Human physiology

900 Pages·2017·99.482 MB·English

by  Bryan H. Derrickson

H U M A N
P H Y S I O L O G Y
B R Y A N D E R R I C K S O N
VALENCIA COLLEGE
Director, Life Sciences Kevin Witt
Executive Editor Bonnie Roesch
Associate Editor Brittany Cheetham
Developmental Editor Karen Trost
Senior Marketing Manager Maria Guarascio
Senior Product Designer Linda Muriello
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Market Solutions Assistant Lindsey Myers
Senior Production Editor Trish McFadden
Photo Manager MaryAnne Price
Illustration Coordinators Anna Melhorn/Claudia Durell
Senior Designer Th omas Nery
Th is book is printed on acid free paper.
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ISBN: 978-0-470-38140-3
Printed in the United States of America 10 9 8 7 6 5 4 3 2 1
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About the Author
Bryan Derrickson is Professor of Biology at Valencia College in
Orlando, Florida, where he teaches human anatomy and physi-
ology as well as general biology and human sexuality. He received
his bachelor’s degree in biology from Morehouse College and his
Ph.D. in cell biology from Duke University. Bryan’s study at Duke
was in the Physiology Division within the Department of Cell
n Biology, so while his degree is in cell biology, his training focused
o
ks on physiology. At Valencia, he frequently serves on faculty hiring
c
erri committees. He has served as a member of the Faculty Senate,
D
n which is the governing body of the college, and as a member of
a
Bry the Faculty Academy Committee (now called the Teaching and
of Learning Academy), which sets the standards for the acquisition
y
s
e of tenure by faculty members. Nationally, he is a member of
urt
o the Human Anatomy and Physiology Society (HAPS) and the
C
National Association of Biology Teachers (NABT). Bryan has
always wanted to teach. Inspired by several biology professors
while in college, he decided to pursue physiology with an eye to teaching at the college level. He is
completely dedicated to the success of his students. He particularly enjoys the challenges of his diverse
student population, in terms of their age, ethnicity, and academic ability, and fi nds being able to reach
all of them, despite their diff erences, a rewarding experience. His students continually recognize Bryan’s
eff orts and care by nominating him for a campus award known as the “Valencia Professor Who Makes
Valencia a Better Place to Start.” Bryan has received this award three times.
In honor of my mother, Rosalind Gilmer Derrickson B.H.D.
n
o
ks
c
erri
D
n
a
y
Br
of
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es
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About the Author • iii
Preface
Welcome to your course in human physiology! Many of you are taking this course because you hope
to pursue a career in medicine or one of the allied health professions. Others of you may be taking the
course because you are simply interested in learning how your own amazing body functions. Whatever
your motivations, Human Physiology, and WileyPLUS Learning Space have all the content and tools
needed to ensure that you receive a solid foundation and the knowledge and skills to reach your desired
goals.
I am passionate about the discipline of physiology, and have an equally strong passion for teaching.
Physiology is a fascinating subject and I enjoy conveying this information to students and guiding them
through the intricacies of the many complex functions of the human body. I wrote this text because of
my desire to share the story of physiology with a wider audience.
Human Physiology is a comprehensive text that uses four main underlying principles in physiology
as a foundation for specifi c details of all the systems of the human body. Th ese principles include home-
ostasis, mechanisms of action, communication, and integration. As you progress through the text, you will
discover these underlying themes supporting your understanding of core physiological concepts.
Most importantly, I endeavored to distinguish this text by uniquely combining three powerful ele-
ments: (1) clear, easy-to-follow writing style supported with carefully developed fi gures; (2) an emphasis
on the development of vital critical thinking skills; and (3) a fully integrated digital platform rich in
interactive activities and media. Together these elements provide a superior level of coverage that helps
prepare you for successful careers in medicine and allied health.
THE NARRATIVE AND VISUALS
Each chapter in Human Physiology is written in a style that is very straightforward and easy to under-
stand. Th is type of writing style facilitates comprehension and retention of key physiological concepts.
Words can convey a lot when carefully chosen, but if you are like most students today, visual represen-
tation of the material is of equal importance to you. You’ll fi nd clear visual explanations that bring the
words on the page to life. In addition, each chapter is fi lled with boxed information on relevant clinical
connections and other real-life examples that will stir your interest in, and solidify understanding of, the
relevant science at hand.
CRITICAL THINKING
Understanding how to think critically about the scientifi c information presented is vital to your success.
Human Physiology, 1st edition and WileyPLUS Learning Space have several features that give you the
opportunity to hone this essential skill. Critical Th inking exercises help you to think logically and critical-
ly about real-life scenarios that involve important physiological concepts. Research to Reality is a unique
feature that provides you with the opportunity to analyze and interpret real scientifi c data from primary
research articles. Physiological Equation boxes describe key physiological equations that you can use to
analyze and quantify certain physiological parameters. Ponder Th is questions at the end of each chapter
provide additional opportunities to think critically about physiological information.
ENGAGING DIGITALLY
I am so excited to have my text fully integrated with WileyPLUS Learning Space. Th is platform allows
you to create a personalized study plan, assess your progress along the way, and make deeper con-
nections as you interact with the course material and with one another. Th is collaborative learning
environment provides immediate insight into both your strengths and your problem areas through a
combination of dynamic course materials—such as 3D animations, game-like exercises, and laboratory
simulations—and visual reports so you can act on what’s most important to help you master the course
material. WileyPLUS Learning Space also includes ORION—integrated, adaptive practice that helps you
build profi ciency on particular topics and use your study time most eff ectively.
iv • Preface
Includes ORION Adaptive Practice
An easy way to
help students learn,
collaborate, and grow.
Designed to engage today’s student,
WileyPLUS Learning Space will transform any
course into a vibrant, collaborative, learning community.
Photo credit: Sam Edwards/Getty Images
Identify which students FFaacilitate student Measure outcomes
are struggling early in the ennggagement both in and to promote continuous
semester. ouuttside of class. improvement.
Educators assess the real-time Educaators can quickly organize With visual reports, it’s easy for
engagement and performance of learninnngg activities, manage student both students and educators to
each student to inform teaching collaborraaation, and customize gauge problem areas and act on
decisions. Students always know their courrsssee. what’s most important.
what they need to work on.
www.wileypluslearningspace.com
Acknowledgments
Human Physiology, 1st edition and WileyPLUS Learning Space would Space with ORION. Th eir thoughtful execution of resources and as-
not be possible without the help of many, particularly the numerous sessment has raised the bar for excellence. Th ank you, so very much.
academic colleagues that collaborated with us along the way. First to Brian Antonsen Marshall University
thank are three contributors whose work informed and enhanced our
Heidi Bustamante University of Colorado, Boulder
focus on critical thinking and connections to real life situations and
Patrick Caff erty Emory University
activities:
Janet Casagrand University of Colorado, Boulder
David Mallory, Marshall University, was instrumental in the design
Lynn Diener Mount Mary University
and execution of the Critical Th inking Boxes and step-by-step ques-
tions found in each chapter. His choice of topics for these boxes John Erickson Ivy Tech State College-SE
adds great interest and really highlights the connections to the Gregory Loftin Metropolitan Community College
concepts at hand. Th ank you so much, David. of Kansas City
Lynn Diener, Mount Mary University, researched and chose most Geoff Goellner Minnesota State University
of the primary research papers used in the Research to Reality Michael Griffi n Angelo State University
activities. She used her expertise and experience in implementing
Jill Tall Youngstown State University
this kind of investigation in her own classes to bring this unique
Tracy Wagner Washburn University of Topeka
feature to this project. I am very grateful, Lynn.
Paul Wagner Washburn University of Topeka
Heidi Bustamante, University of Colorado, Boulder, excels at writ-
Chad Wayne University of Houston
ing thoughtful questions that challenge students to critically think
about what they have learned. I am so happy that she chose to en-
Th e development of a fi rst edition text and media for a course as
hance this text by writing the end-of-chapter Ponder Th is questions.
complex as human physiology is a long process and would not be pos-
I really appreciate your work, Heidi.
sible without the continued involvement of those “in the trenches”
I am also very grateful that Wiley commissioned a board of aca- teaching the course, who guided and informed our choices all along
demic advisors with expertise in teaching physiology to help inform the way. I am very grateful to my colleagues who have reviewed the
not only individual resources integrated with this text, but also as a drafts of manuscript, participated in focus groups and workshops, or
sounding board for all of us as we progressed through development. off ered suggestions for improvement.
Ateegh Al-Arabi Johnson County Community College
WILEY ADVISORY BOARD FOR ANATOMY Brenda Alston-Mills Michigan State University
AND PHYSIOLOGY Gwen Bachman University of Nebraska, Lincoln
Heidi Bustamante University of Colorado, Boulder Ari Berowitz University of Oklahoma, Norman
Patrick Caff erty Emory University Eric Blough Marshall University
Janet Casagrand University of Colorado, Boulder Sunny K. Boyd University of Notre Dame
Lynn Diener Mount Mary University Carol Britson University of Mississippi
John Erickson Ivy Tech State College-SE Jackie Brittingham Simpson College
Melaney Farr Salt Lake Community College Brent Bruot Kent State University
Geoff Goellner Minnesota State University Heidi Bustamante University of Colorado, Boulder
Michael Griffi n Angelo State University Sherell Byrd Fort Lewis College
Wanda Hargroder Louisiana State University Martin Burg Grand Valley State University
DJ Hennager Kirkwood Community College Phyllis Callahan Miami University
Sandra Hutchinson Santa Monica College Jackie Carnegie University of Ottawa
Heather Labbe University of Montana - Missoula Robert Carroll East Carolina University
Tom Lancraft St. Petersburg College Janet Casagrand University of Colorado, Boulder
David Mallory Marshall University Daniel Castellanos Florida International University
Russell Nolan Baton Rouge Community College Chris Dewitt University of South Carolina Aiken
Terry Th ompson Wor-Wic Community College Debora Christensen Drake University
Tracy Wagner Washburn University of Topeka Ruth Clark Washington University, St. Louis
Paul Wagner Washburn University of Topeka Josefa Cubina New York Institute of Technology
I thank the following group of academics who have contributed Maria de Bellard California State University, Northridge
to the creation and integration of this text with WileyPLUS Learning Michael Deschenes College of William and Mary
vi • Acknowledgments
Lynn Diener Mount Mary University David Nutting University of Tennessee, Memphis
Stephen Dodd University of Florida Linda Ogren University of California - Santa Cruz
John Erickson Ivy Tech Ok-Kyong Park-Sarge University of Kentucky
Max G. Ervin Middle Tennessee State University William Percy University of South Dakota
Carol Fassbinder-Orth Creighton University David Pistole Indiana University of Pennsylvania
Ralph Ferges Palomar College Robert Preston Illinois State University
James Ferraro Southern Illinois School of Medicine David Petzel Creighton University
Michael Finkler Indiana University - Kokomo Steve Price Virginia Commonwealth University
John Fishback Ozarks Tech Community College Peter Reiser Ohio State University
David Flory University of Central Florida Nick A. Ritucci Wright State University
Victor Fomin University of Delaware Laurel Roberts University of Pittsburgh
Michelle French University of Toronto Sonia Rocah-Sanchez Creighton University
Geoff Goellner Minnesota State University Dean Scherer Oklahoma State University
Barbara Goodman University of South Dakota David Schulz University of Missouri
Mike Griffi n Angelo State University Virginia Shea University of North Carolina, Chapel Hill
Bryan Hamilton Waynesburg University Allison Shearer Grossmont College
Janet Haynes Long Island University Rachel Smetanka Southern Utah University
Susan Heaphy Th e Ohio State University at Lima James Strauss Pennsylvania State University
Steven Heidemann Michigan State University Erik Swenson University of Washington
Stephen Henderson California State University, Chico Jill Tall Youngstown State University
William Higgins University of Maryland Bonnie Tarricone Ivy Tech Community College at Indianapolis
Steven Hobbs University of Colorado Mark Th omas University of Northern Colorado
James Hoff man Diablo Valley College Maureen Tubbiola St. Cloud State University
Kelly Johnson University of Kansas Paul Wagner Washburn University of Topeka
Steven King Oregon Health & Science University Tracy Wagner Washburn University of Topeka
Jennifer Kneafsey Tulsa Community College - Curt Walker Dixie State College of Utah
Northeast Campus Richard Walker University of Calgary
Megan Knoch Indiana University of Pennsylvania R. Douglass Watson University of Alabama, Birmingham
Joan Lafuze Indiana University East Chad Wayne University of Houston
Dean Lauritzen City College of San Francisco
Last, but certainly not least, I owe tremendous gratitude to the
John Lepri University of North Carolina, Greensboro
team at Wiley. Th is team of collaborative publishing professionals is
Paul Lonquich California State University, Northridge dedicated, enthusiastic, and talented and each brings a level of skill to
Jennifer Lundmark California State University - Sacramento the job that, I believe, is unparalleled. My hat is off to the entire team:
David Mallory Marshall University Bonnie Roesch, Executive Editor; Karen Trost, Developmental Editor;
Brittany Cheetham, Associate Editor; Maria Guarascio, Senior Market-
Th eresa Martin San Mateo Community College
ing Manager; Linda Muriello, Senior Product Designer; Lindsey Myers,
Michael Masson Santa Barbara Community College
Market Solutions Assistant; Trish McFadden, Senior Production
Tamara Mau University of California, Berkeley
Editor; Mary Ann Price, Senior Photo Editor; Claudia Volano and Anna
Eric McElroy College of Charleston Melhorn, Illustration Coordinators; Th omas Nery, Senior Designer. I
Th omas McNeilis Dixie State College of Utah also want to acknowledge Kevin Witt, Director, for his support of this
John McReynolds University of Michigan project. My heartfelt thanks to you all!
Jamie Melling Western University Bryan Derrickson
Jeanne Mitchell Truman State University Department of Science, PO Box 3028
Diane Morel University of the Sciences Valencia College
Orlando, FL 32802
Tim Mullican Dakota Wesleyan University
[email protected]
Cheryl Neudauer Minneapolis Community
and Technical College
Acknowledgments • vii
Brief Contents
1 An Introduction to Physiology 1
2 Chemical Composition of the Body 19
3 Cells 56
4 Metabolism 95
5 Transport Across the Plasma Membrane 128
6 Cell Signaling 156
7 The Nervous System and Neuronal Excitability 187
8 The Central Nervous System 238
9 Sensory Systems 275
10 Autonomic and Somatic Nervous Systems 341
11 Muscle 364
12 Control of Body Movement 411
13 The Endocrine System 432
14 The Cardiovascular System: The Heart 484
15 The Cardiovascular System: Blood Vessels and Hemodynamics 524
16 The Cardiovascular System: The Blood 565
17 The Immune System 593
18 The Respiratory System 625
19 The Urinary System 664
20 Fluid, Electrolyte, and Acid–Base Homeostasis 702
21 The Digestive System 721
22 Metabolic Adaptation, Energy Balance, and Temperature
Regulation 764
23 The Reproductive Systems 781
Appendix A: Measurements A-1 Appendix B: Periodic Table B-3
Appendix C: Normal Values for Selected Blood Tests C-4
Appendix D: Normal Values for Selected Urine Tests D-6
Glossary G-1 Index I-1
viii • Brief Contents