others.
reading of competing textbooks.
Illustrations Organization
When I was a child, it was the art and photography in biol- The sequence of chapters and placement of some topics in
ogy books that most strongly inspired me to want to learn this book differ from others. While I felt it was risky to
about the subject. So it comes as no surprise that students depart from tradition in my first edition, reviewer com-
and instructors rate the visual appeal of this book as sec- ments have overwhelmingly supported my intuition that
ond only to writing style in importance. I developed many these represent a more logical way of presenting the
Saladin: Anatomy & Front Matter Preface © The McGraw−Hill
Physiology: The Unity of Companies, 2003
Form and Function, Third
Edition
x Preface
human A&P. Indeed, some have written that they are opening page of each chapter. These fall into three cate-
changing their teaching approach because of this book. gories: 101 clinical applications, 13 on medical history,
and 9 on evolutionary medicine. For a quick survey of
their subject matter, see the lists under these three phrases
Heredity
in the index.
I treat the most basic concepts of heredity in chapter 4 rather
than waiting, as most books do, until the last chapter. Stu-
Clinical Applications
dents would be ill-prepared to understand color blindness,
blood types, hemophilia, sex determination, and other topics It is our primary task in A&P to teach the basic biology of
if they didn’t already know about such concepts as dominant the human body, not pathology. Yet students want to
and recessive alleles, sex chromosomes, and sex linkage. know the relevance of this biology—how it relates to
their career aims. Furthermore, disease often gives us our
most revealing window on the importance of normal
Muscle Anatomy and Physiology
structure and function. What could better serve than cys-
I treat gross anatomy of the muscular system (chapter 10) tic fibrosis, for example, to drive home the importance of
immediately after the skeletal system and joints in order to membrane ion pumps? What better than brittle bone dis-
tie it closely to the structures on which the muscles act ease to teach the importance of collagen in the osseous
and to relate muscle actions to the terminology of joint tissue? The great majority of Insight sidebars therefore
movements. This is followed by muscle physiology and deal with the clinical relevance of the basic biology. Clin-
then neurophysiology so that these two topics can be ical content has also been enhanced by the addition of a
closely integrated in their discussions of synapses, neuro- table for each organ system that describes common
transmitters, and membrane potentials. pathologies and page-references others.
Nervous System Chapters Medical History
Many instructors cite the nervous system as the most dif- I found long ago that students especially enjoyed lectures in
ficult one for students to understand, and in many which I remarked on the personal dramas that enliven the
courses, it is presented in a hurry before the clock runs out history of medicine. Thus, I incorporated that approach into
on the first semester. Other A&P textbooks devote six my writing as well, emulating something that is standard
chapters or more to this system. It is overwhelming to both fare in introductory biology textbooks but has been largely
the instructor and student to cover this much material at absent from A&P textbooks. Reviews have shown that stu-
the end of the course. I present this system in five chap- dents elsewhere, like my own, especially like these stories.
ters, and notwithstanding my assignment of a separate I have composed 13 historical and biographical vignettes to
chapter to the autonomic nervous system in this edition, have an especially poignant or inspiring quality, give stu-
this is still the most concise treatment of this system dents a more humanistic perspective on the field they’ve
among the similar two-semester textbooks. chosen to study, and, I hope, to cultivate an appropriately
thoughtful attitude toward the discipline. Historical
remarks are also scattered through the general text.
Urinary System
Profiles of Marie Curie (p. 58), Rosalind Franklin
Most textbooks place the urinary system near the end (p.132), and Charles Drew (p.694) tell of the struggles and
because of its anatomical association with the reproductive unkind ironies of their scientific careers. Some of my
system. I feel that its intimate physiological ties with the favorite historical sidebars are the accounts of William Beau-
circulatory and respiratory systems are much more impor- mont’s digestive experiments on “the man with a hole in his
tant than this anatomical issue. The respiratory and uri- stomach” (p.977); Crawford Long’s pioneering surgical use
nary systems collaborate to regulate the pH of the body flu- of ether, until then known mainly as a party drug (p.628);
ids; the kidneys have more impact than any other organ on the radical alteration of Phineas Gage’s personality by his
blood volume and pressure; and the principles of capillary brain injury (p.538); and the testy relationship between the
fluid exchange should be fresh in the mind of a student men who shared a Nobel Prize for the discovery of insulin,
studying glomerular filtration and tubular reabsorption. Frederick Banting and J.J.R. MacLeod (p.671).
Except for an unavoidable detour to discuss the lymphatic
and immune systems, I treat the respiratory and urinary
Evolutionary Medicine
systems as soon as possible after the circulatory system.
The human body can never be fully appreciated without a
“Insight” Sidebars sense of how and why it came to be as it is. Medical liter-
ature since the mid-1990s has shown increasing interest in
Each chapter has from two to six special topic sidebars “evolutionary medicine,” but most A&P textbooks con-
called Insights, listed by title and page number on the tinue to disregard it. Chapter 1 briefly introduces the con-
Saladin: Anatomy & Front Matter Preface © The McGraw−Hill
Physiology: The Unity of Companies, 2003
Form and Function, Third
Edition
Preface xi
cept of natural selection and how certain human adapta- at the end of the chapter, 10 “True/False” questions in the
tions relate to our biological past. Later chapters have nine chapter review that require the student to analyze why the
Evolutionary Medicine insights and shorter evolutionary false statements are untrue, and usually 5 questions per
remarks in the main body of text. Students will find novel chapter in the figure legends, prompting the student to ana-
and intriguing ways of looking at such topics as mito- lyze or extrapolate from information in the illustrations. A
chondria (p.124), hair (p.204), skeletal anatomy (p.286), great number and variety of additional questions are avail-
body odors (p. 595), the taste for sweets (p. 990), the able to students at the Online Learning Center.
nephron loop (p. 897), lactose intolerance (p. 970),
menopause (p.1060), and senescence (p.1114). System Interrelationships
Most instructors would probably agree on the need to
emphasize the interrelationships among organ systems
Pedagogy
and to discourage the idea that a system can be put out of
one’s mind after a test is over. This book reinforces the
Several features of this book are designed to facilitate the
interdependence of the organ systems in three ways.
student’s learning.
1.Beginning with chapter 3 (p.93), each chapter has
a “Brushing Up” box that lists concepts from
Learning Objectives
earlier chapters that one should understand before
I divide each chapter into typically five or six segments of moving on. This may also be useful to students
just a few pages each, with a list of learning objectives at who are returning to college and need to freshen
the beginning and a list of “Before You Go On” content up concepts studied years before, and to
review questions at the end of each one. This enables stu- instructors who teach the systems in a different
dents to set tangible goals for short study periods and to order than the book does. It also reinforces the
assess their progress before moving on. continuity between A&P I and II.
2.For each organ system, there is a “Connective
Issues” feature (p.212, for example) that
Vocabulary Aids
summarizes ways in which that system influences
all of the others of the body, and how it is
A&P students must assimilate a large working vocabulary.
influenced by them in turn.
This is far easier and more meaningful if they can pro-
3.Chapter 29 includes a section, “Senescence of the
nounce words correctly and if they understand the roots
Organ Systems,” which can serve as a “capstone
that compose them. Chapter 1 now has a section, “The
lesson” that compellingly shows how the age-
Language of Medicine,” which I hope will help get stu-
related degeneration of each system influences, and
dents into the habit of breaking new words into familiar
is influenced by, the others. Senescence is an
roots, and help them appreciate the importance of preci-
increasingly important topic for health-care
sion in spelling and word use. Pronunciation guides are
providers as the population increases in average
given parenthetically when new words are introduced,
age. This section should sensitize readers not only
using a “pro-NUN-see-AY-shun” format that is easy for
to the issues of gerontology, but also to measures
students to interpret. New terms are accompanied by foot-
they can take at a young age to ensure a better
notes that identify their roots and origins, and a lexicon of
quality of life later on. For instructors who prefer to
about 400 most commonly used roots and affixes appears
treat senescence of each organ system separately
in appendix C (p.A-7).
throughout the course, earlier chapters cite the
relevant pages of this senescence discussion.
Self-Testing Questions
Each chapter has about 75 to 90 self-testing questions in
various formats and three levels of difficulty: recall, What’s New?
description, and analysis or application. The ability to
recallterms and facts is tested by 20 multiple choice and
I’ve been cautious about reorganizing the book and tam-
sentence completion questions in the chapter review. The
pering with a structure that has been responsible for its
ability to describeconcepts is tested by the “Before You Go
success. Nevertheless, the voices of many reviewers have
On” questions at the ends of the chapter subdivisions,
convinced me that a few changes were in order.
totaling about 20 to 30 such questions per chapter. The
ability to analyze and applyideas and to relate concepts in
different chapters to each other is tested by an average of 5 Changes in Chapter Sequence
“Think About It” questions at intervals throughout each
chapter, 5 “Testing Your Comprehension” essay questions I made two changes in chapter sequencing and numbering:
Saladin: Anatomy & Front Matter Preface © The McGraw−Hill
Physiology: The Unity of Companies, 2003
Form and Function, Third
Edition
xii Preface
Nervous System Chapters Content Changes
The most frequent request has been to give the autonomic I have strengthened the coverage of the following topics
nervous system a chapter of its own, with slightly deeper (indicating chapter numbers in parentheses): mitochon-
coverage. I have done so at chapter 15. Another common drial diseases (3), autoimmune diseases (5), the stages of
request I’ve accommodated has been to discuss the spinal hair growth (6), biomechanics of bone tissue (7), the enteric
cord and spinal nerves together in one chapter (now chap- nervous system (15), receptive fields of sensory neurons
ter 13) and the brain and cranial nerves together in another (16), hormone-transport proteins (17), the blood-thymus
(now chapter 14). barrier (21), clonal deletion and anergy (21), renal autoreg-
ulation (23), lipostats and leptin (26), and the trisomies (29).
I have updated information on the following, drawing
Chemistry
on research and review literature as recent as April 2002,
Tocompensate for the added nervous system chapter with- even as the book was in production: genetic translation in
out making the book longer, and because many reviewers the nucleus (4), signal peptides (4), stem cell research (5),
felt that the book could do without two full chapters of hair analysis (6), osteoporosis treatments (7), knee surgery
chemistry, I condensed the coverage of chemistry by about (9), muscle–connective tissue relationships (11), mitosis in
25% and combined the two former chemistry chapters into cardiac muscle (11), astrocyte functions (12), surgical treat-
one (now chapter 2). This results in a change of chapter ment of parkinsonism (12), amyotrophic lateral sclerosis
numbers from 3 through 15, but from chapter 16 to the end, (13), memory consolidation (14), functional MRI (14), the
the numbers are the same as in the previous editions. sensory role of filiform papillae (16), a new class of retinal
photoreceptors (16), the history of anesthesia (16), the rela-
tionship of growth hormone to somatomedins (17), cyto-
Changes in Chapter Organization
toxic T cell activation (21), asthma (21), neuroimmunology
In three cases, I felt that a subject could be presented more (21), atrial natriuretic peptide (23), hunger and body
effectively by rearrangements and content substitutions weight homeostasis (26), heritability of alcoholism (26),
within a chapter. Other chapters continue to be organized the functions of relaxin (28), contraceptive options (28),
as they were in the second edition. the fate of sperm mitochondria (29), Werner syndrome (29),
telomeres (29), and theories of aging (29).
Chapter 1, Major Themes of Anatomy
Issues of Terminology
and Physiology
In 1999, the Terminologia Anatomica (TA) replaced the
Here I replaced the section on human taxonomic classifi-
Nomina Anatomica as the international standard for
cation with sections on anatomical and physiological
anatomical terminology. I have updated the terminology
variability. This gives the chapter a less zoological and
in this edition accordingly, except in cases where TA ter-
more clinical flavor. Also, I feel it is important at the out-
minology is, as yet, so unfamiliar that it may be more a
set of such a course to instill a sense of the familiar roots
hindrance than a help for an introductory anatomy course.
of biomedical terms, the importance of precision in
For example, I use the unofficial femurrather than the offi-
spelling, and other aspects of vocabulary. Thus I moved
cialos femorisorfemoral bone.
the former appendix B, which introduced students to
The TA no longer recognizes eponyms, and I have
medical etymology, to chapter 1 (“The Language of Med-
avoided using them when possible and practical (using
icine,” p.19).
tactile discinstead of Merkel disc,for example). I do intro-
duce common eponyms parenthetically when a term is
Chapter 17, The Endocrine System first used. Some eponyms are, of course, unavoidable
(Alzheimer disease, Golgi complex) and in some cases it
As many reviewers desired, I have separated endocrine
still seems preferable to use the eponyms because of famil-
pathology from normal physiology and placed the pathol-
iarity and correlation with other sources that students will
ogy at the end of the chapter.
read (for example, Schwann cellrather than neurilemmo-
cyte).
Chapter 21, The Lymphatic and I follow the recommendation of the American Med-
ical Association Manual of Style (ninth edition, 1998) to
Immune Systems
delete the possessive forms of nearly all eponyms. There
I have found it more effective to present cellular immunity are people who take offense at the possessive form Down’s
before humoral immunity, since humoral immunity syndrome and yet may be equally insistent that
depends on some concepts such as helper T cells usually Alzheimer’s disease be in the possessive. The AMA has
introduced in the context of cellular immunity. grappled with such inconsistencies for years, and I accept
Saladin: Anatomy & Front Matter Preface © The McGraw−Hill
Physiology: The Unity of Companies, 2003
Form and Function, Third
Edition
Preface xiii
its recommendation that the possessives be dropped
Suggestions Still Welcome!
whenever possible. I make exception for a few cases such
as Broca’s area (which would be awkward to pronounce
Many features of this book, and many refinements in the
without the ’s) and I retain the possessive form for natural
writing, illustrations, and factual content, came about
laws(Boyle’s law).
because of suggestions and questions from instructors and
their students. In addition, many things that were tried
Pedagogic Changes experimentally in the first edition have been retained in
the later editions because of positive feedback from users.
I have made the following changes in pedagogy; see the
But perfection in textbook writing seems to be an asymp-
referenced pages for examples of each:
tote, ever approached but never fully reached. I invite my
• Added icons to the histological illustrations in chapter colleagues and students everywhere to continue offering
5 to show a place where each tissue can be found such valuable and stimulating feedback as I continue the
(pp.162–163). approach.
• Added thought questions to some figure legends
Ken Saladin
(usually five per chapter) and provided answers to
Dept. of Biology
these at the end of the chapter (p.91).
Georgia College & State University
Milledgeville, Georgia 31061 (USA)
ECF 478-445-0816
Na+ 145 mEq/L
K+ 4 mEq/L [email protected]
Teaching and Learning
Na+ 12 mEq/L
K+ 155 mEq/L Supplements
Large anions
that cannot
ICF escape cell McGraw-Hill offers various tools and technology prod-
ucts to support the third edition of Anatomy & Physiol-
Figure 12.9 Ionic Basis of the Resting Membrane Potential.
Note that sodium ions are much more concentrated in the extracellular ogy.Students can order supplemental study materials by
fluid (ECF) than in the intracellular fluid (ICF), while potassium ions are
contacting their local bookstore. Instructors can obtain
more concentrated in the ICF. Large anions unable to penetrate the plasma
membrane give the cytoplasm a negative charge relative to the ECF. teaching aids by calling the Customer Service Depart-
If we suddenly increased the concentration of Cl(cid:1)ions in the ment, at 800-338-3987, visiting our A&P website at
ICF, would the membrane potential become higher or lower
than the RMP? www.mhhe.com/ap, or contacting their local McGraw-
Hill sales representative.
For the Instructor:
Instructor’s Presentation CD-ROM
This multimedia collection of visual resources allows
• For each organ system, added a table of pathologies instructors to utilize artwork from the text in multiple for-
which briefly describes several of the most common mats to create customized classroom presentations, visu-
dysfunctions and cites pages where other dysfunctions ally based tests and quizzes, dynamic course website con-
of that system are mentioned elsewhere in the book tent, or attractive printed support materials. The digital
(p.208). assets on this cross-platform CD-ROM are grouped by
• Changed the chapter reviews from an outline to a chapter within the following easy-to-use folders.
narrative format that briefly restates the key points of
Art LibraryFull-color digital files of all
the chapter (p.125).
illustrations in the book, plus the same art saved in
• Shortened the end-of-chapter vocabulary lists, which unlabeled and gray scale versions, can be readily
no longer list all boldfaced terms in a chapter, but only incorporated into lecture presentations, exams, or
those terms that I deemed most important (p.126). custom-made classroom materials. These images are
• Added 10 true/false questions to each chapter review, also pre-inserted into blank PowerPoint slides for
with a prompt to explain why the false questions are ease of use.
untrue (p.127). The answers to these are in appendix Photo LibraryDigital files of instructionally
B (p.A-2). significant photographs from the text—including
Saladin: Anatomy & Front Matter Preface © The McGraw−Hill
Physiology: The Unity of Companies, 2003
Form and Function, Third
Edition
xiv Preface
cadaver, bone, histology, and surface anatomy customized exams. This user-friendly program allows
images—can be reproduced for multiple instructors to search for questions by topic, format, or dif-
classroom uses. ficulty level; edit existing questions or add new ones; and
PowerPoint Lecture OutlinesReady-made scramble questions and answer keys for multiple versions
presentations that combine art and lecture notes are of the same test. Although few textbook authors write their
provided for each of the 29 chapters of the text. own test banks, this test bank, written by the author him-
Written by Sharon Simpson, Broward Community self better reflects the textbook than one contracted out to
College, these lectures can be used as they are, or an independent writer.
can be tailored to reflect your preferred lecture Other assets on the Instructor’s Testing and Resource
topics and sequences. CD-ROM are grouped within easy-to-use folders. The
Table LibraryEvery table that appears in the text is Instructor’s Manual and the Instructor’s Manual to accom-
provided in electronic form. pany the Laboratory Manual are available in both Word
and PDF formats. Word files of the test bank are included
In addition to the content found within each chapter, the
for those instructors who prefer to work outside of the test-
Instructor’s Presentation CD-ROM for Anatomy & Physiology
generator software.
contains the following multimedia instructional materials:
Active Art LibraryActive Art consists of art files
Laboratory Manual
from key figures from the book that have been
converted to a format that allows the artwork to be The Anatomy & Physiology Laboratory Manual by Eric
edited inside of Microsoft PowerPoint. Each piece of Wise of Santa Barbara City College is expressly written to
art inside an Active Art presentation can be broken coincide with the chapters of Anatomy & Physiology.This
down to its core elements, grouped or ungrouped, lab manual has been revised to include clearer explanations
and edited to create customized illustrations. of physiology experiments and computer simulations that
Animations LibraryNumerous full-color serve as alternatives to frog experimentation. Other
animations illustrating physiological processes are improvements include a greatly expanded set of review
provided. Harness the visual impact of processes in questions at the end of each lab, plus numerous new pho-
motion by importing these files into classroom tographs and artwork.
presentations or online course materials.
Transparencies
This exhaustive set of over 1,000 transparency overheads
includes every piece of line art in the textbook, tables, and
several key photographs. An additional set of 150 unla-
beled line art duplicates is also available for testing pur-
poses or custom labeling. Images are printed with better
visibility and contrast than ever before, and labels are
large and bold for clear projection.
English/Spanish Glossary
for Anatomy and Physiology
This complete glossary includes every key term used in a
typical 2-semester anatomy and physiology course. Defin-
itions are provided in both English and Spanish. A pho-
netic guide to pronunciation follows each word in the
glossary.
Instructor’s Testing and
A Visual Atlas for Anatomy
Resource CD-ROM
and Physiology
This cross-platform CD-ROM provides a wealth of
resources for the instructor. Supplements featured on this This visual atlas contains key gross anatomy illustrations
CD-ROM include a computerized test bank utilizing that have been blown up in size to make it easier for stu-
Brownstone Dipoma@ testing software to quickly create dents to learn anatomy.
Saladin: Anatomy & Front Matter Preface © The McGraw−Hill
Physiology: The Unity of Companies, 2003
Form and Function, Third
Edition
Preface xv
Clinical Applications Manual For more information on the outstanding online tools,
refer to the front endsheets of your textbook.
Expands on Anatomy and Physiology’s clinical themes,
introduces new clinical topics, and provides test ques-
GradeSummit
tions and case studies to develop the student’s ability to
apply his or her knowledge to realistic situations.
GradeSummit, found at www.gradesummit.com, is an
Internet-based self-assessment service that provides stu-
Course Delivery Systems dents and faculty with diagnostic information about sub-
ject strengths and weaknesses. This detailed feedback and
With help from our partners, WebCT, Blackboard, Top- direction enables learners and teachers to focus study time
Class, eCollege, and other course management systems, on areas where it will be most effective. GradeSummit also
professors can take complete control over their course enables instructors to measure their students’ progress
content. These course cartridges also provide online test- and assess that progress relative to others in their classes
ing and powerful student tracking features. The Saladin and worldwide.
Online Learning Center is available within all of these
platforms!
For the Student:
MediaPhys CD-ROM
This interactive tool offers detailed explanations, high-
quality illustrations, and animations to provide students
with a thorough introduction to the world of physiology—
giving them a virtual tour of physiological processes.
MediaPhys is filled with interactive activities and quizzes
to help reinforce physiology concepts that are often diffi-
cult to understand.
Student Study Guide
This comprehensive study guide written by Jacque
Homan, South Plains College, in collaboration with Ken
Saladin, contains vocabulary-building and content-testing
exercises, labeling exercises, and practice exams.
Acknowledgments
A textbook and supplements package on this scale is the
product of a well coordinated effort by many dedicated
Online Learning Center
people. I am deeply indebted to the team at McGraw-Hill
Higher Education who have shown continued faith in this
TheAnatomy & PhysiologyOnline Learning Center (OLC)
book and invested so generously in it.
at www.mhhe.com/saladin3offers access to a vast array of
For their unfailing encouragement and material sup-
premium online content to fortify the learning and teach-
port, I thank Vice President and Editor-in-Chief Michael
ing experience.
Lange and Publisher Marty Lange. My appreciation like-
Essential Study PartnerA collection of interactive wise goes out to Michelle Watnick for her years of ener-
study modules that contains hundreds of getic promotion of the book and lately her role as Spon-
animations, learning activities, and quizzes soring Editor, and to the legion of sales managers and sales
designed to help students grasp complex concepts. representatives who work so hard to get the book into the
Live News FeedsThe OLC offers course specific hands of my fellow instructors and their students.
real-time news articles to help you stay current with Kristine Tibbetts, Director of Development, has been
the latest topics in anatomy and physiology. a wonderful editor with whom I’ve been very fortunate to
Saladin: Anatomy & Front Matter Preface © The McGraw−Hill
Physiology: The Unity of Companies, 2003
Form and Function, Third
Edition
xvi Preface
work for the past decade. The appearance of this book For photographs of living subjects, whenever possi-
owes a great deal to Kris’s attention to detail and her ble I employed volunteers from among my own students
uncompromising commitment to quality, accuracy, and at Georgia College and State University. For kindly lend-
esthetics. Were it not for e-mail, our voluminous corre- ing their bodies to the service of science, I thank my stu-
spondence would have required the razing of entire forests dents, colleagues, friends, and family members: Laura
and probably would have detectably enhanced employ- Ammons, Sharesia Bell, Elizabeth Brown, Amy Burmeis-
ment statistics for lumberjacks and postal carriers. Work- ter, Mae Carpenter, Valeria Champion, Kelli Costa, Adam
ing closely with Kris and me, Designer K. Wayne Harms Fraley, Yashica Marshall, Diane Saladin, Emory Saladin,
also deserves a great deal of credit for the esthetic appeal Nicole Saladin, Dilanka Seimon, Natalie Spires, Xiaodan
and readability of these pages. Wang, Nathan Williams, and Danielle Wychoff. The
Mary E. Powers, Senior Project Manager, has been improved photographs of joint movements in this edition
responsible for monitoring all aspects of the project, keeping (chapter 9), with their multiple-exposure effects, are by
me and its many other contributors coordinated and moving Milledgeville photographer Tim Vacula.
toward the book’s timely release. She, too, has been a very Thanks once again to my colleagues David Evans and
alert reader of the entire manuscript and has spared no effort Eric Wise for their fine work in producing the Instructor’s
to incorporate last-minute corrections and to change page Manual and Laboratory Manual, respectively. New thanks to
layouts for better figure placement and flow of text. Leslie Miller, M.S.N., for reviewing the manuscript from a
A good copyeditor makes one a better writer, and I clinical perspective and offering many helpful suggestions.
have learned a great deal from my copyeditors on all edi- The factual content and accuracy of this edition owe
tions of this book. On this edition, it was Cathy Conroy’s a great deal to colleagues who are more knowledgeable
assiduous attention to detail, ranging from consistency in than I in specific areas of human anatomy and physiology,
anatomical synonyms down to the humblest punctuation and to both colleagues and inquisitive students whose
mark, that spared me from committing numerous embar- e-mails and other queries sent me to the library to dig still
rassing errors and inconsistencies. deeper into the literature. I have gained especially from
And always high on my list at McGraw-Hill, I am the lively and fruitful discussions on HAPP-L, the e-mail
especially grateful to Colin Wheatley for his conviction, list of the Human Anatomy and Physiology Society
over a decade ago, that I had a book in me, and for per- (http://www.hapsweb.org); my heartfelt thanks go to the
suading me to give it a go. Few people have changed my many colleagues who have made HAPP-L such a stimulat-
life so profoundly. ing and informative site, and to Jim Pendley for maintain-
The line art in this edition was beautifully executed ing the list.
by the medical illustrators and graphic artists of Imagi- Once again, and first in my appreciation, I thank my
neering STA Media Services in Toronto, under the watch- wife Diane, my son Emory, and my daughter Nicole, not only
ful and knowledgeable eye of Jack Haley, Content/Art for sharing with me in the rewards of writing, but also for
Director. Imagineering illustrator Dustin Holmes pro- bearing up so graciously under the demands of having a full-
duced the award-winning cover art for the previous edi- time author cloistered in the inner sanctum of the house.
tion and, not surprisingly, I was delighted with his execu-
tion of the new cover art for this edition. For the visual
Reviewers
appeal of this book, credit is also due to McGraw-Hill
Photo Coordinator John Leland and Photo Researcher
No words could adequately convey my indebtedness and
Mary T. Reeg, who worked hard to acquire photographs
gratitude to the hundreds of A&P instructors and experts
that are clear, informative, and esthetically appealing. I
who have reviewed this book in all its editions, and who
must also repeat my earlier thanks to anatomists Don Kin-
have provided such a wealth of scientific information, cor-
caid and Rebecca Gray of the Ohio State University
rections, suggestions for effective presentation, and encour-
Department of Anatomy and Medical Education Morgue
agement. For making the book beautiful, I am indebted to
for producing at my behest such clean, instructive dissec-
the team described earlier. For making it right,I am thank-
tions and clear cadaver photographs.
ful to the colleagues listed on the following pages.
Saladin: Anatomy & Front Matter Preface © The McGraw−Hill
Physiology: The Unity of Companies, 2003
Form and Function, Third
Edition
Preface xvii
Reviewers from the United States Waiston C. Lee Jackie Reynolds
Wayne Community College Richland College
Adam Leff S. Michele Robichaux
Mohammed Abbas Mary E. Dawson
Kent State University–Trumbull Nicholls State University
Schoolcraft College Kingsborough Community
Michael J. Angilletta, Jr. College Campus Angel M. Rodriguez
Steven D. Leidich Broward Community College
Indiana State University Larry DeLay
Barbie W. Baker Waubonsee Community College Cuyahaga Community College Mattie Roig
Claire Leonard Broward Community College
Florida Community Nicholas G. Despo
College–Jacksonville Thiel College William Paterson University Tim V. Roye
Alex Lowrey San Jacinto College South
Joan I. Barber Danielle Desroches
Delaware Technical and William Paterson University of Gainesville College Susan E. Safford
Community College New Jersey D.J. Lowrie, Jr. Lincoln University
Mary Lou Bareither Waneene C. Dorsey University of Cincinnati Douglas P. Schelhaas
University of Illinois at Chicago Grambling State University Jennifer Lundmark University of Mary
Clifford L. Barnes E. Christis Farrell California State Waweise Schmidt
Regis University Trevecca Nazarene University University–Sacramento Palm Beach Community College
Jeanne K. Barnett Dinah T. Farrington Christopher L. McNair William A. Schutt, Jr.
University of Southern Indiana Russell Sage College Hardin–Simmons University Southampton College of Long
Glenn Merrick Island University
Theresa S. Bidle Lorraine Findlay
Hagerstown Community College Nassau Community College Lake Superior College Larry J. Scott
Lee A. Meserve Central Virginia Community
Wendy D. Bircher Pamela B. Fouché
Bowling Green State University College
San Juan College Walters State Community College
Mindy Millard-Stafford Josefina Z. Sevilla-Gardinier
Franklyn F. Bolander, Jr. Frederick R. Frank, Jr.
Georgia Tech Milwaukee Area Technical
University of South Carolina Volunteer State Community
Joan M. Bowden College Melissa A. Mills College
Anoka–Ramsey Community Kelly Sexton
Alfred University Christina A. Gan
College North Lake College
Julie Harrill Bowers Rogue Community College
Robert Moldenhauer Mark A. Shoop
East Tennessee State University Chaya Gopalan
Saint Clair County Community Tennessee Wesleyan College
Sheri L. Boyce St. Louis Community College College Carl J. Shuster
Messiah College John S. Green
David P. Sogn Mork Amarillo College
Sara Brenizer Texas A&M University St. Cloud State University Dale Smoak
Shelton State Community Michael T. Griffin
Devonna Sue Morra Piedmont Technical College
College Angelo State University
Saint Francis University Keith Snyder
Melvin K. Brown Dorothy L. Haggerty
Linda R. Nichols Southern Adventist University
Erie Community College–City Delgado Community College
Campus Jerry Heckler Santa Fe Community College Tracy L. Soltesz
Murad Odeh Pikeville College
Michael Bumbulis John Carroll University
Baldwin–Wallace College Margery K. Herrington South Texas Community College Michael W. Squires
Randall Oelerich Columbus State Community
Ray D. Burkett Adams State College
Lake Superior College College
Southwest Tennessee Michael T. Hoefer
Community College Life University Nathan O. Okia Timothy A. Stabler
Auburn University Montgomery Indiana University Northwest
Jeanne A. Calvert James Horwitz
University of St. Francis Palm Beach Community College Valerie Dean O’Loughlin John E. Stencel
Indiana University– Olney Central College
JUonhinv eRr.s iCtya poefheart AEllilzeanb Net.h Htouwnnt Community Bloomington Maura O. Stevenson
Houston–Downtown College Donald M. O’Malley Community College of
Northeastern University Allegheny County
Barbara J. Cohen Sarah Caruthers Jackson
Delaware County Community Florida Community Margaret (Betsy) Ott William Stewart
College College–Jacksonville Tyler Junior College Middle Tennessee State
Stephen J. Connor Kenneth Kaloustian David Pearson University
University of South Florida Quinnipiac University Ball State University Robert Stinson
W. Wade Cooper D.T. Kidwell Julie C. Pilcher South Texas Community College
Shelton State Community Southeast Community College University of Southern Indiana Kristin J. Stuempfle
College Don V. Plantz, Jr. Gettysburg College
Kris A. Kilibarda
Redding I. Corbett, III Iowa Western Community College Mohave Community College Mark F. Taylor
Midlands Technical College Nikki Privacky Baylor University
Shelley A. Kirkpatrick
Marya Czech Saint Francis University Palm Beach Community College Diane Teter
Lourdes College Gregory K. Reeder South Texas Community College
Thomas E. Kober
Rosemary Davenport Cincinnati State Technical and Broward Community College Shawn A. Thomas
Gulf Coast Community College Community College Tricia A. Reichert Delta State University
Patti Davis Marian G. Langer Colby Community College
East Central Community College Saint Francis University