biotechnology: science for the new millennium...it is so easy to follow.” —instructor,...

18 *Free to adopters of 20 or more books.

This complete program teaches the concepts and hands-on lab procedures required for entry-level careers in the rapidly growing biotechnology industry. The textbook and lab manual can be used together or separately, depending on the desired course format.

• Thorough coverage of the concepts and processes of biotechnology research and manufacturing in the areas of pharmaceuticals, agriculture, industrial products, and instrumentation

• Extensive discussion of genomics, microarrays, andproteomics• Exciting information on biotechnological advances in drug discovery, gene

therapy, plant-based pharmaceuticals, forensics, and horticulture• Thought-provoking sidebars on bioethics, current events, regulations, emergent

trends, recent advances, and research techniques• Substantial presentation of the business side of biotechnology, including

opportunities and careers in academic, industrial, and regulatory biotechnology

Laboratory Manual• Teaches the tools and techniques of working independently or as a team member

in a biotechnology facility• Provides comprehensive treatment of volume and mass measurements, solution

and media preparation, cell culture, DNA isolation and analysis, protein isolation and analysis, assay development, recombinant DNA and transformations, scale-up, protein purifi cation, quality control, DNA synthesis, PCR, and DNA sequencing

• Focuses on the process, methods, and applications of biotechnology, including the math, biology, and chemistry needed to develop profi ciency in designing experiments and in collecting, analyzing, interpreting, and applying the resulting data

• Emphasizes the scientifi c method and laboratory safety procedures, including the responsibilities of recognizing and understanding hazardous materials, complex equipment, and the specifi c conditions of a facility in an effort to reduce the safety risks to zero

• Emphasizes on-the-job thinking and problem solving through scenario activities that require students to summarize the results of experiments and trouble-shoot errors that may have led to variations in results or fallacious data

Biotechnology: Science for the New Millennium

Ellyn Daugherty, MST, San Mateo Biotechnology Career Pathway

©2007Text • 448 pages / Lab Manual • 304 pages

COMPONENTS

Text (hardcover) with Encore CD978-0-76383-379-4 $66.95

Text (hardcover) with Encore CD and Lab Manual

978-0-76383-380-0 $84.95

Text (hardcover) with Encore CD, Lab Manual, and Lab Notebook

978-0-76383-381-7 $93.95

Lab Manual with Encore CD978-0-76382-902-5 $36.95

Lab Notebook978-0-76382-286-6 $9.95

Print Instructor’s Guide with CD*978-0-76382-280-4 $69.95

Course Planner*978-0-76382-913-1 $129.95

Test Generator CD*978-0-76382-281-1 $129.95

Internet Resource Center*Encore Integrated Multimedia CD-ROM

• Flash animations of key biotechnology concepts• Videos demonstrating lab procedures• Full glossary with pronunciations

CALL: 800-328-1452 FAX: 800-328-4564WEB SITE: WWW.EMCP.COM E-MAIL: [email protected]

ALSCatalog-Round2.indd 18ALSCatalog-Round2.indd 18 11/20/07 11:26:31 AM11/20/07 11:26:31 AM

Sample pages, tables of contents, and more information at emcp.com/AL 3

CONTENTS

Textbook 1. What is Biotechnology? 2. The Raw Materials of Biotechnology. 3. The Basic Skills of the Biotechnology Workplace. 4. Introduction to Studying DNA. 5. Introduction to Studying Proteins. 6. Finding a Potential Biotechnology Product. 7. Developing Assays for Biotechnology Products. 8. Modeling the Production of a RecombinantBiotechnology Product. 9. Bringing a Biotechnology Product to Market. 10. Introduction to Plant Biotechnology. 11. Biotechnology in Agriculture. 12. Biotechnology in Medicine. 13. Making DNA Molecules.14. Advanced Biotechnology Techniques.

Laboratory Manual1. Introduction to Biotechnology Methodologies. 2. Basic Biology for the Biotechnician. 3. Basic Chemistry for the Biotechnician. 4. DNA Isolation and Analysis. 5. Protein Isolation and Analysis. 6. Assay Development. 7. Using the Spectrophotometer for Protein Assays. 8. Recombinant Protein Production. 9. Protein Product Purification and Analysis. 10. Plant Breeding. 11. Plant Cloning. 12. Obtaining Molecules of Pharmaceutical Interest. 13. Advanced DNA Studies.14. Advanced Protein Studies.

19

“I love this book. I love the graphics. I love its ease of use. Even my students think it’s pretty cool. The lab manual is great. It is so easy to follow.”

—Instructor, California

“... I think your program, book, training is top notch and as a teacher I appreciate everything you have done to make it so easy for all of us to become Biotech teachers.”

—Eric Dybas, Spanish River High School

Boca Raton, Florida

“For everyone teaching Biotechnology, these books are a must see. You’ve done quite an extraordinary job in presenting a difficult and complex subject. The illustrations are superb and the curriculum ”flows” nicely from one laboratory to the next. You tell a great story. Thank you so much for making this curriculum available. I shall be certain to take these books with me when I teach work-shops. Well done.”

—Instructor, California

98

Molecular Biologist/Professor

Paul D. Kaufman, PhDLawrence Berkeley National Laboratory Berkeley, CA

Dr. Kaufman heads a group that studies how eukaryotic cells

assemble chromosomes. They are especially interested in

chromatin (DNA and protein in the nucleus) assembly during

DNA replication.

Paul’s primary responsibility is scientific discovery. He conducts

experiments of his own, trains undergraduate and graduate

students, and oversees postdoctoral fellows in his laboratory who

also conduct research. His typical day involves reviewing recent

experiments by members of his lab and suggesting improvements,

writing papers and grants, reading scientific literature, and

attending research seminars. For several weeks each year, Paul

travels to scientific meetings to present research results from his

laboratory.

chromatin (chro•ma•tin)nuclear DNA and proteins

Photo courtesy of Paul Kaufman.

Biotechnology in Medicine 339

• Aspirin (acetylsalicylic acid) can be produced by organic synthesis when salicylic acid ismixed with acetic anhydride. An acetyl group is transferred to the salicylic acid in the pres-ence of sulfuric acid. Confirmation of the creation of acetylsalicylic acid may be made using aferric nitrate test and a melting point determination.

• Repeated washings and recrystallization increase the size and the purity of the acetylsalicylicacid product.

• Melting point determinations are one of the methods used to identity a substance. The melt-ing point of a substance is a defining characteristic.

• The melting point of most compounds is above 100°C, so the melting point is determined inoil rather than water.

• Ethanol extraction may isolate salicin from willow tree tissue. Acid converts the salicin to sali-cylic acid. A melting point determination can confirm the success of such an extraction.

Thinking Like a Biotechnician1. What is the approximate maximum length of peptides made on peptide synthesizers?2. Why are the peptides created on a peptide synthesizer not called proteins?3. If scientists are screening thousands of samples daily or weekly, how can they process so

much data?4. How might a genetic disorder be detected on a microarray?5. Using a DNA synthesizer, suppose you want to make a primer that will recognize the fol-

lowing sequence: TAC CCG GGC AAT TCC AGT. What will the sequence on the primerhave to be?

6. Allergies are caused by an overreaction of an antibody to an antigen. Suppose you areallergic to peanuts. Suggest an antibody therapeutic that might help you.

7. Explain how the antibody technology works on a pregnancy test strip.8. How do scientists acquire enough antibodies to purify antigenic proteins for vaccine trials?9. How might the active ingredient from the foxglove plant (digitalis) be isolated from the

plant? How would a technician know if it were isolated?10. If a vaccine is needed for a certain cancer, for instance, breast cancer, what type of vaccine

antigen might cause an immune response and be a possible therapeutic candidate?

Biotech LiveAntibiotic ResistanceAntibiotics became widely available in the 1940s and improved the quality of human life in a bigway. Before their introduction, it was not uncommon for people to die from bacterial infections (inwounds or from illness) that now are routinely cured with antibiotics. However, antibiotics havebeen overused, and many bacteria species or strains are now resistant to the very same antibioticsthat once killed them. Today, doctors are reluctant to give antibiotic prescriptions because they fearthat bacteria are becoming resistant to existing antibiotics before scientists can develop new ones.

As a starting place, use the FDA Antibiotic Resistance Web page at:www.fda.gov/oc/opacom/hottopics/anti_resist.html to learn about the grow-ing threat of antibiotic resistance.

Using the links on the Web site, create a four-slide Microsoft® PowerPoint® presentation, with atleast one graphic image per slide, that includes the following:

• What is an antibiotic, and what is antibiotic resistance?• What causes antibiotic resistance and why is it a major health concern?• Give an example of antibiotic resistance that has significant health implications.• Offer recommendations and actions to combat antibiotic resistance.

Activity 12.1

T OD O

11.2 Cloning by Plant Tissue CultureAnother relatively modern method of producing clones isby PTC. In a PTC, a few cells, or a piece of plant, aregrown in a sterile media, such as agar. The cells of the sam-ple must be given everything they need to survive, includ-ing sugar, vitamins, and the right concentration of hor-mones (see Figure 11.8). Under optimum conditions, thecells of a PTC may differentiate into shoots, leaves, androots of a new plant.

Most people are familiar with the important role thathormones, such as insulin, adrenaline, and human growthhormone (hGH) play in human growth and development.Hormones, whether from plants or animals, are chemicalsproduced in one area of an organism that cause aresponse in another area. For example, hGH is made inthe pituitary gland (just below the brain), but it acts onbone, cartilage, and muscle cells to increase cell division.The increased number of cells results in longer bones andincreased muscle mass.

Hormone Function in PlantsIn plants, hormones (also called plant growth regulators) control an assortment ofactivities. Plant hormones regulate seed germination, as well as the growth of shoots,leaves, roots, and flowers. Although plant hormones are made in several plantorgans, the most familiar hormones are produced at the root and shoot meristems(growing tips). These hormones, depending on their relative concentrations, causeroot or shoot growth.

Two important groups of plant hormones are auxin and cytokinin. Auxin is pro-duced primarily in shoot tips, where it causes cell elongation and leaf development.As auxin diffuses down to the root tip it causes root tip elongation, but only when itis present in very low concentrations. Indoleacetic acid (IAA) is a naturally occurringauxin that regulates many processes, including lateral (side) branch growth. Whenthe IAA concentration is high, as it is at a plant’s apical meristem, lateral branchgrowth is inhibited. The impact of decreasing amounts of IAA on stem growth isseen in the conical shape of most evergreen trees.

Several companies produce synthetic auxins for commercial use. Used by bothresidential and commercial growers, a synthetic auxin, 1-naphthaleneacetamide, isthe active ingredient in many commercial rooting compounds. A well known syn-thetic auxin is the herbicide, 2,4-D. At one time, 2,4-D was the most widely usedweed killer. Because 2,4-D causes cell division at such a rapid rate, some plants liter-ally grow themselves to death. In the 1960s, concerns about the environmentalimpact and toxicity of 2,4-D led to studies whose results caused 2,4-D to be bannedfor many commercial purposes.

Cytokinins are hormones that cause cell division. Zeatin is a well known cytokininmade by corn. A commercial version of cytokinin, called kinetin, is used to increasecell division in explants, the sterile plant tissue sections grown in PTC. Plants arevery sensitive to individual hormone concentrations and to the concentration of onehormone in relation to another. The ratio of auxin to cytokinin is important in bothstem and root elongation, and in cell differentiation.

Several other plant hormones regulate processes in plants. Ethylene controls fruitripening and leaf development. Gibberellin (gibberellic acid) promotes seed andleaf bud germination, stem elongation, and leaf development. Abscisic acid (ABA)regulates bud development and seed dormancy (see Figure 11.9). Phytochrome,which is actually a pigment that acts like a hormone, controls flowering.

Biotechnology in Agriculture 303

Figure 11.8. In a sterile dish, sterilized plant pieces are cutinto sections (explants), as shown in the bottom plate, forculture in sterile PTC media. The pieces develop into callustissue (top plate) and then into new roots and leaves (rightplate). Until roots and stems are present, the explants willhave to be given everything they need. © Lowell Georgia/Corbis.

plant growth regulators (plantgrowth reg•u•la•tors) anothername for plant hormones

auxin (aux•in) a plant hormoneproduced primarily in shoot tipsthat regulates cell elongation andleaf development

cytokinin (cy•to•ki•nin) aclass of hormones that regulatesplant cell division

explants (ex•plants) sections orpieces of a plant that are grown inor on sterile plant tissue culturemedia

ethylene (eth•yl•ene) a planthormone that regulates fruit ripen-ing and leaf development

gibberellin (gib•ber•el•lin) aplant hormone that regulates seedgermination, leaf bud germination,stem elongation, and leaf develop-ment; also known as gibberellic acid

abscisic acid (ABA) (ab•sci•sicac•id) a plant hormone that reg-ulates bud development and seeddormancy

phytochrome (phy•to•chrome)a pigment that acts like a hormoneto control flowering

Every chapter opens with a spotlight on a person who has succeeded in one of the many biotechnology careers students can peruse.

Must-know terms are boldfaced when fi rst introduced and are defi ned in page margins.

“Biotech Live” activities require Web research, writing, creating charts, and/or hands-on lab work.

“Thinking Like a Biotechnician” places students in realistic situations and asks them to solve problems.



Applied Anatomy and Physiology: A Case Study Approach Brian R. Shmaefsky, PhD, Kingwood College

©2007 • 560 pages

• Emphasizes real-world applications of anatomy and physiology concepts • Captures students’ attention and interest with a“Case Study Investigation” at the

beginning of each chapter that presents a brief medical mystery involving the body system to be studied.

• “CSI Break” hints and questions throughout the chapter help students solve the mystery while reinforcing major points of knowledge

• End-of-chapter activities address critical thinking, practical application, comprehension, Internet research, and the foundation lab skills necessary for success in health careers

Packaged with an Encore CD that presents key anatomy structures and physiological processes in engaging Flash animations along with quizzes and glossary terms

CONTENTS

1. Overview of the Human Body. 2. The Body’s Chemical Makeup. 3. Organization of the Body. 4. The Skin and Its Parts. 5. The Human Skeleton. 6. Human Musculature. 7. The Endocrine Glands and Hormones. 8. Function of the Nervous System. 9. Structure of the Nervous System. 10. The Respiratory System. 11. The Cardiovascular System. 12. The Lymphatic System and the Blood. 13. The Digestive System. 14. The Urinary System. 15. The Reproductive System and Human Development.

COMPONENTS

Text (hardcover) with Encore CD978-0-76383-313-8 $59.95

Text (hardcover) with Encore CD and Workbook

978-0-76383-198-1 $69.95

Workbook978-0-76382-342-9 $25.95

Instructor’s Guide*978-0-76382-341-2 $69.95

Test Generator and Item Bank*978-0-76382-338-2 $129.95

Internet Resource Center*

Gene expression is composed of two stages. (Figure 3.13). The first stage,which takes place in the nucleus, is called transcription. This stage copies aparticular sequence of DNA into RNA to fulfill a cell’s needs. Every threesequential nucleotide bases in the DNA molecule form a “code” to match a spe-cific amino acid, thus each “trio,” or triplet, of bases is known as a codon. Forexample, the DNA code ACC programs for the UGG codon. This codon isthe information for the amino acid tryptophan. You will soon see that it is theorder of codons in DNA that determines the amino acid sequence in a protein.The copied segment of DNA derived through transcription forms a nucleicacid known as mRNA, or messenger RNA. The next stage of gene expressionis called translation. It takes place on ribosomes located either in the cyto-plasm or the endoplasmic reticulum. Translation is the process by which themRNA directs the synthesis of specific proteins from amino acids.

100

C 3

Transcription The first phase of geneexpressionCodon A unit of genetic code consistingof a set of three consecutive nucleotidesMessenger RNA or mRNA A nucle-ic acid derived from a copied segment ofDNA during transcriptionTranslation The second stage of geneexpression

gene

transcription DNA

DNA RNA

RNA DNA

pre-mRNAnucleus

processedmRNA

translation

RNA protein

cytoplasm

mRNA

ribosome

protein

Figure 3.13 GeneticsDNA functionGene expression begins when information from the environment or from

within the cell communicates the need for a gene product. Information fromthe environment is either detected by the cell membrane or communicationproteins inside the cytoplasm. Regulatory proteins or transcription factors areusually produced in response. These proteins locate pieces of DNA called generegulatory networks (GRNs) that are the on and off switches of genes (Figure3.14). The double helix of the DNA is unraveled to expose the genetic code,which in humans is located on only one strand of the DNA, the sense strand.Antisense refers to the strand that does not code for gene information. It car-ries the complementary sequence to the sense strand and serves as a blueprintfor reducing genetic errors when DNA is somehow damaged.

ORGANIZATION OF THE BODY

101

Gene Regulatory Network orGRN Pieces of DNA that function as onand off switches for genesSense Strand The strand of DNA car-rying the genetic codeAntisense Refers to the DNA strandthat does not carry the genetic code

transcription DNA

mRNA

RNA processing

translation

pre-mRNA

ribosome

polypeptide

enhancers(distal control elements)

proximalcontrol elements

exon intron exon intron exonterminator

downstreamDNA

upstream promotertranscription

primarytranscript(pre-mRNA)

5' 3'RNA processing:cap and tail added;introns excised andexons spliced together

coding segment

mRNA

5' cap leaderstart codon stop codon

trailer poly(a)tail

3'AAA••AAAG P P P

Figure 3.14 Gene ProcessGene regulation

Once the sense strand is exposed, a host of proteins help carry out transcrip-tion. Transcription, as indicated above, involves the synthesis of mRNA usingDNA as the blueprint. Transcribed mRNA is really in a form called pre-mRNA.Pre-mRNA contains genetic information called introns and exons. Introns arenoncoding sequences of DNA interspersed among the protein-codingsequences in a gene. They are removed from the mRNA sequence before trans-lations occurs. Various diseases can result from errors in this deletion process.Exons are the protein-coding DNA segments of a gene which remain followingremoval of introns. They are joined together while still in the nucleus to formthe resulting mRNA which is then sent out across the nuclear envelope to ribo-somes either in the rough endoplasmic reticulum or in the cytoplasm.

The mRNA molecule now enters the translation stage. In this stage themRNA binds with a ribosome and a host of molecules called transfer RNA, ortRNA. Transfer RNA has structures with three nucleotide sequences that arecomplementary to the codon sequences of mRNA. These sequences are called

Pre-mRNA Transcribed mRNATransfer RNA or tRNA Carries anti-codons


Illustrations portray concepts to aid understanding of body parts and processes, and to provide breaks in reading.

Key terms are presented throughout the book making vocabulary learning easier and more accessible.


Sample pages, tables of contents, and more information at emcp.com/AL 3 21

Packaged with the hardcover textbook is our Encore CD that includes:• Flash animations teaching key anatomy

concepts and physiological processes• Quizzes in Review and Practice modes• Glossary and Image Bank• Flash Cards• Crossword Puzzles

170

Case Study Investigation #5There is a volunteer neighborhoodcleanup day going on in your commu-nity. A young boy who is helping outby dragging a heavy bag of litter all ofa sudden lets out a loud cry of pain.You are thinking that maybe the boypulled a muscle. To your surprise, younotice that his hand is dangling as ifhe broke his forearm. You rush thechild to his parents, and he is hurriedoff to the hospital. Later that day, yousee the boy’s father, and he tells youhow the boy is doing. He laments thathis son should really be more carefulabout his activities. His son has bro-ken both his legs twice, as well as thatsame arm, on the padded school play-ground. He then explains that it takesa long time for the boy’s bones to heal.The father mentions that two yearsago the boy lost his hearing in one ear

after getting too close to an exploding fire cracker. The father endsthe story saying, “Otherwise, he is your typical kid. He hardly has asick day off from school, and he is growing like a weed.” Why is thisboy so accident-prone? How is it that his bones break so easily? At theend of the chapter, you will be asked to determine the possible reasonswhy this boy repeatedly hurts himself so severely.

51THE SKELETAL SYSTEM

51

CColor the GraphicColor this illustration using the following color key:

frontal – yellowlacrimal – purplemandible – brownmaxilla – greennasal – redoccipital – orangeparietal – light bluesphenoid – dark bluetemporal – pinkzygomatic bone – white

1. Which cranial bone is not shown in this view?

2. Which facial bones cannot be seen in this lateral view?

3. Name three important specialized temporal bone features that are visible inthis lateral view.

“Case Study Investigation” launches each chapter with a medical mystery students are invited to solve.

Full-color workbook includes illustrations to label and color, practical application scenarios, crossword puzzles, and chapter quizzes.Key Anatomy and Physiology

concepts supported with numerous clear illustrations teach essential information for entry-level healthcare careers.

“CSI Breaks” throughout the chapter offer clues while reinforcing major points of knowledge.



Medical Terminology, Second Edition Alice Ettinger, RN, MSN, CPNP, St.Peter’s University Hospital; Pamala Burch, BSN, Ozarks Technical Community College

©2007 • 664 pages

• Retains the innovative chapter structure that organizes and presents content following the order and focus of a typical visit to the doctor: “Examining the Patient” (anatomy and physiology); “Assessing Patient Health” (disease and health issues for major life stages); and “Diagnosing and Treating Problems” (tests, procedures, medications)

• Revised exercises provide extra practice on word building and word analysis while maintaining an emphasis on problem solving and critical thinking

New! Packaged with an easy-to-use, highly visual Multimedia CD that includes a great variety of engaging exercises and elements to reinforce students’ understanding of terms and how to use them

CONTENTS

1. The Language of Healthcare. 2. Whole Body and Healthcare Systems Terminology. 3. The Integumentary System. 4. The Musculoskeletal System. 5. Hematology and Oncology. 6. The Immune System. 7. The Endocrine System. 8. The Nervous System. 9. The Special Senses: Vision, Hearing, Smell, Taste, Touch. 10. The Respiratory System.11. The Cardiovascular System. 12. The Gastrointestinal System. 13. The Urinary System. 14. The Male Reproductive System. 15. TheFemale Reproductive System. 16. Pregnancy, Birth, and Postpartum. Word Parts. Abbreviations.

COMPONENTS

Text (softcover) with Multimedia CD978-0-76382-270-5 $56.95

Text (softcover) with Multimedia CDand Flash Cards

978-0-76382-271-2 $67.95

Flash Cards978-0-76382-275-0 $24.95

Instructor’s Guide*978-0-76382-274-3 $69.95

Test Generator and Item Bank*978-0-76382-277-4 $129.95

Internet Resource Center*

Malignant melanomas usually result from preexisting nevi, require more extensivesurgery, and are often difficult to cure. These lesions are darkly pigmented, raised,and may have scaling. These cancerous cells can metastasize (spread) and must betreated promptly.

Primary Skin LesionsVarious skin lesions are described by specific terms. Early lesions that have not beenchanged by manipulation or natural development are called primary lesions. Whenprimary lesions change or are manipulated, they become secondary lesions. Table 3.3provides description of primary skin lesions and lists examples of infectious andnoninfectious diseases and associated abnormalities.

93The Integumentary System

Primary Skin Lesions and Associated AbnormalitiesLesion Description Infectious type Noninfectious typebulla

bul-laha fluid-filled lesion largerthan 1 cm that is thin-walled and ruptures easily

blistercontact dermatitis

cystsist

an encapsulated, fluid-filledarea in the dermis orsubcutaneous layer

sebaceous cyst

maculemak-yool

macularmak-yoo-ler

a round, flat, pigmentedarea

measlesscarlet fever

frecklespetechiae

nodulenod-yool

nodularnod-yoo-ler

a solid, raised node-likelesion larger than 1 cm

xanthomafibroma

papulepap-yool

papularpap-yoo-ler

a palpable lesion(something that can be felt)that is rounded, solid, andraised (less than 1 cm)

molluscum rubella(German measles)

elevated nevus (mole)

plaqueplak

plaques (pl)plaks

an area of papules that aremerged to form a lesionlarger than 1 cm

psoriasislichen planus

pustulepust-yool

pustularpust-yoo-ler

a small, round, raised, pus-filled lesion

impetigo acne

urticariaer-tih-kayr-ee-ah

urticarialer-tih-kayr-ee-ahl

an intensely itchy (pruritic)area of wheals that havemerged

severe allergic reaction

vesicleves-ih-kl

vesicularve-sik-yoo-ler

a raised, clear fluid-filledlesion up to 1 cm in size

varicella(chickenpox)herpes zoster(shingles)herpes simplex

contact dermatitispoison ivy

whealhweel

a raised, erythematous,irregularly shaped area thatis transient

allergic reactionmosquito bite

Table 3.3

Bulla

Cyst

Macule

Nodule

Papule

Plaque

Pustule

Urticaria

Vesicle

Wheal

NailsThe nails, which are located on the dorsal side of the fingers and toes, are composedof hard keratin. Figure 3.3 depicts the nail, which is actually clear-colored but appearspink because the underlying nail bed of highly vascular epithelial cells shows through.The visible portion of the nail is called the nail body. Fine ridges run longitudinallythe length of the nail body. The lunula is an opaque, white, crescent-shaped area atthe proximal end of the nail. The lunula lies over the root, where new keratinizedcells are formed. The cuticle is the fold of skin that covers the root. Nail foldsoverlap the nail borders.

83The Integumentary System

Nail body

Lunula

Nail folds

Nail root

Cuticle

Nail body

Nail bed

Nail root

Bone

Cuticle

A: Dorsal View

B: Saggittal View

Figure 3.3 - The Fingernail.A: Dorsal View.B: Sagittal View.

PHYSIOLOGY OF THE SKINThe skin has many functions, not the least of which is as an aid to identification.After all, each individual looks different because of facial characteristics, hair, skincolor, and fingerprints. Communication is also an important function of the skin;it plays a role in expressing our emotions, such as when a person blushes fromembarrassment or pales in fear. The sensory areas for touch, pain, temperature, andpressure lie within the skin. Another function of skin is production of vitamin D,produced using ultraviolet light. The most important function of skin is protection—the skin is the body’s first line of defense against the outside world.

ProtectionThe skin is waterproof and tough, a nearly impervious barrier as long as there areno disruptions to its integrity. The stratum corneum protects against pathogenicand chemical entry and prevents tears. Keratin is the waterproofing agent thatprevents excessive fluid loss from the body. Melanin prevents harmful ultravioletrays from penetrating.


Encore Integrated Multimedia CD-ROM

• Exercises• Flash Cards• Quizzes• Glossary and Image Bank

Detailed, colorful illustrations are appropriately leveled for terminology learners.

Concise tables show key terms with phonetic pronunciation and description. The Encore CD icon designates which tables’ terms also have audio pronunciation in the Encore CD glossary and electronic fl ash cards.


Sample pages, tables of contents, and more information at emcp.com/AL 3

Essential Healthcare Terminology for English Language Learners

©2007 • 256 pages

• Focused practice on the terms for key body parts, diseases, and treatments associated with each system

• Chapter overviews presented in English, Spanish, and Tagalog in both the text and the audio CDs.

• Exercises allow practice in reading, writing, listening, and speaking using recorded terms and defi nitions, conversations, doctor dictation, and comparisons of audio and print formats of offi ce notes, charts, and other kinds of medical records.

CONTENTS

1. Strategies for Learning Medical Terminology. 2. Whole Body and Healthcare Systems Terminology. 3. The Integumentary System. 4. The Skeletal System. 5. The Muscular System. 6. The Blood and Lymph System. 7. The Endocrine System. 8. Nervous System Function. 9. Nervous System Structure. 10. The Respiratory System. 11. The Cardiovascular System. 12. The Digestive System. 13. The Urinary System. 14. The Male Reproductive System. 15. The Female Reproductive System. 16. Pregnancy and Childbirth. Appendix. Exercise Answers.

23

COMPONENTS

Text (softcover) with Audio CDs978-0-76383-036-6 $24.95

O B J E T I V O S

Al finalizar este capítulo, usted podrá:

• reconocer las partes componentes de las palabras yemplearlas en expresiones comúnmente asociadascon casos relacionados con el sistemaintegumentario;

• identificar las principales estructuras de la piel, delpelo y de las uñas, así como los términosimportantes utilizados en dichos casos;

• entender y utilizar correctamente en lacomunicación oral los términos relacionados con elsistema integumentario; y

• entender y utilizar correctamente dichos términos eninformes escritos e historias clínicas o epicrisis.

Ano ang pinakamalaking organ sa katawan ng tao? Tama!Ang balat. Ang balat ay ang bahagi na tinatawag natingintegumentary system. Ang mga ibang bahagi ngintegumentary system ay ang buhok at mga kuko. Angbuhok at mga kuko ay tinatawag nating accessory organs.Ang pag-obserba ng balat, buhok, at mga kuko aynagbibigay sa mga doktor ng mga palatandaan tungkol sakalusugan ng pasyente. Ang medikal na espesyalidad nanagbibigay-diin sa pagtitingin at paggamot ng mga sakit atmga problema sa balat, buhok at mga kuko ay tinatawagna dermatology. Ang doktor na espesyalista sa dermatologyay tinatawag na dermatologist.

A N G M G A M A L A L A M A N

Kapag natapos mo ang kabanatang ito:

• Malalaman mo kung paano pagsamahin ang mgaform at gamitin ang mga ito sa mga salitangkaraniwang may kinalaman sa integumentary namga kaso;

• Malalaman mo ang mga pangunahing istruktura ngbalat, buhok at mga kuko at ang mga mahalagangintegumentary na salita;

• Mauunawaan at magagamit mo nang wasto ang mgasalitang may kinalaman sa integumentary systemkapag nakikipag-usap tungkol dito; at

• Mauunawaan at magagamit mo nang tama ang mgasalita ukol sa integumentary sa mga nakasulat namedical report at mga chart.

38

23TRACK

42 E S S E N T I A L H E A L T H C A R E T E R M I N O L O G Y

Part

2ANATOMY AND PHYSIOLOGY TERMSExercise 3Listening and Speaking: Integumentary System Terms Instructions: Listen to these integumentary system terms and their definitions.After listening to a term and its definition, say the term. You do not need torepeat the definition. Pay close attention to your pronunciation.

adipose tissue: Adipose tissue is the fatty material that is part of the bottomlayer of skin.

collagen: Collagen is a strong protein material in the skin that prevents it fromtearing and allows it to stretch when the body moves.

cutaneous: Cutaneous is a term referring to the skin.

dermis: The dermis is the middle layer of skin.

epidermis: The epidermis is the top layer of skin.

follicle: A follicle is a tubelike structure that holds a body hair. Every body hairhas a follicle.

integument: The integument is the body covering, including skin, hair, andnails.

melanin: Melanin is the chemical that gives skin its color.

sebaceous gland: The sebaceous gland produces an oily material called sebum.

Exercise 4Listening, Speaking, and Writing: Identifying Integumentary System PartsInstructions: Look at the diagram of the integumentary system. Now listen tothe anatomy and physiology terms and definitions again. Find each system parton the diagram and write the term on the line next to its picture. The thirdand seventh terms are not shown in the diagram.

8.

9.

2.

5.

4.

6.

1.

26TRACK

27TRACK

Chapter overviews presented in English, Spanish, and Tagalog.

Key terms are keyed by CD track number to accompanying exercises in the text.


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