Human Anatomy

802 Pages·2004·81.81 MB·english

by  Ken S. Saladin

Saladin: Human Anatomy Front Matter Preface © The McGraw−Hill
Companies, 2004
P R E F A C E
Human Anatomyis designed primarily for a one-semester course, Accuracy
usually taken in the first or second year ofcollege in preparation for
admission to programs in nursing,therapy,health education,or pre- Textbook inaccuracies are an important source of frustration for
professional health programs.This book has evolved through exten- instructors,students,and writers alike.We have taken several mea-
sive research on the needs and likes of anatomy students and sures to avoid them in this book.The book itselfwas diligently re-
instructors. In developing this first edition we commissioned de- viewed by colleagues during its development—in the first and
tailed reviews from scores of instructors and held focus groups in second draft manuscripts and the first and revised page proofs—to
which instructors discussed their course,challenges,text illustration ensure that the content is accurate,concise,and clear.Page proofs
programs,and the general content ofanatomy textbooks.We created weredouble-checked not only by me but also the editor against the
consultant panels ofanatomy instructors to thoroughly analyze the manuscript to ensure the correction ofany errors introduced dur-
entire book and its art program.These efforts have generated thou- ing page composition (typesetting).
sands ofpages ofreviews,all ofwhich I read carefully in developing To produce an accurate and dependable textbook,I con-
this book. sider myself obligated,of course,to continue learning.It is not
just an obligation but a pleasure to increase the depth ofmy own
A understanding,keep my knowledge updated,and arrive at better
UDIENCE
and clearer ways of explaining human form and function. As
Human Anatomyis based on an assumption that most users are just Isaac Asimov once said,“the greatest satisfaction for any consci-
beginning or returning to college.At this stage,many are still de- entious and enthusiastic author comes from what one learns by
veloping the study habits and skills necessary for success in a health writing.”What stronger motivation than teaching and writing
science curriculum.The complexity of human anatomy can be a can there be for pursuing a life of perpetual scholarship? What
daunting subject, and I have tried to make it more manageable better reward for knowledge can there be than these opportuni-
through a variety of learning aids described in this preface.Also ties to share it?
mindful that English is not the primary language ofmany students Myapproaches to this life of scholarly inquiry and sharing
who take human anatomy,I have tried to keep the prose free ofun- include keeping up with the biological and medical journals that
necessary jargon and idioms,and as clear as any writing on this arrive in my mailbox almost daily; keeping my reference library
complex subject can be. updated with the newest editions ofthe most highly regarded bio-
I also realize that many human anatomy students have taken medical text and reference books; enlightening discussions with
no prior college biology or chemistry,since many institutions have colleagues on the HAPP-L listserv of the Human Anatomy and
no prerequisites for human anatomy.Other students,too,return Physiology Society;attending annual conferences;and enrolling in
to college to train for a health career after extended absences to continuing education courses in human anatomy and physiology,
raise families or try other careers.So even ifthe student has had including courses I have taken during recent summers in neu-
college biology or chemistry,we cannot assume that he or she re- roanatomy and neurophysiology,musculoskeletal anatomy and ki-
members it. Some chemistry is needed even for the study of nesiology,and cadaver dissection.
anatomy, but chemistry is introduced infrequently and in rela-
tively simple terminology in this book.All anatomy is based ulti-
Writing Style
mately on cell biology, which is covered in chapter 2. This
introduction provides all the background on cytology necessary Mywriting style has also been shaped greatly by more than a decade
for understanding the later chapters. offeedback from skillful editors and perceptive colleagues and stu-
dents.The style that has drawn so many gratifying compliments to
HOWWE METYOUR NEEDS myprevious book has,ofcourse,been employed in this one as well.
Students benefit most from a book they enjoy reading;a book that
Reviewers and focus group members consistently tell us that the goes beyond presenting information to also telling an interesting
most important qualities of an acceptable textbook are accuracy, story;and a book that steers a middle course between dry formality
writing style,and quality ofillustrations. on one hand and a chatty condescending tone on the other.This has
viii
Saladin: Human Anatomy Front Matter Preface © The McGraw−Hill
Companies, 2004
PREFACE ix
been my guiding principle in developing the right voice for my
books.It is not the place ofany writer to judge how successful he or
she has been in achieving such stylistic ideals;that is for the reader to Cervical
curvature
say.But I feel confident in inviting the reader to choose topics that C7
T1
students typically find most difficult,reading the presentation in this
book alongside those ofother books written for the same audience,
Thoracic
curvature
and deciding which presentation will best serve his or her classes.
T12
L1 Chimp Human
Quality ofIllustrations cLuurvmabtuarre FIGURE7.20
Comparison of Chimpanzee and Human Vertebral Columns.The
S-shaped human vertebral column is an adaptation for bipedal locomotion.
For the visual appeal and instructional value of this book,I am L5
S1 Pelvic
highly indebted to the professional medical illustrators and graphic curvature Scoliosis Kyphosis (“hunchback”) Lordosis (“swayback”)
artists who rendered the art in suchbeautiful and captivating style.
The art program has benefited greatly from reviewers ofmy older
FIGURE7.19
textbook who,over the course ofthree editions,gave us valuable di- Curvatures of the Adult Vertebral Column.
not lean forward as it does in primates such as a chimpanzee;the
rection with respect to the desirable size,color palette and satura- head is balanced over the body’s center ofgravity;and the eyes are
directed straight forward (fig.7.20).
tion,and amount oflabeling appropriate to their esthetic tastes and
teaching needs. INSIGHT 7.3 CLINICAL APPLICATION
ABNORMALSPINALCURVATURES not lean forward as it does in primates such as a chimpanzee;the
Abnormal spinal curvatures (fig. 7.21) can resulth freoma ddi seisas eb, waelaaknnecsse,d over the body’s center ofgravity;and the eyes are
or paralysis of the trunk muscles, poor posture, or congenital defects in
W S T B A vcuerrtveabturarel acnaallteodm syc.o lTiohseis .mIto osct ccuorms mmoosnt doeftfeonr mindi ttyhi eirs tehanco rtaaebcnidco rr emsgtaiolr nlaa, tpiegarrah-lt fo(ar)ward (fig.7.2(0b)). (c)
HAT ETS HIS OOK PART ttfpaialciell u attleboa,rn dlsoyce roavmmleioaloolsinpitsyg o c iannadn owo bnlheeeisc cscheiod ntrehtr. ee gI cfibr ttloeshdd.e Iy twp aseinotrhdms o aaen rbt’cisamh cs ekkos efb lraere atvsIaceule rlgt.tNsre obfrwroatm h(Sd iase dsnIceorvtibe Gyeloedtp lmcaotHeemnr--) TdaA nebv 7neiaxotarigmoF.gnIaGe3. lrU( aSbRtp)eEiKdny 7alpul.Ch m2Cou1bsLirasvr,I a acNtunur revIeaxsCat.ugr(gAeae.)rLSacte oAdli otPshiosP,r aacLni caI cbCunrovAramtTuarle Il.a O(tce)rNaLolrdosis,
The following features are designed to serve the student’s needs and An exaggerated thoracic curvature is called kyphosis(hunchback, in lay
adapt the book to the abilities ofmost beginning college students. lwhaenitaghvu ilaoyg seitne) .os Iumtc ihasl asucpsioua artollsyr aass p rwienrsaeul slttt uloinbfg eo rascntuedloo wpsioes irgaohnstdilsi ,f tibnin uAgat. d iAtoB nlae lNessocxe aOongctgsceR urwarMsthe oidnA lepuneLmgoabpSgaleerPINGALenCerUalR SVtAruTcUtuRrEeS ofa Vertebra
csiusr, voart uitr me iasy c arellesudl tlo frrdoomsis a(dsdweady baabcdko)m. Itin mala wy heaigvhet Ao tihnre bp srnapemgoanerra cnamaculyys aoeslsr i aosssb p keoyispnifth ya.otl-h ceu trrvcAuuaer nnrete tuk7pr.rur 2emem2se.s—un T(tshaafc eitmgi lvme.ea sso7vs,se . tor2 ptfoe1obsbpv)roo iaoc rnaua gnspynd fo b eirnaostetntueesurr vueare nleortdtf, e frabore rvdoare l mbr dctoeion sbdcern aaimgs rieeesa sranthrhsooieteww ab, ncl o o widdvnye ee,friefaogedr-kcntes sisn,
vertebralanatomyThemostcommondeformityisanabnormallateral
Anatomy Atlases
Basic anatomical terminology such as directional terms,body re-
gions,and body cavities,as well as a broad overview ofthe 11 or-
clinical careers,and clinical insights show how the basic biology of
gan systems,are provided in atlas A following chapter 1.In many
the body is relevant to those interests.The importance ofbone col-
other books,this is included in chapter 1,but reviewers and users
lagen,for example,may not be convincingly obvious to all readers,
ofmy previous book have found it more useful to have these fun-
but it becomes more so when reading about osteogenesis imper-
damental concepts covered in a module oftheir own.
fecta (brittle bone disease),a tragic result ofdefective collagen dep-
Surface anatomy incorporates elements of integumentary,
osition (insight 3.3). Similarly, the warming and humidifying
skeletal,and muscular anatomy and is therefore presented through
function ofthe nasal cavity becomes especially apparent when it is
a series of photographs in atlas B, following chapter 12. Photo-
bypassed by tracheostomy (insight 23.1).Each organ system chap-
graphic cadaver anatomy is presented in atlas A and in many indi-
ter also has a section on developmental and clinical perspectives at
vidual chapters. For those especially interested in photographic
the end,including a table that briefly describes some ofthe most
anatomy of the cadaver,all such photos are listed in the index at
common or interesting dysfunctions ofthat system.
“cadaveric anatomy.”
Evolutionary Medicine
“Insight”Sidebars
No understanding of the human body can be complete without
Each chapter has from two to five special topics set apart as sidebars
taking its evolutionary history into account;the human body today
called Insights, listed by title and page number on the chapter
must be seen as reflecting adaptations to past environments.Since
opener page.These are ofthree types:Clinical Applications,Evolu-
the mid-1990s, an increasing number of books on evolutionary
tionary Medicine essays, and Medical History essays.Additional
(darwinian) medicine have appeared,along with many articles in
clinical,evolutionary,and historical remarks are interwoven with
medical journals exploring evolutionary interpretations ofhuman
the main text ofeach chapter.
structure,function,and disease.This trend shows no signs ofabat-
ing.And indeed,the 38th edition ofGray’s Anatomy(1995) is thor-
Clinical Applications oughly evolutionary,with 11 pages ofevolution in its first chapter,
and pervasive evolutionary interpretations of human anatomy
The Clinical Application insights are by no means meant to make throughout that esteemed tome.Yet no other human anatomy text-
this a clinical textbook.Rather,their importance and purpose is book for this introductory undergraduate market has incorporated
that most students who study from this book will be interested in evolutionary medicine into its perspective.There is little room to
Saladin: Human Anatomy Front Matter Preface © The McGraw−Hill
Companies, 2004
x PREFACE
delve very far into this subject,but the importance ofevolution to Aging
human anatomy is introduced in a section ofchapter 1,“The Evo-
lution ofHuman Structure,”and is reinforced by six ofthe insight Atthe other end ofthe life span are the degenerative changes ofold
essays and by evolutionary comments elsewhere in the main body age. In view of the steadily increasing average age of the North
oftext.Insight 4.2,for example,provides an evolutionary interpre- American population,these are becoming increasingly important
tation ofmorning sickness as an adaptation for protecting the em- tohealth care providers.The effects ofaging are presented for each
bryo from teratogens,and insight 25.2 clarifies the function ofthe organ system in a section following prenatal development (“The
nephron loop through an evolutionary comparison ofhumans to Aging Vascular System,”for example).
aquatic and desert mammals.
P
EDAGOGY
Medical History
The following features are designed to serve the student’s needs and
Other books also say little ifanything about the history and per- adapt the book to the abilities ofmost beginning college students.
sonalities behind the science ofhuman anatomy.They seem to ex-
pect students to accept the information ex cathedrawithout asking,
“Who says? How do they know that?”Again,introductory anatomy Brushing Up
textbooks allow little room or luxury to discuss history at any great
Each chapter opener page (beginning with chapter 2) has a “Brush-
length, but I do provide a brief history of anatomy (“Early
ing Up” box which lists concepts from earlier chapters that the
Anatomists”) in chapter 1,and add historical remarks in Medical
reader should understand before embarking on the new one. It
History insight essays,such as an insight into the function ofthe
helps to tie the organ systems together and show their relevance to
prefrontal cortex from the accident ofPhineas Gage (insight 15.2).
each other.It also serves as an aid in courses that teach the systems
Historical comments are also found in the general text, such as
in a different order from the one presented here,and for students
Hippocrates’interpretation of brain function (chapter 15),Har-
returning after an absence from college who may need to refresh
vey’s discoveries in blood circulation (chapter 21), and William
their memories ofsome concepts.
Beaumont’s experiments in gastric physiology (chapter 24).Such
stories add considerable human interest to human anatomy,taking
it beyond the realm ofmerely memorizing the facts.
Objectives and “Before You Go On”Questions
Each chapter is broken down into typically three to six major sec-
Developmental Biology tions,framed between a set oflearning objectives at the beginning
and a set ofreview questions (“Before You Go On”) at the end of
My manuscript reviewers had widely disparate opinions of how
each section.Blocking the chapters out in this manner makes it
muchembryology this book should contain.Some said they have
easier for a student to plan a study session around concrete goals
no time to teach embryology and wanted none at all,while others
with a defined beginning and end.“Before You Go On”is an op-
regarded chapter 4 (Human Development) to be the most impor-
portunity to test one’s comprehension ofthe preceding material,
tant chapter in the book and wanted much more depth.The modal
or for instructors to test that comprehension,before moving on to
response was that there should be a moderate amount ofembryol-
a new section.
ogy on each organ system,but not very much detail.I have aimed
at this middle ground.
Chapter 4 presents basic embryology and lays a foundation Vocabulary Aids
for understanding the more specialized embryology ofindividual
organ systems.For each organ system,there is a developmental sec- Among the greatest hurdles to studying human anatomy are its
tion near the end ofthe chapter that goes briefly into its further de- massive vocabulary and many students’unfamiliarity with bio-
velopment from the basic primordia described in chapter 4.These logical word roots based heavily in Greek and Latin. Even as a
sections are not meant to be encyclopedic treatments of human graduate teaching assistant, I developed the habit of breaking
embryology,but broad overviews and key examples.The eye and words down into familiar roots in my lectures,and I have taught
ear suffice for sense organ embryology,and the pituitary,thyroid, a course on biomedical etymology for many years.I am convinced
and adrenal glands for the endocrine system,for example.Neither that students find such terms as pterygoidandextensor carpi radi-
space limitations nor,apparently,the interests ofprospective users alis brevisless forbidding,and easier to pronounce,spell,and re-
warrant greater detail or a comprehensive treatment ofthe devel- member,if they cultivate the habit of looking for familiar roots
opment ofevery organ. and affixes.
Saladin: Human Anatomy Front Matter Preface © The McGraw−Hill
Companies, 2004
PREFACE xi
I have brought my etymological habit to Human Anatomy. interpretive thought or application ofthe chapter’s information to
Chapter 1 has a section,unique among human anatomy textbooks new clinical scenarios.
at this level,titled “The Language ofAnatomy.”It aims to instill the Within the body of each chapter there are an average of 17
habit of breaking words down into familiar roots, intuiting the “Before You Go On”questions and 3 “Think About It”questions.
meaning of new terms from a familiarity with frequently used The latter are questions dispersed through the chapter calling for the
roots,and perceiving the relationship between singular and plural student to apply what he or she has just read to a new situation,draw
forms such as corpus,corpora.Itexplains the historic rationale for comparisons between concepts in different chapters,and so forth.
a medical language based in Greek and Latin,and the importance The questions in each chapter thus draw upon three levels of
of precision and spelling in not confusing similar words such as cognitive skill:(1)simple recall and recognition,as in Testing Your
malleusandmalleolus,orileumandilium. Recall;(2)ability to express concepts in one’s own words,as in Be-
Following up on this,every chapter has footnotes identifying fore You Go On;and (3)analytical insight,as in Think About It,
the roots and origins ofnew vocabulary terms,and easily under- Testing Your Comprehension,and the explanation task in the True
stood “pro-NUN-see-AY-shun”guides for terms whose pronuncia- or False questions.
tion is not intuitively obvious. The most frequently used roots,
prefixes,and suffixes are listed with their meanings and biomedical
S W !
examples inside the back cover ofthe book. UGGESTIONS ELCOME
Even though this book is now post-partum and dressed in hard
Terminology covers, it is still very much a work in progress. It has benefited
greatly from the many reviewers who provided critiques of the
The vocabulary in this book follows the Terminologia Anatomica, manuscript and art during its development.Undoubtedly it will
which has been the global standard for anatomical terms since 1998. improve still more as I hear from students and colleagues who use
My adherence to the TA is not absolute,however;I retain some tra- it,and who wish to point out its strong features or make sugges-
ditional terms where TA would seem more confusing than helpful tions for improvement.I welcome any user to send feedback to me
to the beginning student.Following the recommendations of the at the following address,and will be grateful for your contribution
AMA Manual ofStyleandStedman’s Medical Dictionary,I also min- to the quality and accuracy offuture editions.
imize the use ofeponyms and substitute descriptive names,such as Ken Saladin
tactile disc for Merkel disc and intestinal crypts for crypts of Department ofBiology
Lieberkühn.I give the traditional eponyms in parentheses when first Georgia College and State University
introducing the term.Some eponyms remain unavoidable (Golgi Milledgeville,GA 31061
complexand the Broca area,for example).Also following the AMA’s USA
and Stedman’s recommendations,when I do use eponyms,I use 478-445-0816
nonpossessive forms—thus,Cushing syndromeandAlzheimer dis- [email protected]
easerather than Cushing’s syndromeandAlzheimer’s disease.
T L S
EACHINGAND EARNING UPPLEMENTS
Concept Reviews
McGraw-Hill offers various tools and technology products to sup-
Each chapter has a Review ofKey Concepts at the end,a concise re- port Human Anatomy.Students can order supplemental study ma-
statement ofthe chapter’s main points for the purpose ofstudy and terials by contacting their local bookstore or by calling 800-
review.Key vocabulary terms are italicized to make them stand out 262-4729.Instructors can obtain teaching aids by calling the Cus-
in this review activity. tomer Service Department at 800-338-3987,visiting our A&P web-
site at www.mhhe.com/ap,or contacting your local McGraw-Hill
sales representative.
Self-Testing Exercises
There are multiple types ofself-testing questions in each chapter. For the Instructor:
Atthe end ofthe chapter are 10 multiple choice and 10 sentence
completion questions on simple recall of information (Testing
DIGITAL CONTENT MANAGER CD-ROM
Your Recall);10 True or False questions that call for more than just
identifying (or guessing) which statements are true or false,but also This multimedia collection ofvisual resources allows instructors
for briefly explaining whythe false statements are untrue;and 5 es- toutilize artwork from the text in multiple formats to create cus-
say questions (Testing Your Comprehension) that call for deeper tomized classroom presentations,visually based tests and quizzes,
Saladin: Human Anatomy Front Matter Preface © The McGraw−Hill
Companies, 2004
xii PREFACE
University ofAlabama-Birmingham,these lectures can be used as
they are,or can be customized to reflect your preferred lecture
topics and sequences.
INSTRUCTOR’S TESTING AND RESOURCE CD-ROM
The cross-platform CD-ROM contains the Instructor’s Manual
and Test Item File,written by Robin McFarland,Cabrillo College,
are both available in Word and PDF formats.The manual follows
the order ofsections and subsections in the textbook and summa-
rizes the main points in the text,figures,and tables.The Instructor’s
Manual also includes links to relevant websites,the answers to the
problem sets at the end ofeach chapter,and a Test Bank ofaddi-
tional questions that can be used for homework assignments
and/or the preparation of exams.These additional questions are
found in a computerized test bank utilizing Brownstone Diploma
testing software to quickly create customized exams. This user-
friendly program allows instructors to search questions by topic,
dynamic course website content, or attractive printed support
format,or difficulty level;edit existing questions or add new ones;
material. The digital assets on this cross-platform CD-ROM
and scramble questions and answer keys for multiple versions of
include:
the same test.
Art Library—Full-color digital files ofall illustrations in the book,
plus the same art saved in unlabeled and gray scale versions,can be LABORATORY MANUAL
readily incorporated into lecture presentations,exams,or custom- The Human Anatomy Laboratory Manual by Eric Wise, Santa
made classroom materials.These images are also pre-inserted into Barbara City College, is expressly written to coincide with the
blank PowerPoint slides for ease oflecture preparation. chapters of Human Anatomy. This lab manual uses the same
four-color art program as this book.It is accompanied by a sep-
TextEdit Art Library—Every line art piece is placed in a Power- arate Instructor’s Manual,which contains solutions and keys for
Point presentation that allows the user to revise and/or move or grading laboratory reports.
delete labels as desired for creation ofcustomized presentations
and/or for testing purposes. TRANSPARENCIES
A set of600 transparency overheads includes nearly every piece of
Active Art Library—Active Art consists ofart files that have line art in the text.The images are printed with better visibility and
been converted to a format that allows the artwork to be edited contrast than ever before,and labels are large and bold for clear
inside ofPowerPoint.Each piece can be broken down to its core projection.
elements,grouped or ungrouped,and edited to create customized
illustrations. CLINICAL APPLICATIONS MANUAL
This manual written by Michael Hendrix,Southwest Missouri State
Animations Library—Full-color presentations involving key University,expands on Human Anatomy’sclinical themes and in-
figures in the book have been brought to life via animation.These troduces new clinical topics and case studies to develop the stu-
animations offer total flexibility for instructors and were designed dent’s ability to apply his or her knowledge to realistic situations.
to be used in lecture.Instructors can pause,rewind,fast forward,
and turn audio offand on to create dynamic lecture presentations. eINSTRUCTION
This Classroom Performance System (CPS) brings interactivity
Photo Library—Like the Art Library,digital files ofall photo- into the classroom/lecture hall.It is a wireless response system that
graphs from the book are available. gives the instructor and students immediate feedback from the en-
tire class.The wireless response pads are essentially remotes that are
Table Library—Every table that appears in the book is provided easy to use and engage students.CPS allows you to motivate stu-
in electronic form. dent preparation,interactivity and active learning so you can re-
ceive immediate feedback and know what students understand.
PowerPoint Lecture Outlines—Based on the information in
the Instructor’s Manual described below,it is possible to create COURSE DELIVERY SYSTEMS
ready-made presentations that combine art and lecture notes for With help from our partners,WebCT,Blackboard,TopClass,eCollege,
each ofthe 26 chapters ofthe book.Written by Roger Gilchrist, and other course management systems,instructors can take complete
Saladin: Human Anatomy Front Matter Preface © The McGraw−Hill
Companies, 2004
PREFACE xiii
control over their course content.These course cartridges also provide STUDENT STUDY ART NOTEBOOK
online testing and powerful student tracking features.The Saladin
This visual guide contains every illustration from the text to
Online Learning Center is available within all ofthese platforms.
make it easier for students to learn anatomy.This collection of
images provides a comprehensive resource for studying anatom-
ical structures and a convenient place to write notes during lec-
For the Student:
ture or lab.
ONLINE LEARNING CENTER (OLC)
The website offers an extensive array oflearning and teaching tools. ACKNOWLEDGMENTS
The site includes quizzes for each chapter,links to websites,clinical
applications,interactive activities,art labeling exercises,and study Asevery textbook author knows,a book on this scale is never his
outlines.Instructor resources at this site include lecture outlines or hers alone,but the product of many people’s hard work and
and teaching tips. support.I am very indebted to Vice President and Editor-in-Chief
Michael Lange and Publisher Marty Lange for their unfailing en-
couragement and material support; Sponsoring Editor Michelle
Watnick and Marketing Manager Jim Connely for their infectious
enthusiasm and promotion of the book;my editor Kristine Tib-
betts,Director of Development,who has worked with me from
year one ofmy textbook writing endeavors and spared no effort to
make this book ofhighest quality;Mary E.Powers,Senior Project
Manager, for keeping all parts of this project meshed like fine
clockwork;Designer K.Wayne Harms for the esthetic appearance
of the book; Photo Coordinator John Leland and Photo Re-
searcher Mary Reeg for locating the great number ofphotographs
between these covers;Copyeditor Cathy Conroy,for a sharp eye
that spared me from innumerable embarrassments; Jack Haley
and his team ofmedical illustrators and graphic artists at Imagi-
SALADIN INTERACTIVE CD-ROM
neering STA Media Services in Toronto; and photographer Tim
Set up in easy to use tabular format,this dual-platform CD-ROM Vacula and illustrator Linda Chandler, who worked with me at
is a fully interactive learning tool.The CD is organized chapter-by- Milledgeville on illustrative concepts for the book.And as always,
chapter and provides a link directly to the text’s Online Learning I owe a thousand thanks to Colin Wheatley for talking me into
Center. Standard features include chapter-based quizzes, anima- textbook writing in the first place.
tions of complex processes, and PowerPoints of all the images For factual accuracy and effective presentation,I also greatly
found in the textbook.Saladin Interactive CD-ROM offers an in- appreciate the reviewers listed on the following pages,who pro-
dispensable resource for enhancing topics covered within the text. vided a great deal of very helpful and detailed corrections,feed-
back,and encouragement during the writing process.
INTERACTIVE CLINICAL RESOURCE CD-ROM Tomyfamily—Diane,Emory,and Nicole—I thank you once
again for your forbearance with the obsessions ofan author and for
The Interactive Clinical Resource CD-ROM offers 150 3-D anima-
helping me dispose ofthe royalties in ways that have been fun and
tions and 3-D models ofhuman disease and disorders.It also con-
enlightening.
tains 13 sections ofclinical content (and nearly every body system)
including Urinary,Skeletal,Reproductive,Nervous,Muscular,Im-
mune,Digestive,Circulatory,and Endocrine.
R
EVIEWERS
VIRTUAL ANATOMY DISSECTION REVIEW CD-ROM
No words could adequately convey my indebtedness and gratitude
This multimedia program created by John Waters ofPennsylvania to the anatomy instructors and experts who have reviewed this
State University,and Melissa Janssen and Donna White of Collin book,and who have provided such a wealth ofscientific informa-
County Community College,contains vivid,high-quality,labeled tion, corrections, suggestions for effective presentation, and en-
cat dissection photographs. The program helps students easily couragement.For making the book beautiful,I am indebted to the
identify and compare the corresponding structures and functions team described earlier.For making it right,I am thankful to the col-
between the cat and the human body. leagues listed on the following pages.
Saladin: Human Anatomy Front Matter Preface © The McGraw−Hill
Companies, 2004
xiv REVIEWERS
Reviewers Jon Jackson Phyllis C.Hirsch John P.Harley
University ofNorth Dakota East Los Angeles College Eastern Kentucky University
Jane Horlings Aloi Alice Khin Glen Johnson Cynthia Herbrandson
Saddleback College University ofAlberta University ofNebraska-Lincoln Kellogg Community College
Amy Lynn Aulthouse Lyle W.Konigsberg Malinda B.McMurry Phyllis C.Hirsch
Ohio Northern University University ofTennessee Morehead State University East Los Angeles College
Sharon R.Barnewall Karen M.Krabbenhoft William Saltarelli Jon Jackson
Columbus State Community College University ofWisconsin-Madison Central Michigan University University ofNorth Dakota
Fredric Bassett Gavin R.Lawson Carl F.Sievert W.R.Jones
Rose State College Bridgewater College University ofWisconsin-Madison Loyola University-Chicago
David Bastedo William I.Lutterschmidt Suzanne G.Strait Jeanne Kowalczyk
San Bernardino Valley College Sam Houston State University Marshall University University ofSouth Carolina-
Mark G.Birchette Malinda B.McMurry Harry A.Tracy,Jr. Spartanburg
Long Island University Morehead State University University ofTexas-San Antonio Gary Lange
Leann Blem Craig L.Mekow Sandy Whisler Saginaw Valley State University
Virginia Commonwealth University Palmer College ofChiropractic Central Texas College Gavin R.Lawson
Ty W.Bryan Michele Monlux Bridgewater College
Bossier Parish Community College Modesto Junior College Malinda B.McMurry
Art Consultant Panel
Carolyn Williamson Burroughs John G.Osborne Morehead State University
Bossier Parish Community College East Tennessee State University Jane Aloi Horlings Craig L.Mekow
Luis Cardenas Wayne H.Preston Saddleback College Palmer College ofChiropractic
California State University-Northridge College ofSequoias Lucy G.Andrews Michele Monlux
Pamela J.Carlton William Saltarelli University ofAlabama-Birmingham Modesto Junior College
CUNY-College ofStaten Island Central Michigan University Frank Baker Tim R.Mullican
Katherine P.Clark Beth Scaglione Sewell Golden West College Dakota Wesleyan University
Solano Community College Valparaiso University Sharon R.Barnewall Wayne H.Preston
Harold Cleveland Tom Sourisseau Columbus State Community College College ofSequoias
University ofCentral Oklahoma Cabrillo College Mark G.Birchette Jacob A.Sapiro
James E.Cordes Leeann S.Sticker Long Island University Fullerton College
Louisiana State University-Eunice Northwestern State University ofLouisiana Jennifer K.Brueckner Carl F.Sievert
Paul V.Cupp,Jr. William J.Swartz University ofKentucky Community University ofWisconsin-Madison
Eastern Kentucky University Louisiana State University College System Lewis M.Stein
Mary Beth Dawson R.Brent Thomas Ty W.Bryan Chatham College
Kingsborough Community College University ofSouth Carolina- Bossier Parish Community College Leeann S.Sticker
Robert Droual Spartanburg Carolyn Williamson Burroughs Northwestern State University
Modesto Junior College Harry A.Tracy,Jr. Bossier Parish Community College ofLouisiana
David K.Ferris University ofTexas-San Antonio Paul V.Cupp,Jr. Suzanne G.Strait
University ofSouth Carolina- Laurie Walter Eastern Kentucky University Marshall University
Spartanburg Chicago State University Luis Cardenas Judy Sullivan
Michael L.Foster Barbara Ann Walton California State University-Northridge Antelope Valley College
Eastern Kentucky University University ofTennessee-Chattanooga Alan Dietsche Stuart Sumida
Pamela B.Fouché Everett D.Wilson University ofRochester California State University-San
Walters State Community College Sam Houston State University Christine Eckel Bernardino
Carl D.Frailey Mary Leslie Wilson Salt Lake Community College R.Brent Thomas
Johnson County Community College Gordon College David K.Ferris University ofSouth Carolina-
Timothy J.Gaudin MaryJo A.Witz University ofSouth Carolina- Spartanburg
University ofTennessee-Chattanooga Monroe Community College Spartanburg Mary Tracy
Todd Gordon Michael L.Foster University ofDetroit-Mercy
Kansas City Kansas Community College Eastern Kentucky University Laurie Walter
Douglas J.Gould Text Consultant Panel Pamela B.Fouché Chicago State University
University ofKentucky Frank Baker Walters State Community College Barbara Ann Walton
David L.Hammerman Golden West College Carl D.Frailey University ofTennessee-Chattanooga
Long Island University Leann Blem Johnson County Community College Patricia Brady Wilhelm
Steve Hardin Virginia Commonwealth University Patrick B.Fulks Community College ofRhode Island
Ozarks Technical Community College Carolyn Williamson Burroughs Bakersfield College MaryJo A.Witz
John P.Harley Bossier Parish Community College Ron Gaines Monroe Community College
Eastern Kentucky University Michael L.Foster Cameron University Glenn Yoshida
Ruth Heisler Eastern Kentucky University Timothy J.Gaudin Los Angeles Southwest College
University ofColorado-Boulder Carl D.Frailey University ofTennessee-Chattanooga
Michael Hendrix Johnson County Community College Douglas J.Gould Focus Group Participants
Southwest Missouri State University Douglas J.Gould University ofKentucky
Phyllis C.Hirsch University ofKentucky Eric S.Hall Kathleen Andersen
East Los Angeles College Rhode Island College University ofIowa
Saladin: Human Anatomy Front Matter Preface © The McGraw−Hill
Companies, 2004
REVIEWERS xv
Frank Baker Jane Aloi Horlings Esther Fleischmann JeffParmelee
Golden West College Saddleback College University ofMaryland Baltimore Simpson College
Mike Bodri Kathleen Andersen Campus James Paruk
Northwestern State University University ofIowa Pamela B.Fouché Feather River College
Christine Byrd Deborah Anderson Walters State Community College Mary Perry
Western Michigan University St.Norbert College Claire Fuller Allan Hancock College
Marian Diamond Lucy G.Andrews Murray State University Wendy Perryman
University ofCalifornia-Berkeley University ofAlabama, Ron Gaines Oral Roberts University
Martha Dixon Birmingham Cameron University Andrew Petto
Diablo Valley College Paul Arnold Anne Geller University ofthe Arts
Christine Eckel Young Harris College San Diego Mesa College Tricia Reichert
Salt Lake Community College Josephine Arogyasami Joel Gober Colby Community College
Michael L.Foster Southern Virginia University Long Beach City College Deborah Rhoden
Eastern Kentucky University Michael Atkinson Miriam Golbert Snead State Community College
Roger Gilchrist Oakland City University College ofThe Canyons Lewis Royal
University ofAlabama-Birmingham Amy Lynn Aulthouse Douglas J.Gould Community College ofRhode Island
Douglas J.Gould Ohio Northern University University ofKentucky College Katherine Schmeidler
University ofKentucky Caryn Babaian OfMedicine Irvine Valley College
Leslie Hendon Manor College Eric S.Hall Richard Search
University ofAlabama-Birmingham Charlotte Bacon Rhode Island College Thomas University
Michael Hendrix University ofHartford David L.Hammerman Donald Serva
Southwest Missouri State University Frank Baker Long Island University Wheeling Jesuit University
Phyllis C.Hirsch Golden West College Wesley Hanson Mark A.Shoop
East Los Angeles College Susan Baldi Southern Nazarene University Tennessee Wesleyan College
Jon Jackson Santa Rosa Junior College Rosemary Harkins Sharon Simpson
University ofNorth Dakota Bobby Baldridge Langston University Broward Community College
Lyle W.Konigsberg Asbury College John P.Harley Colleen Sinclair
University ofTennessee Hirendra Banerjee Eastern Kentucky University Johns Hopkins University
Karen M.Krabbenhoft Elizabeth City State University Ron Harris Tracy Soltesz
University ofWisconsin-Madison Mick Bondello Marymount College Pikeville College
Dennis Landin Allan Hancock College Lauraine Hawkins Tom Southworth
Louisiana State University-Baton Rouge Laurie Bonneau Pennsylvania State University College ofAlameda
Robin McFarland Trinity College Elizabeth Hayes Robert Stark
Cabrillo College Joan Bowden University ofWisconsin-Fond du Lac Depauw University
Michele Monlux Alfred University Ruth Heisler Lewis M.Stein
Modesto Junior College Chad Brown University ofColorado-Boulder Indiana University ofPennsylvania-
John G.Osborne Capital University Maureen Helgren Indiana
East Tennessee State University Ty W.Bryan Quinnipiac University Suzanne G.Strait
Roland Rodriguez Bossier Parish Community College Andrew Hufford Marshall University
Irvine Valley College Stacey Buser Butte College Stuart Sumida
Robert Seegmiller University ofAkron Jerry Johnson California State University San
Brigham Young University Craig Canby Western Baptist College Bernardino
Suzanne G.Strait Des Moines University Gary Lange William J.Swartz
Marshall University Marnie Chapman Saginaw Valley State University Louisiana State University
Stuart Sumida University ofAlaska Stephen Langjahr Anthony Tolvo
California State University-San Bill Cockerham Antelope Valley College Molloy College
Bernadino Fresno Pacific University Al Martyn Janice Toyoshima
Mark Terrell Kimberly Coleman Little Priest Tribal College Evergreen Valley College
Indiana University Purdue Landmark College Christopher McNair Mary Tracy
University Indianapolis Warren Darling Hardin-Simmons University University ofDetroit-Mercy
Gail Turner University ofIowa Craig L.Mekow Curt Walker
Virginia Commonwealth University Rosemary Davenport Palmer College ofChiropractic Dixie State College
John Wilkins GulfCoast Communty College Michele Monlux Mark Waters
Ball State University Latonya Derrick Modesto Junior College Ohio University
David A.Woodman Allen University Chris Nicolay Deloris Wenzel
University ofNebraska-Lincoln Martha Dixon University ofNorth Carolina-Asheville University ofGeorgia
Diablo Valley College Mark Nielsen Linda Winkler
Leah Dvorak University ofUtah University ofPittsburgh
Questionnaire
Concordia University Wisconsin Susan Orsbon Mark Womble
Respondents Ruth Ebeling Newman University Youngstown State University
Biola University John G.Osborne
Mitch Albers David K.Ferris East Tennessee State University
Minneapolis College
University ofSouth Carolina,Spartanburg
Saladin: Human Anatomy I. Organization of the Body 1. The Study of Human © The McGraw−Hill
Anatomy Companies, 2004
1
C H A P T E R O N E
The Study of Human Anatomy
A new life begins—
a human embryo after the first two cell divisions
C H A P T E R O U T L I N E The Language ofAnatomy 16
• The History of Anatomical Terminology 17
• Analyzing Medical Terms 18
The Scope ofHuman Anatomy 2
• Singular and Plural Noun Forms 18
• The Anatomical Sciences 2
• The Importance ofPrecision 18
• Methods ofStudy 2
• Variation in Human Structure 5 Chapter Review 20
• Levels ofHuman Structure 6
Early Anatomists 8
• The Greek and Roman Legacy 8
• Medieval Anatomy in Christendom and Islam 9
• The Birth ofModern Anatomy 9 I N S I G H T S
• The Discovery ofMicroscopic Anatomy 10
The Nature ofHuman Life 11 1.1 Clinical Application:Situs Inversus and Other Unusual
• What Is Life? 12 Anatomy 6
• What Is a Human? 12 1.2 Evolutionary Medicine:Vestiges ofHuman Evolution 15
1.3 Medical History:Obscure Word Origins 18
The Evolution ofHuman Structure 14
• Evolution,Selection,and Adaptation 14
• Life in the Trees 15
• Walking Upright 16
P A R T O N E