MP: Van De Graaff Human Anatomy 6/e + OLC password card + ESP + Strete/Creek's Atlas to Human Anatomy

855 Pages·2001·105.57 MB·English

by  Kent M. Van De Graaff

Van De Graaff: Human Front Matter Preface © The McGraw−Hill
Anatomy, Sixth Edition Companies, 2001
Preface
H effective educational package. With this in mind, the following ob-
uman Anatomy was written to serve as a foundation and
jectives were formulated for the sixth edition of Human Anatomy:
resource for students pursuing health-related careers in
• To provide a text that is inviting and attractive—a text that
fields such as medicine, dentistry, nursing, physician assistant,
is readable and informative with accurate, up-to-date infor-
podiatry, optometry, chiropractic, medical technology, physical
mation of practical concern. Human Anatomyaims to entice
therapy, athletic training, massage therapy, and other health-
readers to study the material and thereby enhance their ap-
related professions. Created to accompany the one-semester
preciation of life through a better understanding of the
human anatomy course, this text presents a basic introduction to
structure, function, and magnificence of their own bodies.
human anatomy for students enrolled in medical, allied-health,
and physical education programs, or for those majoring in biolog- • To provide a conceptual framework of learning through
ical science. The focus of Human Anatomyis to provide applica- the use of concise concept statements, learning objectives,
ble knowledge of the structure of the human body and and chapter review questions.
foundation information for understanding physiology, cell biol- • To express the beauty of the body through spectacular art
ogy, developmental biology, histology, and genetics. Practical in- that is anatomically accurate. Anatomy is a visual science
formation is presented in this text that will enable students to where exactness is essential. The numerous high-quality il-
apply pertinent facts to the real-world situations they might en- lustrations prepared expressly for this edition augment the
counter in their chosen profession. acclaimed art program of the previous editions.
Many changes have been made in the sixth edition of
• To stimulate student interest in anatomy and related sub-
Human Anatomy to provide students with a high-quality text for
jects through a series of thematic commentaries, high-
their course of study. Because human anatomy is such a visual sci-
lighted by topic icons.
ence, many refinements and additions have been made in a con-
• To provide a systematic, balanced presentation of anatomi-
tinuing effort to provide an effective art program. Many new
cal concepts at the developmental, cellular, histological,
illustrations, radiographs, and photographs (including images of
clinical, and gross anatomy levels.
cadaver dissections) make this text even more useful. Strengthen-
ing clinical aspects of the text has been another major focus in the • To build students’ technical vocabularies to the point
sixth edition. Additional Clinical Practicums have been added at where they feel comfortable with basic medical terminol-
the ends of the chapters throughout the text. These case studies ogy, enabling them to become conversant with health-care
and their accompanying images test student knowledge and providers and understand current medical literature.
demonstrate the application of anatomical information in a clini- • To encourage proper care of the body in order to enjoy a
cal setting. A final task in creating the sixth edition of Human healthier, more productive life, and to provide a founda-
Anatomyhas been to revise the content for currentness and accu- tion of knowledge students can share to help enrich the
racy. In keeping with the pace of research, updated information is lives of others.
presented on the history of current human genome research, the
• To acquaint students with the history of anatomy, from its
structure of DNA and RNA, protein synthesis, utilization of stem
primitive beginnings to recent advances in the field.
cells from red bone marrow and fetal tissue, and the classification
Only with the realization of how long it took to build up
of hair. The comprehensive nature of the sixth edition of this text
knowledge that is now taken for granted—and with what
and its current clinical information enable it to be used as a valu-
difficulty—can students appreciate the science of anatomy
able reference resource regarding the structure, function, develop-
in its proper proportion.
ment, senescence, and possible dysfunctions of the human body.
TEXT ORGANIZATION
OBJECTIVES
The 22 chapters in this text are grouped into seven units that are
In preparing and updating a text and its ancillaries (website, labora-
identified by colored tabs on the outside page margins.
tory manual, instructor’s manual, test bank, and so forth), it is es-
sential to consider both the needs of the student and the needs of Unit 1: Historical Perspective In this unit, the stage is set
the instructor. A well-written and inviting text is at the heart of an for studying human anatomy by providing a historical perspective
x
Van De Graaff: Human Front Matter Preface © The McGraw−Hill
Anatomy, Sixth Edition Companies, 2001
on how this science has developed over the centuries. Anatomy is LEARNING AIDS
an exciting and dynamic science that remains vital as it continues
to broaden its scope. It is hoped that this unit will make the Each of the 22 chapters of this text incorporates numerous peda-
reader feel a part of the heritage of human anatomy. gogical devices that organize and underscore the practicality of
the material, clarify important concepts, help assess student
Unit 2: Terminology, Organization, and the Human Organ- learning, and stimulate students’ natural curiosity about the
ism In this unit, the anatomical characteristics that define hu- human body. In short, these aids make the study of human
mans as a distinct species are described. The various levels of anatomy more effective and enjoyable.
organization of the human body are also described, and the basic
terminology necessary for understanding the structure and func-
Chapter Introductions
tioning of the body is introduced.
The beginning page of each chapter contains an outline of the
Unit 3: Microscopic Structure of the Body The microscopic
chapter contents and a Clinical Case Study pertaining to the
aspect of body organization is considered at the cellular and histo-
subject matter of the chapter. Each case study is elucidated with
logical levels in this unit. Cellular chemistry is emphasized as an
a related photograph. These hypothetical situations underscore
integral aspect of learning about how the body functions.
the clinical relevance of anatomical knowledge and entice stu-
Unit 4: Support and Movement Support, protection, and dents to watch for information contained within the chapter
movement of the human body are the themes of this unit. The that may be needed to answer the case study questions. The solu-
integumentary system provides the body with external support tion to the case study is presented at the end of the chapter, fol-
and protection, and the skeletal system provides internal support lowing the last major section.
and protection for certain organs of the body. Movement is pos-
sible at the joints of the skeleton as the associated skeletal mus-
Understanding Anatomical Terminology
cles are contracted. Surface anatomy and regional anatomy are
given detailed coverage in chapter 10 of this unit. Atlas-quality Each technical term is set off in boldface or italic type, and is
photographs of dissections of human cadavers are included in often followed by a phonetic pronunciation in parentheses, at
this chapter. the point where it first appears and is defined in the narrative.
The roots of each term can be identified by referring to the glos-
Unit 5: Integration and Coordination This unit includes
sary of prefixes and suffixes found on the inside of the front
chapters on the nervous system, endocrine system, and sensory
cover. In addition, the derivations of many terms are provided in
organs. The concepts identified and discussed in these chapters
footnotes at the bottom of the page on which the term is intro-
are concerned with the integration and coordination of body
duced. If students know how a term was derived, and if they can
functions and the perception of environmental stimuli.
pronounce the term correctly, the term becomes more meaning-
ful and is easier to remember.
Unit 6: Maintenance of the Body In this unit, the struc-
ture and function of the circulatory, respiratory, digestive, and
urinary systems are discussed as they contribute in their individ- Chapter Sections
ual ways to the overall functioning and general welfare of the or-
Each chapter is divided into several major sections, each of
ganism. All of these systems work together in maintaining a
which is prefaced by a concept statement and a list of learning
stable internal environment in which the cells of the body can
objectives. A concept statement is a succinct expression of the
thrive on a day-to-day basis.
main idea, or organizing principle, of the information contained
Unit 7: Reproduction and Development The male and fe- in a chapter section. The learning objectives indicate the level of
male reproductive systems are described in this unit, and the competency needed to understand the concept thoroughly and
continuance of the human species through sexual reproduction is be able to apply it in practical situations. The narrative that fol-
discussed. Unit 7 provides an overview of the entire sequence of lows discusses the concept in detail, with reference to the objec-
human life, including prenatal development and postnatal tives. Knowledge Check questions at the end of each chapter
growth, development, and aging. Basic concepts of genetics and section test student understanding of the concept and mastery of
inheritance are also explained. the learning objectives.
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Van De Graaff: Human Front Matter Preface © The McGraw−Hill
Anatomy, Sixth Edition Companies, 2001
Commentaries and Clinical Information challenged to evaluate the clinical findings, explain the origin of
symptoms, diagnose the patient, recommend treatment, etc.
Set off from the text narrative are short paragraphs highlighted
Each body system chapter contains one or two Clinical
by accompanying topic icons. This interesting information is rel-
Practicums, placed before the chapter summary. Detailed answers
evant to the discussion that precedes it, but more important, it
to the Clinical Practicum questions are provided in Appendix B.
demonstrates how basic scientific knowledge is applied. The five
icons represent the following topic categories:
Chapter Summaries
Clinical informationis indicated by a stethoscope. The information
contained in these commentaries provides examples of the applied A summary, in outline form, at the end of each chapter reinforces
medical nature of the information featured in the topic discussion. the learning experience. These comprehensive summaries serve as
a valuable tool in helping students prepare for examinations.
Aging informationis indicated by an hourglass. The information
contained in these commentaries is relevant to normal aging and
indicates how senescence (aging) of body organs impacts body Review Activities
function.
Following each chapter summary, sets of objective, essay, and
Developmental informationof practical importance is indicated by a critical thinking questions give students the opportunity to mea-
human embryo. Knowledge of pertinent developmental anatomy sure the depth of their understanding and learning. The critical
contributes to understanding how congenital problems develop and
thinking questions have been updated and expanded in the sixth
impact body structure and function.
edition to further challenge students to use the chapter informa-
tion in novel ways toward the solution of practical problems.
Homeostasis information is indicated by a gear mechanism. The
information called out by this icon is relevant to the body processes that The correct responses to the objective questions are provided in
maintain a state of dynamic equilibrium. These commentaries point out Appendix A. Each answer is explained, so students can effec-
that a disruption of homeostasis frequently accompanies most diseases.
tively use the review activities to broaden their understanding of
the subject matter.
Academic interestcommentaries discuss topics that are relevant to
human anatomy that are quite simply of factual interest.
Illustrations and Tables
In addition to the in-text commentaries, selected develop- Because anatomy is a descriptive science, great care has been
mental disorders, aging, clinical procedures, and diseases or dys- taken to continuously enhance the photographs and illustrations
functions of specific organ systems are described in Clinical in Human Anatomy. A hallmark feature of the previous editions
Considerations sections that appear at the end of most chapters. of this text has been the quality art program. In keeping with the
Photographs of pathological conditions accompany many of objective of forever improving and refining the art program, over
these discussions. 150 full-color illustrations were substantially revised or rendered
entirely new for the sixth edition. Each illustration has been
checked and rechecked for conceptual clarity and precision of the
Developmental Expositions
artwork, labels, and captions. Color-coding is used in certain art
In each body system chapter, a discussion of prenatal develop- sequences as a technique to aid learning. For example, the bones
ment follows the presentation on gross anatomy. Each of these of the skull in chapter 6 are color-coded so that each bone can be
discussions includes exhibits and explanations of the mor- readily identified in the many renderings included in the chapter.
phogenic events involved in the development of a body system. These illustrations represent a collaborative effort between author
Placement near the related text discussion ensures that the and illustrator, often involving dissection of cadavers to ensure
anatomical terminology needed to understand the embryonic accuracy. Illustrations are combined with photographs whenever
structures has been introduced. possible to enhance visualization of anatomical structures. Light
and scanning electron micrographs are used throughout the text
to present a true picture of anatomy from the cellular and histo-
Clinical Practicums
logical levels. Surface anatomy and cadaver dissection images
These focused clinical scenarios present a patient history and help students understand the juxtaposition of anatomical struc-
supporting diagnostic image—such as a radiograph, ultrasound, tures and help convey the intangible anatomical characteristics
or photograph—followed by a series of questions. Students are that can be fully appreciated only when seen in a human speci-
xii
Van De Graaff: Human Front Matter Preface © The McGraw−Hill
Anatomy, Sixth Edition Companies, 2001
men. Many of the cadaver dissection photographs have been adam Online Anatomy is a comprehensive database of de-
modified or replaced with new, high-quality images shot expressly tailed anatomical images that allows users to point, click, and
for the sixth edition. All of the figures are integrated with the text identify more than 20,000 anatomical structures within fully
narrative to maximize student learning. dissectible male and female bodies in anterior, lateral, medial,
Numerous tables throughout the text summarize information and posterior views. Exhaustively reviewed by panels of lead-
and clarify complex data. Many tables have been enhanced with ing anatomists, adam Online Anatomy is recognized as the
the addition of illustrations to communicate information in the standard anatomical database in computer-based medical edu-
most effective manner. Like the figures, all of the tables are refer- cation worldwide.
enced in the text narrative and placed as close to the reference as
BioCourse.com delivers rich, interactive content to fortify
possible to spare students the trouble of flipping through pages.
the learning and teaching experience in the life sciences. In
addition to over 10,000 animations, images, case studies, and
Appendixes, Glossary, and Index
video presentations, discussion boards and laboratory exercises
foster collaboration and infinite learning and teaching oppor-
Appendixes A and B provide answers and explanations for the
tunities. Biocourse.com contains these specific areas:
objective questions at the end of each chapter and for the ques-
tions that accompany the Clinical Practicum boxes. The glossary The Faculty Clubgives new and experienced instructors ac-
provides definitions for the important technical terms used in cess to a variety of resources to help increase their effective-
the text. Phonetic pronunciations are included for most of the ness in lecture, discover groups of instructors with similar
terms, and an easy-to-use pronunciation guide appears at the be- interests, and find information on teaching techniques and
ginning of the glossary. Synonyms, including eponymous terms, pedagogy. A comprehensive search feature allows instructors
are indicated, and for some terms antonyms are given as well. to search for information using a variety of criteria.
The Student Center allows students the opportunity to
TEACHING AND LEARNING search BioCourse for information specific to the course area
SUPPLEMENTS they are studying, or by using specific topics or keywords.
Information is also available for many aspects of student
There is much more to Human Anatomythan this book. Numer- life, including tips for studying and test taking, surviving
ous study and teaching aids round out the complete package. the first year of college, and job and internship searches.
Students can order supplemental study materials by contacting
BioLabshelps laboratory instructors, who often face a spe-
the McGraw-Hill Customer Service Department at 800-338-
cial set of challenges. BioLabs addresses those challenges
3987. Instructors can obtain teaching aids by calling the Cus-
by providing laboratory instructors and coordinators with a
tomer Service Department or by contacting your McGraw-Hill
source for basic information on suppliers, best practices,
sales representative.
professional organizations, and lab exchanges.
Briefing Room is where to go for current news in the life
Online Learning Center
sciences. News feeds from The New York Times, links to
The Online Learning Center (OLC) at www.mhhe.com/vdg of- prominent journals, commentaries from popular McGraw-
fers an extensive array of learning and teaching tools. This web- Hill authors, and XanEdu journal search service are just a
site includes chapter-specific quizzes and web links, clinical few of the resources you will find here.
applications, interactive activities, art labeling exercises, case
The Quad utilizes a powerful indexing and searching tool
studies, and more. Teaching resources at the instructor site in-
to provide the user with a guided review of specific course
clude image and animations libraries, PowerPoint lecture presen-
content. Information is available from a variety of Mc-
tations, technology resources, and the online Instructor’s Manual
Graw-Hill sources, including textbook material, Essential
for Human Anatomy. In addition, the OLC provides online ac-
Study Partner modules, Online Learning Centers, and im-
cess to the following premium interactive products:
ages from Visual Resource Libraries.
Essential Study Partner for Anatomy and Physiology is a R&D Center is the opportunity to see what new text-
complete, interactive student study tool packed with hun- books, animations, and simulations McGraw-Hill is work-
dreds of animations and more than 800 learning activities. In- ing on and to send McGraw-Hill your feedback. You can
teractive diagrams and quizzes make learning core concepts also learn about other opportunities to review as well as
stimulating and fun. submit ideas for new projects.
xiii
Van De Graaff: Human Front Matter Preface © The McGraw−Hill
Anatomy, Sixth Edition Companies, 2001
Laboratory Manual to accompany strategies, discussion and demonstration ideas for lectures, and sug-
gestions for laboratory exercises. This manual also includes a list-
Human Anatomy, Sixth Edition
ing of transparencies and multimedia resources that correlate with
Kent Van De Graaff has authored a comprehensive laboratory each text chapter and provides answers to the Knowledge Check,
manual specifically designed to accompany Human Anatomy,sixth Essay, and Critical Thinking questions that appear in the text.
edition. This laboratory manual emphasizes learning anatomical
structures through visual observation, palpation, and knowledge of Test Item File
the functional relationship of one body system to another. It fo-
The Test Item File contains fill-in-the-blank, multiple choice,
cuses primarily on the human organism, but also contains cat dis-
and true/false questions specifically designed to complement
sections and selected organ dissections. Closely integrated with the
each chapter of the text. Instructors using WebCT, Blackboard,
Human Anatomy text, the companion lab manual utilizes a well-
or PageOut can access the Test Item File online.
rounded pedagogical system that helps students organize the back-
ground information and materials needed to complete each lab MicroTest
exercise. Coloring and labeling activities placed throughout the
chapters reinforce recognition of anatomical structures, and labo- MicroTest is a computerized test generator that is free upon re-
ratory reports at the end of each chapter encourage students to quest to qualified adopters. The test generator contains the com-
synthesize concepts covered in both lab and lecture. plete Test Item File on CD-ROM. MicroTest requires no
programming experience and is designed to work on both Win-
dows and Macintosh platforms.
Instructor’s Manual
for the Laboratory Manual ®
This online manual is housed within the instructor Online
Learning Center. It provides answers to the lab report questions,
PageOut is McGraw-Hill’s exclusive tool for creating your own
as well as overviews on how to present each laboratory exercise,
website for your anatomy course. It requires no knowledge of
materials lists, and additional topics for discussion.
coding. Simply type your course information into the templates
provided. PageOut is hosted by McGraw-Hill.
Transparencies
This set of transparency acetates includes 200 full-color illustra- In addition to the materials specifically designed to accom-
tions from the text that have been chosen for their value in rein- pany Human Anatomy,McGraw-Hill offers the following supple-
forcing lecture presentations. mental resources to enrich the study and instruction of anatomy
and physiology.
Visual Resource Library Regional Human Anatomy: A Laboratory Workbook For
Use With Models and Prosections by Frederick E. Grine,
Accessed through the instructor site at the Online Learning
State University of New York—Stony Brook. Organized with a
Center and also available on CD-ROM, the Visual Resource Li-
regional approach to human anatomy, this workbook utilizes
brary contains labeled and unlabeled versions of the key illustra-
coloring and labeling activities to simplify the learning of
tions and photos from the book, as well as all tables. You can
anatomy. Brief text descriptions of key anatomical structures
quickly preview images and incorporate them into PowerPoint or
are grouped with detailed illustrations that can be colored and
other presentation programs to create your own multimedia pre-
labeled to reinforce the material presented. Critical thinking
sentations. You can also remove and replace labels to suit your
questions encourage students to think about how anatomical
own preferences in terminology or level of detail.
structures work together, and boxed clinical insights highlight
facts of interest to students pursuing health-related professions.
Instructor’s Manual
Anatomy and Physiology Laboratory Manual-Fetal Pig by
Accessed via the Online Learning Center, the instructor’s manual Terry R. Martin, Kishwaukee College. Provides excellent full-
by Jeffrey S. Prince, M.D. and Karianne N. Prince provides in- color photos of the dissected fetal pig with corresponding labeled
structional support in the use of the textbook. It includes teaching art. It includes World Wide Web activities for many chapters.
xiv
Van De Graaff: Human Front Matter Preface © The McGraw−Hill
Anatomy, Sixth Edition Companies, 2001
Web-Based Cat Dissection Review for Human Anatomy Coloring Guide to Anatomy and Physiology by Robert and
and Physiology by John Waters, Pennsylvania State Univer- Judith Stone, Suffolk County Community College. This guide
sity. This online multimedia program contains vivid, high- emphasizes learning through the process of color association.
quality labeled cat dissection photographs. The program helps The Coloring Guideprovides a thorough review of anatomical
students easily identify and review the corresponding struc- and physiological concepts.
tures and functions between the cat and the human body.
Dynamic Human,Version 2.0.A set of two interactive CD-
ACKNOWLEDGMENTS
ROMs that cover each body system and demonstrate clinical
concepts, histology, and physiology with animated three- Preparing a new edition of a text is a formidable task that in-
dimensional and other images. volves a number of colleagues, students, and publishing profes-
Interactive Histology CD-ROM by Bruce Wingerd and Paul sionals. And in the case of this text, even family members were
Paolini, San Diego State University. This CD contains 135 involved. My sincere gratitude is extended to faculty and stu-
full-color, high-resolution light micrograph images and 35 scan- dents who have used previous editions of this text and have
ning electron micrograph images of selected tissue sections typi- taken the time to suggest ways to improve it. They are indeed
cally studied in anatomy and physiology. Each image has labels thinking of others who will be using the text in the future, and at
that can be clicked on or off, has full explanatory legends, offers the same time, ensuring a future for the text.
views at two magnifications, and has links to study questions. I am especially appreciative of Samuel I. Zeveloff and
The CD also has a glossary with pronunciation guides. Ronald Galli, colleagues at Weber State University, who were
especially supportive of my efforts in preparing this edition. A
Life Science Animation VRL 2.0contains over 200 anima-
number of professors who taught from the previous edition
tions of major biological concepts and processes, such as the
shared suggestions that have been incorporated into this one.
sliding filament mechanism, active transport, genetic tran-
Furthermore, some students who used the text offered sugges-
scription and translation, and other topics that may be diffi-
tions for improvement. Melissa J. Bentley, Eric F. Stakebake,
cult for students to visualize.
and Amber Bennett were particularly helpful in the preparation
Life Science Animations 3D Videotapecontains 42 key bio- of this edition. Feedback from conscientious students is espe-
logical processes that are narrated and animated in vibrant cially useful and appreciated.
full color with dynamic three-dimensional graphics. Several physicians contributed clinical input to this edi-
Life Science Animations (LSA)videotape series contains 53 tion. I especially appreciate the assistance of Dr. Jeffrey S. Prince
animations on five VHS videocassettes: Chemistry, the Cell, and Karianne N. Prince for their contributions of additional
and Energetics; Cell Division, Heredity, Genetics, Reproduc- Clinical Practicums and the accompanying radiographic images.
tion, and Development; Animal Biology No. 1; Animal Biol- Their involvement is especially rewarding to me, in that they are
ogy No. 2; and Plant Biology, Evolution, and Ecology. former students. A father’s request to three of his sons resulted in
Another available videotape is Physiological Concepts of Life additional clinical input. A heartfelt thanks is extended to Drs.
Science. Kyle M. Van De Graaff, Eric J. Van De Graaff, and Ryan L. Van
De Graaff for their generous suggestions and genuine interest in
Atlas to Human Anatomy by Dennis Strete, McLennan
what their dad does. My good friend and collaborator John L.
Community College, and Christopher H. Creek. This atlas
Crawley has continued to be supportive of my writing endeavors.
takes a systems approach with references to regional anatomy,
The visual appeal and accuracy provided by quality pho-
thereby making it a great complement to your regular course
tographs and illustrations are essential in an anatomy text. I have
structure, as well as to your laboratory.
enjoyed my years of professional interaction with Christopher
Atlas of the Skeletal Muscles, third edition, by Robert and Creek, the talented artist who rendered many of the illustrations
Judith Stone, Suffolk County Community College. This atlas in the previous editions and a number of new ones for this edi-
is a guide to the structure and function of human skeletal tion. His anatomical art is engaging and realistic. Dr. Gary M.
muscles. The illustrations help students locate muscles and Watts, Department of Radiology at the Utah Valley Regional
understand their actions. Medical Center, provided many of the radiographic images used
Laboratory Atlas of Anatomy and Physiology,third edition, in the previous editions of this text and some new ones for this
by Eder et al. This full-color atlas contains histology, human edition. Thanks are also extended to Don Kincaid and Rebecca
skeletal anatomy, human muscular anatomy, dissections, and Gray of Ohio State University, who dissected and photographed
reference tables. the new cadaver images for this edition.
xv
Van De Graaff: Human Front Matter Preface © The McGraw−Hill
Anatomy, Sixth Edition Companies, 2001
Sincere gratitude is extended to the editors at McGraw- McGraw-Hill dutifully assembled a panel of competent
Hill for their talent, dedication, and encouragement of my ef- anatomists to review the previous text and the new manuscript
forts. Sponsoring Editors Marty Lange and Kristine Tibbetts and as it was being developed for the sixth edition. These profession-
Developmental Editor Kristine Queck were superb to work with. als aided my work immeasurably, and I am especially grateful for
I enjoyed my association with Jane Matthews, Project Manager, their frank criticism, comments, and reassurance.
and John Leland, Photo Research Coordinator. Both of these
people spent countless hours attending the myriad details that a
technical text such as this involves.
Marion Alexander David K. Ferris Virginia L. Naples
University of Manitoba University of South Carolina–Spartanburg Northern Illinois University
Frank Baker Allan Forsman Daniel R. Olson
Golden West College East Tennessee State University Northern Illinois University
Leann Blem Carl D. Frailey Scott Pedersen
Virginia Commonwealth University Johnson County Community College South Dakota State University
Carolyn W. Burroughs Glenn A. Gorelick Russell L. Peterson
Bossier Parish Community College Citrus College Indiana University of Pennsylvania
Russ Cagle Douglas J. Gould Larry A. Reichard
Willamette University University of Kentucky Chandler Medical Maple Woods Community College
Paul V. Cupp, Jr. Center Alexander Sandra
Eastern Kentucky University Melanie Gouzoules University of Iowa
Brian Curry University of North Carolina–Greensboro David J. Saxon
Grand Valley State University Phyllis C. Hirsch Morehead State University
Shirley Dillaman East Los Angeles College Stephen P. Schiffer
Penn State–Shenango Bert H. Jacobson Georgetown University Medical Center
Cathryn R. Dooly Oklahoma State University Leeann Sticker
Ball State University Glenn E. Kietzmann Northwestern State University of Louisiana
Ruth E. Ebeling Wayne State College R. Brent Thomas
Biola University Dennis Landin University of South Carolina–Spartanburg
Charles A. Ferguson Louisiana State University Judy A. Williams
University of Colorado at Denver Bryan G. Miller Southeastern Oklahoma State University
Eastern Illinois University
xvi
Van De Graaff: Human Front Matter A Visual Guide © The McGraw−Hill
Anatomy, Sixth Edition Companies, 2001
Visual Guide
Chapter Outline
A page-referenced preview of major topics is included on the
2 Body Organization and opening page of each chapter, allowing you to see at a glance what
Anatomical Nomenclature the upcoming chapter covers.
Classification and Characteristics o(cid:1)f
Humans 23
Body Organization 28
Anatomical Nomenclature 30
Planes of Reference and Descriptive
Terminology 33
Body Regions 35
Body Cavities and Membranes 41
Clinical Case Study Answer 45
Chapter Summary 46
Review Activities 46
Clinical Case Study
A hypothetical medical situation sets the stage for the chapter by
underscoring the clinical relevance of the chapter content. As you
read the chapter, watch for the background information needed to
Clinical Case Study (cid:1) solve the case study, then check your answer against the solution
A young woman was hit by a car while crossing a street. Upon arrival at the scene, paramedics given at the end of the chapter.
found the patient to be a bit dazed but reasonably lucid, complaining of pain in her abdomen
and the left side of her chest. Otherwise, her vital signs were within normal limits. Initial eval-
uation in the emergency room revealed a very tender abdomen and left chest. The chest radio-
graph demonstrated a collapsed left lung resulting from air in the pleural space
(pneumothorax). The emergency room physician inserted a drainage tube into the left chest
(into the pleural space) to treat the pneumothorax. Attention was then turned to the ab-
domen. Because of the finding of tenderness, a peritoneal lavage was performed. This procedure
involves penetrating the abdominal wall and inserting a tube into the peritoneal cavity. Clear
fluid such as sterile water or normal saline is then instilled into the abdomen and siphoned out
again. The fluid used in this procedure is called lavage fluid. A return of lavage fluid containing
blood, fecal matter, or bile indicates injury to an abdominal organ that requires surgery. The re-
turn of lavage fluid from this patient was clear. However, the nurse stated that lavage fluid was
draining out of the chest tube.
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categories on the basis of their cellular composition and histologi-
cal appearance.
Objective 1 Define tissueand discuss the importance of
histology.
Concept Statement (cid:1) Objective 2 Describe the functional relationship between
cells and tissues.
A carefully worded expression of the main idea, or organizing Objedcetsicvrieb e3 the Lfuisntc tthioen fso uorf eparicnhc iptyapl eti.ssue types and briefly (a)
principle, of the information contained in a chapter section gives
Although cells are the structural and functional units of the
you a quick overview of the material that will follow. body, the cells of a complex multicellular organism are so spe-
cialized that they do not function independently. Tissuesare ag-
gregations of similar cells and cell products that perform specific
Learning Objectives fefruaonrmlcyt seipomenbcsir.f yiToc nhaiercr avdnaegvreieomluoespn mttyse pnoetfs .t Aiosfss u tteihss.es u Meemsa nbayrry eao d egusrtlota wboslri,g soahnregsda, nidnsu cfroluirndmg- Setshumherafe aefrtcxg oepinf o oghsf aefridorm
Each chapter section begins with a set of learning objectives that itnisgs utehse thheaat rtw, ebrrea ifno ramnedd mpurescnlaetsa, lclyo,n ataltihno tuhgeh osroigminea fl ucneclltsi oannadl the skin
indicate the level of competency you should attain in order to cohr aans gthese iorc ecfufer citniv tehnee stsi sdsuimesi naiss hthees yw aitrhe aagcete.d upon by hormones
tshitouraotiuognhsl.y understand the concept and apply it in practical ffMuonuannctydiT aodtnhiisseo e nosat fsu feotdshry ep uo rfnoo rtfdiogesausrnunsetsda sl dnyiisd s arcienlutfgsees rret rhdethd ei e ntm o t tiiashcssre uho ecsissch towaopplioittchge yrissn.t rItatuh ncpa trtuao ffrvofeield claeotnsew dda. (FbI)GURE 4.1The appearance of skin (a) magnified 25 times, as
organ; therefore, by knowing the normal tissue structure, a physi- seen through a compound light microscope, and (b) magnified 280
cian can recognize the abnormal. In medical schools a course in times, as seen through a scanning electron microscope (SEM).
histology is usually followed by a course in pathology,the study of
abnormal tissues in diseased organs.
Although histologists employ many different techniques has a liquid matrix, permitting this tissue to flow through vessels.
Vocabulary Aids fkoinr dpsr eopf amriincgro, ssctoapinesin agr,e aunsde ds etcot ivoinewin gth tei spsureepsa, roend lyti stswueos .b Tashice Bthyi sc toinssturaes tto, bsounppe ocretl ltsh aer be osdeyp.arated by a solid matrix, permitting
Nipmreomwneu tdneircamitaestl iyao pndpese ffiaonrr e ibdno iblndo fcladocfnaetcdee tx eptr.r miDnste afairnse it tghiaoetynh sae rareen ddin ipntrh otohdnuee cgteildco sasnardy at (cid:1) tcepl(iifrvagsiorgshetgu.rti re ,c4a m u.Mwpa1lihna)hca,rsdrn e aof ryiuncnse necdt liocft sltihtpusnhiuieloeesaen ri et s,scel st eeextrucllruttelsur scceo acttadnrtrureu o erm rtna aeois lt.cmu rodMrtoirhbescocotersuoaos enptligri ledrvg oaeihtefpsod t ht onohamsvbe neaiese drcehrde rrabi eovuslodsetlscou etottlndhooipd.seg is c uitfuc ionalnegedl ee vse ptedtrhhrlse.eutot araHct niotblomusdy wr oiaae--f tfb(booi4oonsrs)dd mu tyynhes epep Trcg aavbohlrroaattveu nsset ;sitdo sr (it s ssio3a ;ss bfn)su (u osoe2mtedst)r huyui onsec cfcosir tltu.tnueihr arntfeetiease ccasbstune oiavesddne, c y dflo tui iannstnrsrteecuar stnaea icosbsbmtsnosiig: ndi ttn(ydos1e s n)pcd, ear estorvupovdiip tteufhpi oceeiomuelsir ratmpa lsp un,(o rledaivspn ene″dcsdm˘ ıiu-f pretcpahontrlemso t′,t;lt eyeaoa-pcnnanetldde)ss
the end of the book. Mnoantlriivxi nvagr iienst einrc ceollmulpaors imtiaotnr ifxro(mm ao′ntrei ktsi)ss uthe atto tahneo tcheellrs asnedc rmetaey. Knowledge Check
The Greek or Latin derivations of many terms are provided in take the form of a liquid, semisolid, or solid. Blood, for example, 1. Define tissueand explain why histology is important to the
study of anatomy, physiology, and medicine.
footnotes at the bottom of the page on which the term first appears. 2. Cells are the functional units of the body. Explain how the
matrix permits specific kinds of cells to be even more effec-
tive and functional as tissues.
(cid:1) histology: Gk. histos,web (tissue); logos,study 3. What are the four principal kinds of body tissues? What are
pathology: Gk. pathos,suffering, disease; logos,study the basic functions of each type?
matrix: L. matris,mother
xxvviiii
Van De Graaff: Human Front Matter A Visual Guide © The McGraw−Hill
Anatomy, Sixth Edition Companies, 2001
(cid:1)
Beautifully Rendered Full-Color Art
Carefully prepared, accurate illustrations are a hallmark of this text.
Human anatomy is a visual science, and realistic art is essential.
Vibrant four-color illustrations are often paired with photographs,
reinforcing the detail conveyed in the drawings with direct
comparisons of actual structures.
(cid:1)
Secretion
Lumen
Mucus
Liver
Cell membrane
Stomach
Gallbladder
Golgi complex
Large intestine
Small intestine
Nucleus of goblet cell
Rough endoplasmic
reticulum
Creek
Right lung Left lung
Diaphragm muscle Heart
Inferior vena cava
Right kidney Left renal artery
Atlas-Quality Cadaver Images
Celiac trunk Left kidney
Precisely labeled photographs of dissected human cadavers provide
Common hepatic Abdominal aorta
artery detailed views of human anatomy that allow students concrete
visualization of anatomical structures and their position relative to
Inferior mesenteric
Superior mesenteric artery other parts of the body.
artery
(cid:1)
Right common
iliac artery
Right external
iliac artery
Right external
iliac vein
xviii
Van De Graaff: Human Front Matter A Visual Guide © The McGraw−Hill
Anatomy, Sixth Edition Companies, 2001
Illustrated Tables (cid:1)
TABLE 11.6 Septa of the Cranial Dura Mater
Selected tables combine artwork with
Septa Location
summarized content to provide
Falx cerebri Extends downward into the longitudinal fissure to partition the right and left cerebral hemispheres; anchored
comprehensive topic coverage in an easy-to- anteriorly to the crista galli of the ethmoid bone and posteriorly to the tentorium
Tentorium cerebelli Separates the occipital and temporal lobes of the cerebrum from the cerebellum; anchored to the tentorium, petrous
follow format. parts of the temporal bones, and occipital bone
Falx cerebelli Partitions the right and left cerebellar hemispheres; anchored to the occipital crest
Diaphragma sellae Forms the roof of the sella turcica
Superior sagittal sinus
Dura mater
Cerebral veins Inferior sagittal sinus
Falx cerebri
Tentorium cerebelli
Cerebral arterial
circle Cranium
Pituitary gland
Sella turcica Transverse sinus
Falx cerebelli
Diaphragma sellae
pathetic neurons by fibers from the superior colliculi. Postganglionic
Monocular field neurons in the ciliary ganglia behind the eyes, in turn, stimulate
Binocular field constrictor fibers in the iris. Contraction of the ciliary body during
Macular field accommodationalso involves stimulation of the superior colliculi.
Processing of Visual Information
For visual information to have meaning, it must be associated
with past experience and integrated with information from other
Eyeball senses. Some of this higher processing occurs in the inferior tem-
LReentisna pathroearaats lt fhlroeobyme ps mroefov ntiohkuees yclsye irlmeebaprraaniler scd o tahrnteedixr .ha Eibnxidlpieteyrrs i tmtoh ereneirmt aaelb mrielbimteyor vtvoai sla uosasflo ttchaieaskstees Topic Icons
Optic nerve vkiesyusa lw iimtha gtehse wiri tihn ftehrieo rs igtenmifipcoarnacle loobf etsh er eombojevcetds ,v fioewr eedx.a mMpolne-, Topic icons highlight information of practical
will fearlessly handle a snake. The symptoms produced by loss of application and special interest. These commentaries
the inferior temporal lobes are known as Klüver–Bucy syndrome.
In an attempt to reduce the symptoms of severe epilepsy, reinforce the importance of learning the preceding
surgeons at one time would cut the corpus callosum in some pa-
Optic chiasma tients. This fiber tract, as previously described, transmits impulses facts. The five icon images and the topics they represent
between the right and left cerebral hemispheres. The right cere-
bral hemisphere of patients with such split brainswould therefore, are: clinical information (stethoscope), aging
Optic tract receive sensory information only from the left half of the external (hourglass), developmental information (embryo),
world. The left hemisphere, similarly cut off from communication
Optic radiation Scoulpliceurilours wonitlhy ftrhome rtihgeh tr ihghetm hisaplfh oefr et,h ew eoxutledr nreacl ewivoerl ds.e Inns osroym ien fsoitrumataitoinosn, homeostasis (gear mechanism), and academic interest
Lateral geniculate these patients would behave as if they had two separate minds. information (mortarboard).
nthuacllaemusu sof Ehexpmeisripmheenretss whiathv es psliet-pbarraainte p aabtiielintitess h. aTvheis r eisv etraulee de tvheant tthheo utwgoh (cid:1)
each hemisphere normally receives input from both halves of the exter-
nal world through the corpus callosum. If the sensory image of an ob-
ject, such as a key, is delivered only to the left hemisphere (by
Vociscuipailt aclo lrotbeex sof sothhbeoje wocbitn jeigsc iptt riosen sbleyu ntt toec dathn etno or titgh neha t rmvigisehu ti atc.l eEfirxeeplbder)ra,i mlt hceeon rottseb xjse,u ctcht hec aapnse rtbsheois nn s akumngoegwdes.s Itwf tthhhaaett Knowledge Check
(in right-handed people) the left hemisphere is needed for language
Creek and the right hemisphere is responsible for pattern recognition. Placed at the end of each major section, Knowledge
Knowledge Check (cid:1) Check questions help you test your understanding of
FviIsGionU. RAnE o1v5er.l2a7ppVinisgu oafl tfhieeld vsis oufa lt hfiee ldey oefs e aancdh neeyeu rpalr opvaidthews abyisn ofco-r 15. List the accessory structures of the eye that either cause the the material and encourage concept application.
ular vision—the ability to perceive depth. eye to move or protect it within the orbit.
16. Diagram the structure of the eye and label the following:
sclera, cornea, choroid, retina, fovea centralis, iris, pupil,
lens, and ciliary body. What are the principal cells or tis-
superiorcolliculistimulatetheextrinsicocularmuscles(see sues in each of the three layers of the eye?
trkaieoberl pec 1otT5lhlw.ie3co )ui ,lmtwiy. aphSgeimces h oofooaft rchee uyptesuhe remdsu sokoivten eml emttohaevlenemm tfsoeu anvsrcteeslae tcs rcoatehocnkradt tmirmnaoaloivtvsei.end Sg tbh aoyecb cetjahyedeceist c.ss u(apsnea˘d-- 17. Tahnoradwceethxtephleeayipenaitsthhfoeocfumlsieegdchhtfoatrnhvirsoimeuwgoihnfgtlhidgeihstttwanroet fcaraanvcdittinioeensa.roDofbtehjseeccrteisby.ee
kad'ik) eye movementsare quick (lasting 20–50 msec), jerky 18. List the different layers of the retina and describe the path
movements that occur while the eyes appear to be still. These of light and of nerve activity through these layers. Con-
saccadic movements are believed to be important in maintaining tinue tracing the path of a visual impulse to the cerebral
visual acuity. cortex, and list in order the structures traversed.
The tectal system is also involved in the control of the intrin-
sic ocular muscles—the smooth muscles of the iris and of the ciliary
wbohdiyc.h Sbhoitnhi npgu pai llsi gchotn sitnrticot .o Tneh ies yies csatiumseudl abtye sa cthtiev aptuiopnill aorfy p raerfalesxymin- Kanlüdv Pear–uBl Cuc. yB suycnyd, rAommee:r ifcroamn nHeeuirnorliocghis Kt, lbü.v 1e9r,0 G4erman neurologist, 1897–1979
xix