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tahir99-VRG & vip.persianss.ir pt_fm_i-xxx.indd iv 1/30/12 3:39 PM Anthony’s Textbook of ANATOMY & G R V PHYSIOLOGY - r 9 i . 9 s r & s i h n a a t i 20th Edition s r e p . Kevinp T. Patton, PhD i v Professor of Life Sciences St. Charles Community College Cottleville, Missouri Professor of Anatomy & Physiology Instruction (adjunct) New York Chiropractic College Seneca Falls, New York Emeritus Assistant Professor of Physiology St. Louis University Medical School St. Louis, Missouri Gary A. Thibodeau, PhD Chancellor Emeritus and Professor Emeritus of Biology University of Wisconsin–River Falls River Falls, Wisconsin tahir99-VRG & vip.persianss.ir 3251 Riverport Lane St. Louis, Missouri 63043 ANTHONY’S TEXTBOOK OF ANATOMY & PHYSIOLOGY, 20th EDITION ISBN: 978-0-323-09600-3 Copyright © 2013, 2010, 2007, 2003, 1999, 1996, 1994, 1990, 1987, 1983, 1979, 1975, 1971, 1967, 1963, 1959, 1955, 1950, 1946, 1944 by Mosby, Inc., an affi liate of Elsevier Inc. 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It is the responsibility of practitioners, relying on their own experience and knowledge of their patients, to make diagnoses, to determine dosages and the best treatment fo.r each individual patient, and to take all appropriate safety precautions. p To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume i any liability for any injury and/or damage to persons or property as a mvatter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein. International Standard Book Number: 978-0-323-09600-3 Content Strategist: Kellie White Content Manager: Rebecca Swisher Content Coordinator: Emily Thomson Publishing Services Manager: Deborah L. Vogel Project Manager: John W. Gabbert Cover Designer: Jessica Williams Printed in the United States of America Last digit is the print number: 9 8 7 6 5 4 3 2 1 tahir99-VRG & vip.persianss.ir About the Authors Kevin Patton has taught anatomy and physiology to high Gary Thibodeau has been teaching anatomy and physiolo- school, community college, and university students from various gy for more than three decades. Since 1975, Anthony’s Textbook of backgrounds for three decades. Kevin found that the work that led Anatomy & Physiology has been a logical extension of his interest him to a PhD in vertebrate anatomy and physiology instilled in and commitment to education. Gary’s teaching style encourages him an appreciation for the “Big Picture” of human structure and active interaction with students, and he uses a wide variety of function. This experience has helped him produce a text that will teaching methodologies—a style that has been incorporated into be easier to understand for all students. He has earned several cita- every aspect of this edition. He is considered a pioneer in the intro- tions for teaching anatomy and physiology, including the Mis- duction of collaborative learning strategies to the teaching of anat- souri Governor’s Award for Excellence in Teaching. “One thing omy and physiology. Recent conferral of Emeritus status in the I’ve learned,” says Kevin, “is that most of us learn scientific con- University of Wisconsin System has provided him with additional cepts more easily when we can see what’s going on.” His talent for time to interact with students and teachers across the country and using imagery to teach is evident throughout this edition with its around the world. His focus continues to be successful student- extensive array of visual resources. Kevin’s interest in promoting centered learning—leveraged by text, Web-based, and ancillary excellence in teaching anatomy and physiology has led him to teaching materials. Over the years, his success as a teacher has re- take an active role in the Human Anatomy and Physiology Society sulted in numerous awards from both students and professional (HAPS), where he is a President Emeritus and was the founding colleagues. Gary is active in numerous professional organizations director of the HAPS Institute. In 2008, he was awarded the HAPS including the Human Anatomy and Physiology Society (HAPS), President’s Medal for outstanding contributions in promoting the The American Association of Anatomists, and the American Asso- mission of excellence in A&P teaching and learning. Kevin also ciation of Clinical Anatomists. His biography is included in nu- teaches graduate courses to prospective and current A&P profes- merous publications, including Who’s Who in America; Who’s sors and produces online resources for A&P students and teach- Who in American Education; Outstanding Educators in America; ers, including theAPstudent.org and theAPprofessor.org. American Men and Women of Science; and Who’s Who in Medicine and Healthcare. While earning master’s degrees in both zoology To my family and friends, who never let me forget the joys and pharmacology, as well as a PhD in physiology, Gary says that of discovery, adventure, and good humor. he became “fascinated by the connectedness of the life sciences.” To the many teachers who taught me more by who they were than That fascination has led to this edition’s unifying themes that focus by what they said. on how each concept fits into the “Big Picture” of the human body. To my students who help me keep the thrill of learning fresh and exciting. To my parents, M.A. Thibodeau and Florence Thibodeau, who had a deep respect for education at all levels Kevin T. Patton and who truly believed that you never give up being a student. To my wife, Emogene, an ever-generous and uncommonly discern- ing critic, for her love, support, and encouragement over the years. To my children, Douglas and Beth, for making it all worthwhile. Gary A. Thibodeau tahir99-VRG & vip.persianss.ir This page intentionally left blank tahir99-VRG & vip.persianss.ir Contributors We gratefully acknowledge the following individuals for their contributions to this text: ED CALCATERRA, BS, MEd DANIEL J. MATUSIAK, BS, MA, EdD Instructor Adjunct Professor DeSmet Jesuit High School St. Charles Community College Creve Coeur, Missouri Cottleville, Missouri Lead Consultant KEVIN PETTI, PhD Professor, Departments of Science and Health San Diego Miramar College San Diego, California Reviewers The Department of Physiology Rachel Venn Beecham Roger Carroll The Department of Anatomy Mississippi Valley State University University of Tennessee School & Structural Biology Brenda Blackwelder of Medicine Otago School of Medical Sciences Central Piedmont Community College Pattie Clark University of Otago Richard Blonna Abraham Baldwin College Dunedin, New Zealand William Paterson College Richard Cohen Mohammed Abbas Claude Boucheix Union County College Wayne County Community College INSERM Harry W. Colvin, Jr. Laura Anderson Charles T. Brown University of California–Davis Elk County Catholic High School Barton County Community College Dorwin Coy Bert Atsma Laurence Campbell University of North Florida Union County College Florida Southern College Douglas M. Dearden John Bagdade Patricia W. Campbell General College of University of Minnesota Northwestern University Carolinas College of Health Sciences Cheryl Donlon Mary K. Beals Geralyn M. Caplan Northeast Iowa Community College Southern University and A&M Owensboro Community and Technical J. Paul Ellis College College St. Louis Community College tahir99-VRG & vip.persianss.ir vi CONTRIBUTORS Cammie Emory Brian H. Kipp Mary F. Ruh Bossier Parish Community College Grand Valley State University St. Louis University School of Medicine Julie Fiez Johanna Krontiris-Litowitz Jenny Sarver Washington University School of Medicine Youngstown State University Sarver Chiropractic Beth A. Forshee William Langley Henry M. Seidel Lake Erie College of Osteopathic Medicine Butler County Community College The Johns Hopkins University School Laura Frost Clifton Lewis of Medicine Georgia Southern University Wayne County Community College Gerry Silverstein Debbie Gantz Jerri Lindsey University of Vermont–Burlington Mississippi Delta Community College Tarrant County Junior College Charles Singhas Christy Gee Eddie Lunsford East Carolina University South College–Asheville Southwestern Community College Marci Slusser Becky Gesler Bruce Luxon Reading Area Community College Spalding University University of Texas Medical Branch Norman Goldstein Paul Keith Small Melanie S. MacNeil California State University–Hayward Eureka College Brock University John Goudie William G. Sproat, Jr. Susan Marshall Kalamazoo Area Mathematics Walters State Community College St. Louis University School of Medicine & Science Center Snez Stolic Gary Massaglia Charles J. Grossman Griffi th University Elk County Christian High School Xavier University Aleta Sullivan Monica L. Hall-Woods Jeff Mellenthin Pearl River Community College St. Charles Community College The Methodist Debakey Heart Center Kathleen Tatum Rebecca Halyard Lanette Meyer Iowa State University Clayton State College Regis University/Denver Children’s Hospital Reid Tatum Ann T. Harmer Orange Coast College Donald Misumi St. Martin’s Episcopal School Linden C. Haynes Los Angeles Trade–Technical Center Kent R. Thomas Hinds Community College Susan Moore Wichita State University Lois Jane Heller New Hampshire Community Technical Todd Thuma University of Minnesota School College Macon College of Medicine Rose Morgan Stuart Tsubota Lee E. Henderson Minot State University St. Louis University Prairie View A&M University Jeremiah Morrissey Judith B. Van Liew Paula Holloway Washington University School of Medicine State University of New York College Ohio University Greg Mullen at Buffalo Julie Hotz-Siville South Louisiana Community College/ Karin VanMeter Mt. San Jacinto College National EMS Academy Iowa State University/Des Moines Area Gayle Dranch Insler Robert Earl Olsen Community College Adelphi University Briar Cliff College Gordon Wardlaw Patrick Jackson Susan M. Caley Opsal Ohio State University Canadian Memorial Chiropractic College Illinois Valley Community College Carolyn Jaslow Juanelle Pearson Amy L. Way Rhodes College Spalding University Lock Haven University of Pennsylvania Gloria El Kammash Cheryl Wiley Wanda Ragland Wake Technical Community College Andrews University Macomb Community College Murray Kaplan Saeed Rahmanian Clarence C. Wolfe Iowa State University Roane State Community College Northern Virginia Community College Kathy Kath Carolyn Jean Rivard Henry Ford Hospital School of Radiologic Fanshawe College of Applied Arts Technology and Technology tahir99-VRG & vip.persianss.ir Preface S uccess in both teaching and learning is, in many help unify information, stimulate critical thinking, and motivate ways, determined by how effective we are in trans- students to master a new vocabulary. forming information into knowledge. This is espe- To accomplish this synthesis of information, unifying themes cially true in scientific disciplines, such as anatomy are required. In addition, a mechanism to position and imple- and physiology, where both student and teacher con- ment these themes must be an integral part of each chapter. Unit tinue to be confronted with an enormous accumulation of factual One begins with “Seeing the Big Picture,” an overview that en- information. Anthony’s Textbook of Anatomy & Physiology is intend- courages students to place individual structures or functions into ed to help transform that information into a manageable knowledge an integrated framework. Then, throughout the book, the specific base by effective use of unifying themes and by focusing on the information presented is highlighted in a special “The Big Pic- significant and on what is truly relevant in both disciplines. ture” section so that it can be viewed as an integral component of This textbook is intended for use as both a teaching tool and a a single multifaceted organism. learning tool. It was written to help students unify information, Anthony’s Textbook of Anatomy & Physiology is dominated by stimulate critical thinking, and acquire a taste for knowledge two major unifying themes: (1) the complementarity of normal about the wonders of the human body. This textbook will help structure and function and (2) homeostasis. The student is shown, students avoid becoming lost in a maze of facts in a complex in every chapter of the book, how organized anatomical structures learning environment. It will encourage them to explore, to ques- of a particular size, shape, form, or placement serve unique and tion, and to look for relationships, not only between related facts specialized functions. The integrating principle of homeostasis is in a single discipline, but also between fields of academic inquiry used to show how the “normal” interaction of structure and func- and personal experience. It is our hope that Anthony’s Textbook of tion is achieved and maintained by counterbalancing forces with- Anatomy & Physiology will help both students and teachers trans- in the body. Repeated emphasis of these principles encourages form information into knowledge. students to integrate otherwise isolated factual information into a This new edition of the text has been extensively revised. We cohesive and understandable whole. “The Big Picture” summa- built upon the successful art revision program begun in the previ- rizes the larger interaction between structures and functions of ous edition by adding several new illustrations and photographs. the different body systems. As a result, anatomy and physiology Several of the longer chapters were split into smaller chapters to emerge as living and dynamic topics of personal interest and im- improve comprehension and better organize study. We also im- portance to students. proved our execution of a page design and layout that maximizes learning effectiveness. As with each new edition, we added care- AIMS OF THE REVISION fully selected new information on both anatomy and physiology to provide an accurate and up-to-date presentation. We have re- As in past editions, our revision efforts focused on identifying the tained the basic philosophy of personal and interactive teaching need for new or revised information and for additional visual pre- that characterized previous editions. In addition, essential, accu- sentations that clarify important, yet sometimes difficult, content rate, and current information continues to be presented in a com- areas. fortable writing style. Emphasis is placed on concepts rather than In this twentieth edition, we have included information on new descriptions, and the “connectedness” of human structure and concepts in many areas of anatomy and physiology. For example, function is repeatedly reinforced by unifying themes. new data on the description of cranial nerves, protein structure, and updates in terminology have been included. Most of these changes are subtle adjustments to our current understanding of human sci- UNIFYING THEMES ence. However, the accumulation of all of these subtle changes Anatomy and physiology encompasses a body of knowledge that is makes this edition the most up-to-date textbook available. large and complex. Students are faced with the need to know and One of the most apparent changes that you will notice in this understand a multitude of individual structures and functions that new edition is a reorganization of chapters. Three of the longer constitute a bewildering array of seemingly disjointed informa- chapters have been split into small chapters. In cell biology, we tion. Ultimately, the student of anatomy and physiology must be moved cell growth and reproduction to its own chapter (Chapter able to “pull together” this information to view the body as a 5). In the nervous system, we moved the autonomic nervous system whole—to see the “Big Picture.” If a textbook is to be successful as into its own chapter (Chapter 16). And the endocrine system was a teaching tool in such a complex learning environment, it must split into an introductory chapter on endocrine regulation tahir99-VRG & vip.persianss.ir viii PREFACE (Chapter 18) followed by a survey of major endocrine glands In this edition, great effort has been made to make this text ac- (Chapter 19). A hallmark of our textbook has been its effective cessible to students whose fi rst language is not English. After con- “chunking” of material into manageable chapters and these sulting with ESL specialists and ESL learners, we have continued changes refl ect our continuing commitment to that approach. to enhance our word lists and improve our readability to make the The previous edition featured a complete redesign of the page concepts of human structure and function more understandable layouts and the art program. This enabled us to make the textbook for all students. easier to use by putting the illustrations, graphs, and tables closer As teachers of anatomy and physiology, we know that to be ef- to the related text. In this edition, we have improved the creative fective a text must be readable, and it must challenge and excite layout even more. Additional tables help students visually orga- the student. This text remains one that students will read—one nize important concepts and complement the improved design to designed to help the teacher teach and the student learn. To ac- provide a multisensory learning tool. We have expanded the art complish this end, we facilitated the comprehension of difficult program, while preserving a style as consistent as possible through- material for students with thorough, consistent, and nonintimidat- out the book. In this edition, we have expanded and improved the ing explanations that are free of unnecessary terminology and ex- use of a consistent Color Key (pp. xxiv-xxv) for certain cell parts, traneous information. This easy access to complex ideas remains tissue types, and biomolecules to help make learning easier for the single most striking hallmark of our textbook. beginning students. Frontalis Orbicularis oculi Temporalis Zygomaticus major Occipitalis Orbicularis Sternocleidomastoid ILLUSTRATIONS AND DESIGN oris Levator scapulae Scalenus anterior A major strength of this text has always been the exceptional quality, accuracy, Flexors of Depressor and medius and beauty of the illustration program. It is the original “visual” anatomy and wrist and anguli Trapezius fingers oris physiology textbook. We have worked very closely with scientifi c illustrators to Deltoid Biceps provide attractive and colorful images that clearly and accurately portray the brachii Lateral head of triceps major concepts of anatomy and physiology. Medial The truest test of any illustration is how effectively it can complement and head of Brachialis triceps Biceps brachii strengthen the written information in the text and how successfully it can be brachii Brachioradialis used by the student as a learning tool. Each illustration is explicitly referred to in Long head Extensor carpi the text and is designed to support the text discussion. Careful attention has been of triceps brachii radialis longus Pectoralis major Extensor digitorum Flexor carpi ulnaris Serratus anterior Extensor carpi External oblique ulnaris Nucleus Nuclear Nucleolus Cytoskeleton Latissimus dorsi Gluteus medius envelope Chromatin Gluteus maximus Tensor fasciae Rectus femoris latae Rough endoplasmic reticulum Mitochondrion Sartorius Vastus lateralis Gracilis Iliotibial tract Vastus medialis Biceps femoris Semitendinosus Sartorius Microfilament Microtubule Gastrocnemius Intermediate filament Soleus Tibialis anterior Cilia Peroneus (fibularis) longus Smooth endoplasmic Flexor reticulum digitorum Peroneus (fibularis) brevis Microvilli longus Calcaneal (Achilles) tendon Lysosome S Peroxisome A P Vesicle Centrioles Free ribosomes C I Centrosome Mitochondrion Golgi A apparatus tahir99-VRG & vip.persianss.ir PREFACE ix LEARNING AIDS Unit Unit Four Introductions Anthony’s Textbook of Anatomy & Physiology is a student-oriented text. Written in a readable style, the text is designed with many Each of the six major Transportation different pedagogical aids to motivate and maintain interest. The units of the text begins and Defense special features and learning aids listed below are intended to fa- with a brief overview cilitate learning and retention of information in the most effective statement. The general and efficient manner. content of the unit is Thtssrtueare en,scs shpi.sao pBrtdtlaeoitsroiscod un is,n( Csh ehoUdawn p iattt henFerd o 2but0ohr) d,e ay ar t edec exocftem onenpdxclespe xlriat nsiflen eudslif d , hw atoniistwdh- SEEIN2G 0THBElo oBd,I 5G98 PICTURE vdiednNetd.o Hbtyeo xwatnbeo veoenkr,t hcaua nsfiu arlselt ipccl oatcmeeap ctlhheemer edtnoir tea c otcfi uoirnni onauonsvd aa tnsitvdiem inupvelaodtlaivogenod g pisctruoal-- dtleiisrstsce udas.n sBded et,fh oaernierd b ttoehpgeii nccsnh iaanrpeg- kfimpast itlennuliosty emiov a neptTpilnh udehistnet noepr gti haecep tarcnhalaoecetertumsdtsh ig goi wteoabhoennvan l n oatcayodseose f frc colfdoatlolshufo rl r s elts acarhef eenirhaerr tddcvteu ssl eu ayrypc,nslmr saaatw .ttotrtpeiohhrofhym i wncfl at ar .uhat awi(yi TcCdna,a h s shroyaeepya rn swo paldcytrtbae tmierp smscrrtproseueo hr(sisCtbt2ape,.eh 1tiiTonrida cahfs ap tf esvontrf eoryerdboyrsms o m ts22ged e3 t2maythl)sh)s ’ esp eeia b rs bsionniy n lvad otatetil eondhssirddoees-- 2221PCAChnaayarrddstoiiiooomlvvoyaag ssoyccf uuothllfaa etrrh SSeyy sstteemm,, 668219 aai dgrse tahta dt eaarel tcoa rtehfeu lsluyc pcleasns noefd a atnedxt iams pal elemaernnitnedg ctoaonl .c Aonnt reixbcuetle- tah nee swtu udny ito,f smtuadteenritas la irne iaisbSinssylot vrsdmatoehtniesslo vdpscmre e—uhdd saefp ausigsnrnelootl ydrdivcmu idytcidnhmtitesi eicCou c banncuh o iesatomdsylplfse yutod ed’lasretr in iralfn2aedrde 5ys C qde.irsehruetedafaeed pnnbn tctdlseloeyiervo mtf2edeo4 an pcd.ls areiEoesdlll teesaema.mpi nsTeteesihcvn heaect an asirmndl eloeis smifdpn mt u ohat,nhnen eesi tnii e mbsrv eyotomomsdlv tuiioeitenn—vmsge-. 2243ILmymmpuhnaet iScy Ssytesmte,m 7,4 7522 lent textbook can and should be enjoyable to read and should be encouraged to scan the 25Stress, 782 helpful to both student and teacher. We hope you agree that the introduction and each learning aids in Anthony’s Textbook of Anatomy & Physiology of the chapter outlines meet the high expectations we have set. in the unit to understand the relationship and “connectedness” of the material to be studied. Each unit has a color-coded tab at the outside edge of every page to help you quickly find the information you need. Chapter Learning Aids paid to placement and sizing of the il- ■ Study Hints—give specific suggestions for using many of the lustrations to maximize usefulness and learning aids found in each chapter. Because many readers clarity. Each figure and all labels are rel- have never learned the special skills needed to make effec- evant to—and consistent with—the text tive use of pedagogical resources found in science text- discussion. Each illustration has a bold- books, helpful tips are embedded within each Chapter face title for easy identification. Most il- Outline, Language of Science & Medicine list, Case lustrations also include a concise Study, Chapter Summary, Review Question set, and explanation that guides the student Critical Thinking section. Answers for all of the case study through the image as a complement to questions and also the review and critical thinking questions the nearby text narrative. are in the Instructor’s Resource Manual, the Instructor’s Elec- The artistically drawn, full-color art- tronic Resource DVD, and the instructor’s EVOLVE site for work is both aesthetically pleasing and Anatomy & Physiology. Teachers can then choose to use the functional. Color is used to highlight questions as homework assignments or include them on tests. specific structures in drawings to help organize or highlight complex material in illustrated tables or ■ Chapter Outline—sum- CHAPTER OUTLINE conceptual flow charts. The text is also filled with dissection marizes the contents of a Scan this outline before you begin to read the chapter, as photographs, exceptional light micrographs, and scanning chapter at a glance. An (SEM) and transmission (TEM) electron micro-graphs, some overview outline intro- Composition of Blood, 599 Bloo of which are new to this edition. In addi- duces each chapter and Blood Volume, 599 Bloo tion, examples of medical imagery, in- enables the student to pre- Formed Elements of Blood, 600 M Red Blood Cells (Erythrocytes), 601 cluding CT scans, PET scans, MRIs, and view the content and di- FunctionofRedBloodCells601 x-ray photographs, are used throughout rection of the chapter at the text to show structural detail, explain the major concept level before beginning a detailed reading. medical procedures, and enhance the un- Page references enable students to quickly locate topics in the derstanding of differences that distinguish chapter. pathological conditions from normal ■ Language of Science—intro- LANGUAGE OF SCIENCE structure and function. All illustrations duces you to new scientific terms embryonic stem cell formed elem used in the text are an integral part of the in the c hapter. A comprehensive (em-bree-ON-ik) globin [em- in, -bryo- fi ll to bursting, -ic (GLOH-bi learning process and should be carefully list of new terms is presented at relating to] [glob-ball studied by the student. the beginning of the chapter. eos(ieneo-pohhi-lSIN-oh-fi l) gran(GuRloAcNyt-eyo [eosin-reddish color, -phillove] [gran-gra Each term in the list has an easy- erythrocyte hematopoiet to-use pronunciation guide to (eh-RITH-roh-syte) (hee-mah [erythro- red, -cytecell] [hem-bloo help the learner easily “own” the erythropoiesis heme tahir99-VRG & vip.persianss.ir