fundamentals of anatomy &...

Tenth Edition

F u n d a m e n ta l s o F

Anatomy Physiology&

MARTFAP9077_10_VWT_NASTA.indd 1 11/18/13 3:51 PM

NEW The Tenth Edition has 18 new Spotlight Figures for a total of 50, including at least one in every chapter.

Spotlight Figures

are one- or two-page presentations that integrate text and art to communicate physiological, organizational, or clinical information in a visually effective format.

Clear steps use text and art to guide students through complex processes.

DNA ReplicationChapter 3, page 102

For cell division to be successful, the genetic material in the nucleus must be duplicated accurately, and one copy must be distributed to each daugh-ter cell. This duplication of the cell’s genetic material is called DNA replication.

Each DNA molecule consists of two nucleotide strands joined by hydrogen bonds between their complementary nitrogenous bases.

As the two original strands gradually separate, DNA polymerase binds to thestrands. DNA polymerase can work in only one direction along a strand of DNA, but the two strands in a DNA moleculeare oriented in opposite direc-tions. The DNA polymerase bound to the upper strand shown here adds nucleotides to make a single, continuous complementary copy that grows toward the “zipper.”

DNA polymerase on the other original strand, however, can work only away from the unzipping site. In the lower strand, the first DNA polymerase to bind to it must work from left to right, adding nucleotides in the sequence 12345. But as the original strands continue to unzip, additional nucleotides are continuously exposed. This molecule of DNA polymerase cannot go into reverse. It can only continue working from left to right.

Thus, a second molecule of DNA polymerase must bind closer to the point of unzipping and assemble a complementary copy that grows in the sequence until it bumps into the segment created by the first DNA polymerase. Enzymes called ligases (liga, to tie) then splice together the two DNA segments.

Eventually, the unzipping completely separates the original strands. The copying and last splicing are completed, and two identical DNA molecules are formed. Once the DNA has been replicated, the centrioles duplicated, and the necessary enzymes and proteins have been synthesized, the cell leaves interphase and is ready to proceed to mitosis.

Adenine

Thymine

Guanine

Cytosine

KEYDNA replication begins when helicase enzymes unwind the strands and disrupt the hydrogen bonds between the bases. As the strands unwind, molecules of DNA polymerase bind to the exposed nitrogenous bases. This enzyme (1) promotes bonding between the nitrogenous bases of each separated strand with complementary DNA nucleotides in the nucleoplasm and (2) links the nucleotides by covalent bonds.

Duplicated DNAdouble helices

DNA nucleotide

Segment 1

Segment 2

98

76

5

4

3

12

67

8

12

3 4 5

1

2

3

4

5

SPOTLIGHT Figure 3–23

DNA Replication

Joint MovementChapter 9, pages 270-271

Take a pencil as your model and stand it upright on the surface of a desk. The pencil represents a bone, and the desk is an articular surface. A lot of twisting, pushing, and pulling will demonstrate that there are only three ways to move the pencil.

SIMPLE MODEL OF ARTICULAR MOTION AXES OF MOTIONMovement of joints can also be described by the number of axes that they can rotate around. A joint that permits movement around one axis is called monaxial, a joint that permits movement around two axes is called biaxial, and one that permits movement around three axes is called triaxial.

CLASSIFICATION OF SYNOVIAL JOINTSSynovial joints are freely movable diarthrotic joints, and they are classified by the type and range of motion permitted. Synovial joints are described as gliding, hinge, condylar, saddle, pivot, or ball-and-socket on the basis of the shapes of the articulating surfaces, which in turn determine the joint movement.

Possible movement 1 shows the pencil can move. If you hold the pencil upright, without securing the point, you can push the pencil across the surface. This kind of motion is called gliding. You could slide the point forward or backward, from side to side, or diagonally.

Linear motion

Moving the Point

Angular motion

Circumduction

Possible movement 2 shows the pencil shaft can change its angle with the surface. With the tip held in position, you can move the eraser end of the pencil forward and backward, from side to side, or at some intermediate angle.

Possible movement 3 shows a complex angular movement. Grasp the pencil eraser and move the pencil in any direction until it is no longer vertical. Now, swing the eraser through a complete circle in a movement called circumduction.

Changing the Shaft Angle

Possible movement 4 shows that the pencil shaft can rotate. If you keep the shaft vertical and the point at one location, you can still spin the pencil around its longitudinal axis in a movement called rotation. No joint can freely rotate because this would tangle blood vessels, nerves, and muscles as they crossed the joint.

Rotation

Rotating the Shaft

Movement:Gliding.Slight nonaxial or multiaxial

Examples:

claviculosternal joints

Gliding joint

Gliding joints, or plane joints, have flattened or slightly curved surfaces that slide across one another, but the amount of movement is very slight.

Manubrium

Clavicle

Examples: Movement:Rotation. Monaxial

Pivot joint

Pivot joints only permit rotation.

Movement:

Monaxial

Examples: Hinge joint

Hinge joints permit angular motion in a single plane, like the opening and closing of a door.

Ulna

Humerus

Movement:

Biaxial

Example: Condylar jointCondylar joints, or ellipsoidal joints, have an oval articular face nestled within a depression on the opposing surface.

Scaphoid bone

Radius Ulna

Movement:

Biaxial

Examples:

joints 2–5

joint

Saddle jointSaddle joints have complex articular faces and fit together

face is concave along one axis and convex along the other.

IIIII

Trapezium

Metacarpal bone of thumb

Examples: Movement:

circumduction, and rotation.Triaxial

Ball-and-socket jointIn a ball-and-socket joint, the round head of one bone rests within a cup-shaped depression in another.

Scapula

Humerus

Superior–inferior axis

Lateral–medial axis

Anterior–posterior axis

SPOTLIGHT Joint Movement Figure 9–2

270 271

190

1 2 3 4 5 6 7

Metaphysis

Spongybone

Superficialbone

Primaryossificationcenter

Medullarycavity Medullary

cavity

Bloodvessel

Diaphysis

Epiphysis

Enlargingchondrocytes within

calcifying matrix

Periosteumformed from

perichondrium

Bone collar

Disintegratingchondrocytes of the cartilage

model

Perichondrium

Hyalinecartilage

Hyaline cartilage

Epiphysis

Metaphysis

Periosteum

Compactbone

Secondaryossification

center

Initiation of Ossification in the Developing Bone (Steps 1–4)

Capillaries and osteoblasts migrate into the epiphyses, creating secondary ossification centers.

Blood vessels penetrate the cartilage and invade the central region. Fibroblasts migrating with the blood vessels differentiate into osteoblasts and begin producing spongy bone at a primary ossification center. Bone formation then spreads along the shaft toward both ends of the former cartilage model.

Blood vessels grow around the edges of the cartilage, and the cells of the perichon-drium convert to osteoblasts. The shaft of the cartilage then becomes ensheathed in a superficial layer of bone.

As the cartilage enlarges, chondrocytes near the center of the shaft increase greatly in size. The matrix is reduced to a series of small struts that soon begin to calcify. The enlarged chondrocytes then die and disinte-grate, leaving cavities within the cartilage.

Remodeling occurs as growth continues, creating a medullary cavity. The osseous tissue of the shaft becomes thicker, and the cartilage near each epiphysis is replaced by shafts of bone. Further growth involves increases in length and diameter.

At puberty, the rate of epiphyseal cartilage production slows and the rate of osteoblast activity accelerates. As a result, the epiphyseal cartilage gets narrower and narrower, until it ultimately disappears. This event is called epiphyseal closure. The former location of the epiphyseal cartilage becomes a distinct epiphyseal line that remains after epiphyseal growth has ended.

A thin cap of the original cartilage model remains exposed to the joint cavity as the articular cartilage. This cartilage prevents damaging the joint from bone-to-bone contact.

The epiphyses eventually become filled with spongy bone. The metaphysis, a relatively narrow cartilaginous region called the epiphyseal cartilage, or epiphyseal plate, now separates the epiphysis from the diaphysis. On the shaft side of the metaphysis, osteoblasts continuously invade the cartilage and replace it with bone. New cartilage is produced at the same rate on the epiphyseal side.

Medullarycavity

Articular cartilageEpiphyseal lineArticular cartilage

Epiphysealcartilage

Diaphysis

Spongybone

Spongybone

Within the epiphyseal cartilage, the chondrocytes are organized into zones.

Chondrocytes degenerate at the diaphyseal side.

Osteoblasts migrate upward from the diaphysis and cartilage is gradually replaced by bone.

Chondrocytes at the epiphyseal side of the cartilage continue to divide and enlarge.

During the initial stages of ossification, osteoblasts move away from the primary ossification center toward the epiphyses. But they do not complete the ossification of the model immediately, because the cartilages of the epiphyses continue to grow. The region where the cartilage is being replaced by bone lies at the metaphysis, the junction between the diaphysis and an epiphysis. On the diaphyseal (shaft) side of the metaphysis, osteoblasts continually invade the cartilage and replace it with bone, while on the epiphyseal side, new cartilage is produced at the same rate. The situation is like a pair of joggers, one in front of the other. As long as they are running at the same speed, they can run for miles without colliding. In this case, the osteoblasts and the epiphysis are both “running away” from the primary ossification center. As a result, the osteoblasts never catch up with the epiphysis, and the bone continues to grow longer and longer.

Increasing the Length of a Developing Long Bone (Steps 5–7)

Endochondral ossification begins with the formation of a hyaline cartilage model. This model serves as the pattern for almost all bone development. Limb bone development is a good example of this process. By the time an embryo is six weeks old, the proximal bones of the limbs, the humerus (upper limb) and femur (lower limb), have formed, but they are composed entirely of cartilage. These cartilage models continue to grow by expansion of the cartilage matrix (interstitial growth) and the production of more cartilage at the outer surface (appositional growth).

Figure 6–11Watch the > ™ on Endochondral Ossification.Endochondral Ossification SPOTLIGHT

Spotlight Figures


The explanation is built directly into the illustration for efficient and effective learning.

NEW There is one coordinating Spotlight Figure for every A&P Flix available in MasteringA&P.

The all-in-one-place presentation means no flipping back and forth between narrative and illustration to get the full story.

190

1 2 3 4 5 6 7

Metaphysis

Spongybone

Superficialbone

Primaryossificationcenter

Medullarycavity Medullary

cavity

Bloodvessel

Diaphysis

Epiphysis

Enlargingchondrocytes within

calcifying matrix

Periosteumformed from

perichondrium

Bone collar

Disintegratingchondrocytes of the cartilage

model

Perichondrium

Hyalinecartilage

Hyaline cartilage

Epiphysis

Metaphysis

Periosteum

Compactbone

Secondaryossification

center

Initiation of Ossification in the Developing Bone (Steps 1–4)

Capillaries and osteoblasts migrate into the epiphyses, creating secondary ossification centers.

Blood vessels penetrate the cartilage and invade the central region. Fibroblasts migrating with the blood vessels differentiate into osteoblasts and begin producing spongy bone at a primary ossification center. Bone formation then spreads along the shaft toward both ends of the former cartilage model.

Blood vessels grow around the edges of the cartilage, and the cells of the perichon-drium convert to osteoblasts. The shaft of the cartilage then becomes ensheathed in a superficial layer of bone.

As the cartilage enlarges, chondrocytes near the center of the shaft increase greatly in size. The matrix is reduced to a series of small struts that soon begin to calcify. The enlarged chondrocytes then die and disinte-grate, leaving cavities within the cartilage.

Remodeling occurs as growth continues, creating a medullary cavity. The osseous tissue of the shaft becomes thicker, and the cartilage near each epiphysis is replaced by shafts of bone. Further growth involves increases in length and diameter.

At puberty, the rate of epiphyseal cartilage production slows and the rate of osteoblast activity accelerates. As a result, the epiphyseal cartilage gets narrower and narrower, until it ultimately disappears. This event is called epiphyseal closure. The former location of the epiphyseal cartilage becomes a distinct epiphyseal line that remains after epiphyseal growth has ended.

A thin cap of the original cartilage model remains exposed to the joint cavity as the articular cartilage. This cartilage prevents damaging the joint from bone-to-bone contact.

The epiphyses eventually become filled with spongy bone. The metaphysis, a relatively narrow cartilaginous region called the epiphyseal cartilage, or epiphyseal plate, now separates the epiphysis from the diaphysis. On the shaft side of the metaphysis, osteoblasts continuously invade the cartilage and replace it with bone. New cartilage is produced at the same rate on the epiphyseal side.

Medullarycavity

Articular cartilageEpiphyseal lineArticular cartilage

Epiphysealcartilage

Diaphysis

Spongybone

Spongybone

Within the epiphyseal cartilage, the chondrocytes are organized into zones.

Chondrocytes degenerate at the diaphyseal side.

Osteoblasts migrate upward from the diaphysis and cartilage is gradually replaced by bone.

Chondrocytes at the epiphyseal side of the cartilage continue to divide and enlarge.

During the initial stages of ossification, osteoblasts move away from the primary ossification center toward the epiphyses. But they do not complete the ossification of the model immediately, because the cartilages of the epiphyses continue to grow. The region where the cartilage is being replaced by bone lies at the metaphysis, the junction between the diaphysis and an epiphysis. On the diaphyseal (shaft) side of the metaphysis, osteoblasts continually invade the cartilage and replace it with bone, while on the epiphyseal side, new cartilage is produced at the same rate. The situation is like a pair of joggers, one in front of the other. As long as they are running at the same speed, they can run for miles without colliding. In this case, the osteoblasts and the epiphysis are both “running away” from the primary ossification center. As a result, the osteoblasts never catch up with the epiphysis, and the bone continues to grow longer and longer.

Increasing the Length of a Developing Long Bone (Steps 5–7)

Endochondral ossification begins with the formation of a hyaline cartilage model. This model serves as the pattern for almost all bone development. Limb bone development is a good example of this process. By the time an embryo is six weeks old, the proximal bones of the limbs, the humerus (upper limb) and femur (lower limb), have formed, but they are composed entirely of cartilage. These cartilage models continue to grow by expansion of the cartilage matrix (interstitial growth) and the production of more cartilage at the outer surface (appositional growth).

Figure 6–11Watch the > ™ on Endochondral Ossification.Endochondral Ossification SPOTLIGHT

The epidermis consists of stratified squamous epithelium. It is separated from the dermis by a basement membrane. The stratum basale and the underlying dermis interlock, strengthening the bond between the two. The epidermis forms epidermal ridges, which extend into the dermis and are adjacent to dermal papillae that project into the epidermis.

BASIC ORGANIZATION OF THE EPIDERMIS

The layers of the epidermis are best shown in a sectional view of thick skin. Thick skin contains a fifth layer, the stratum lucidum. Because thick skin also has a much thicker superficial layer (the stratum corneum), it is about as thick as a standard paper towel (about 0.5 mm).

LAYERS OF THE EPIDERMIS

Fingerprints reveal the pattern of epidermal ridges. This scanning electron micrograph shows the ridges on a fingertip.

EPIDERMAL RIDGES OF THICK SKIN

Dermis

Stratumlucidum

Basement membrane

Dermalpapilla

Epidermalridge

LM � 200Thick skin

LM � 200Thin skin

Epidermis

Basementmembrane

Epidermal ridge

Dermalpapilla

Stratumcorneum

Stratum corneum

DermisThin skin contains four layers of keratinocytes, and is about as thick as the wall of a plastic sandwich bag (about 0.08 mm).

Dermis

Surface

Stratum corneum

Stratum lucidum

Stratum granulosum

Stratum spinosum

Stratum basale

Basementmembrane

Epidermis Characteristics

desmosomes

and flatter

perspiration

gland ducts

Epidermalridge

SEM � 20Thick skin

SPOTLIGHT The Epidermis Figure 5–3

Sympathetic Division (Thoracolumbar) Parasympathetic Division (Craniosacral)

Consists of two divisions

Preganglionic Neurons

Target Organs

Ganglia

Preganglionic fibers from both the thoracic and upper lumbar spinal segments synapse in ganglia near the spinal cord. These axons and ganglia are part of the sympathetic division, or thoracolumbar (thor-a-kō-LUM-bar) division, of the ANS. In this division, the preganglionic fibers are short, and the postganglionic fibers are long. The sympathetic division brings about what is often called the ”fight or flight“ response because it readies the body for a crisis that may require sudden, intense physical activity.

Preganglionic neurons are located in the lateral gray horns of spinal segments T1–L2.

Ganglia are located near the spinal cord. Preganglionic fibers release ACh (excitatory), stimulating ganglionic neurons.

Most postganglionic fibers release NE at neuroeffector junctions.

Sympathetic activation“Fight or flight”response

Preganglionic fibers Postganglionic fibers

Parasympathetic stimulation“Rest and digest” response

Preganglionic fibers Postganglionic fibers

KEY

Target Organs

All postganglionic fibers release ACh at neuroeffector junctions.

Ganglia

Ganglia are in or near the target organ. Preganglionic fibers release ACh (excitatory), stimulating ganglionic neurons.

Preganglionic fibers originating in either the brain stem (cranial nerves III, VII, IX, and X) or the sacral segments of the spinal cord are part of the parasympathetic division, or craniosacral division, of the ANS. The preganglionic fibers synapse in terminal ganglia, located close to the target organs, or intra-mural (murus, wall) ganglia, within the tissues of the target organs. In this division, the preganglionic fibers are long, and the postganglionic fibers are short. The parasym-pathetic division brings about what is often called the ”rest and digest“ response because it conserves energy and promotes sedentary activities, such as digestion.

Preganglionic Neurons

Preganglionic neurons in brain stem and in lateral portion of anterior gray horns of S2–S4.

KEY

Figure 16–2 SPOTLIGHT Overview of the Autonomic Nervous System Watch the > ™ on the Contraction Cycle.

NEW Spotlight Figure Coaching Activities One Spotlight Figure in each chapter now has an assignable Coaching Activity in MasteringA&P.

The EpidermisChapter 5, page 154

Overview of the Autonomic Nervous SystemChapter 16, pages 536-537


ankylosing spondylitis: A chronic, progressive inflammatory disease of the intervertebral spaces that causes abnormal fusion of the vertebrae.

arthroplasty: The surgical reconstruction or creation of an artificial joint.

arthroscopy: Insertion of a narrow tube containing optical fibers and a tiny camera (arthroscope) directly into the joint for visual examination.

Bouchard’s nodes: Bony enlargements on the proximal interpha-langeal joints due to osteoarthritis.

chondromalacia: Softening of cartilage as a result of strenuous activity or an overuse injury.

Heberden’s nodes: Bony overgrowths on the distal interphalan-geal joints due to osteoarthritis that cause the patient to have knobby fingers.

joint mice: Small fibrous, cartilaginous, or bony loose bodies in the synovial cavity of a joint.

Lyme disease: An infectious disease transmitted to humans from the bite of a tick infected with Borrelia burgdorferi, causing flu-like symptoms and joint pain.

pannus: Granulation tissue (combination of fibrous connective tis-sue and capillaries) forming within a synovial membrane, which releases cartilage-destroying enzymes.

prepatellar bursitis: Inflammation of the bursa over the front of the knee just above the kneecap; also known as housemaid’s knee.

prosthesis: An artificial substitute for a body part. synovitis: Inflammation of the synovial membrane. tophi: Deposits of uric acid crystals often found around joints and

usually associated with gout.

Related Clinical Terms

Clinical Notes appear within every chapter, expand upon topics just discussed, and present diseases and pathologies along with their relationship to normal function.

Related Clinical Terms end every chapter with a list of relevant clinical terms and definitions.

Flexor retinaculum

Synovial tendon sheaths

Carpal tunnel

Carpalbones

Pisiform

Triquetrum

Lunate

Scaphoid

Median nerve

Cross section ofright wrist (palm up)

Carpal Tunnel Syndrome The carpal bones articulate with one another at joints that permit limited sliding and twisting. Ligaments interconnect the carpal bones and help stabilize the wrist joint. The tendons of muscles that flex the fingers pass across the anterior surface of the wrist. These tendons are sandwiched between the intercarpal ligaments and a broad, superficial transverse ligament called the flexor retinaculum. Inflammation of the connective tissues between the flexor retinaculum and the carpal bones can compress the tendons and the adjacent median nerve. The result is pain, weakness, and reduced wrist mobility. This condition is called carpal tunnel syndrome.

Clinical Note

AIDsChapter 22, page 819

Congenital Talipes Equinovarus

Chapter 8, page 258

Abnormal Bone Development

Chapter 6, page 196

Examples of Clinical Notes:

Clinical Content


A Case of Child Abuse?Chapter 6, page 179

A Chance to See

Chapter 17, page 565

A Real Eye OpenerChapter 10, page 290

NEW Clinical Cases get students motivated for their future careers. Each chapter opens with a story-based Clinical Case related to the chapter content.

NEW Book-specific Clinical Case ActivitiesEvery Clinical Case has a related assignable Activity in MasteringA&P.

CLINICAL CASE

Because this cough has gone on so long, Jackson is now getting a chest x-ray. The radiology technologist asked if she could take another film and care-fully checked to be sure she had the “right” marker on Jackson’s right side.

“Now that’s funny,” the tech said. “It looks like this x-ray is backward, but I know I took it correctly. Jackson’s heart must be on the wrong side.” Could Jackson’s heart really be on the wrong side? To find out, turn to the Clinical Case Wrap-Up on p. 112 .

When Your Heart Is in the Wrong Place

Five-year-old Jackson came home from kindergarten with yet another ear infection. He is a happy child with a great appetite, but he can’t seem to stay healthy. His nose is constantly plugged, and he always has a nasty cough. Sometimes he coughs so hard he vomits.

Jackson has been checked for cystic fibrosis, a genetic dis-ease that causes thick, sticky, mucus secretions, to be sure this was not the cause of his earaches and chronic cough. There are no pets or smokers in the home.

Examples of Clinical Cases:

Each chapter ends with a Clinical Case Wrap-Up that incorporates the deeper content knowledge students will have gained from the chapter.


NEW Interactive and Adaptive Capabilities Adaptive Follow-Up Assignments allow teachers to easily assign personalized content for each

individual student based on strengths and weaknesses identified by his or her performance on MasteringA&P parent assignments.

Dynamic Study Modules help students acquire, retain, and recall information faster and more efficiently than ever before. The flashcard-style modules are available as a self-study tool or can be assigned by the teacher. They can be easily accessed with smartphones.

Learning Catalytics is a “bring your own device” (laptop, smartphone, or tablet) student engagement, assessment, and classroom intelligence system. With Learning Catalytics, teachers can assess students in real time using open-ended tasks to probe student understanding.

NEW A&P Flix™ Coaching Activities

bring interactivity to these popular 3D movie-quality animations by asking students to manipulate the visuals.

Video Tutor Coaching Activitiesinstruct and coach students on key A&P concepts from the book and are accompanied by questions with video hints and feedback specific to their misconceptions.

Assignable Content


Interactive Physiology Coaching Activities help students dive deeper into complex physiological processes using the Interactive Physiology tutorial program.

Also Assignable in : Art-labeling Activities are drag and drop activities that allow students to assess

their knowledge of terms and structures.

Art-based Questions are conceptual questions related to art and instruct students with wrong-answer feedback.

NEW Book-specific Clinical Case Activities stem from the story-based Clinical Cases in the book.

NEW Clinical Note Activities prepare students for future careers in allied health fields. Chemistry Review Activities reinforce chemistry concepts necessary for an

understanding of A&P.

PAL 3.0 and assessments PhysioEx 9.1 and assessments Reading Quiz Questions Chapter Test Questions Test Bank Questions

NEW Spotlight Figure Coaching Activitiesbring interactivity to the Spotlight Figures from the book by asking students to manipulate the visuals.


includes a Study Area that will help students get ready for tests with its simple three-step approach. Students can:1. Take a pre-test and obtain a personalized study plan.2. Learn and practice with animations, labeling activities, and interactive tutorials.3. Self-test with quizzes and a chapter practice test.

Study Area

Practice Anatomy Lab™ (PAL™) 3.0is a virtual anatomy study and practice tool that gives students 24/7 access to the most widely used lab specimens, including the human cadaver, anatomical models, histology, cat, and fetal pig. PAL 3.0 is easy to use and includes built-in audio pronunciations, rotatable bones, and simulated fill-in-the-blank lab practical exams.

NEW The PAL 3.0 App lets you access PAL 3.0 on your iPad or Android tablet. With the pinch-to-zoom feature, images can be instantly enlarged.

Also Available in the Study Area: eText PhysioEx 9.1 Video Tutors


A&P Flix™

are 3-D movie-quality animations with self-paced tutorials and gradable quizzes that help students master the toughest topics in A&P: NEW Protein Synthesis Membrane Transport DNA Replication Mitosis NEW Endochondral Ossification Events at the Neuromuscular Junction The Cross Bridge Cycle Excitation-Contraction Coupling Resting Membrane Potential Generation of an Action Potential Propagation of an Action Potential NEW The Stretch Reflex NEW The Mechanism of Hormone Action:

Second Messenger cAMP Origins, Insertions, Actions, and Innervations

Over Over 60 animations on this topic Group Muscle Actions and Joints

Over 50 animations on this topic

Interactive Physiology® (IP)helps students understand the hardest part of A&P: physiology. Fun, interactive tutorials, games, and quizzes give students additional explanations to help them grasp difficult concepts.

Modules: Muscular System

Nervous System I

Nervous System II

Cardiovascular System

Respiratory System

Urinary System

Fluids & Electrolytes

Endocrine System

Digestive System

Immune System


Program Components

For the TeacherSome of the teacher supplements and resources for this text are available electronically to qualified adopters on the Instructor Resource Center (IRC). Upon adoption or to preview, please go to www.pearsonschool.com/access_request and select Instructor Resource Center. You will be required to complete a brief one-time registration subject to verification of educator status. Upon verification, access information and instructions will be sent to you via email. Once logged into the IRC, enter ISBN 978-0-13-348122-8 in the “Search our Catalog” box to locate resources. Electronic teacher supplements are also available within the Instructor’s tab of MasteringA&P.

Instructor Resource DVD (IRDVD)with Lecture Outlines by Lee Ann Frederick and Clicker Questions by Rene Salazar

The IRDVD organizes all teacher media resources by chapter into one convenient and easy-to-use package. Highlights include, Customizable PowerPoint Lecture Presentations, all figures from the book in JPEG format and PowerPoint slides, A&P Flix 3-D movie-quality animations, IP-10 10-System Suite Exercise Sheets and Answer Key, Test Bank in TestGen, Instructor’s Manual, Transparencies and the IRDVD for PAL 3.0.

ExamView® CD-ROM The ExamView® computerized test bank CD-ROM includes hundreds of questions, allowing teachers to build, edit, print, and administer tests based on text objectives. Algorithmically based, ExamView® enables teachers to create multiple but equivalent versions of the same question or test with a click of a button.

Instructor’s Manual This useful resource includes a wealth of materials to help teachers organize their classes, such as discussion and lab ideas, analogies, demonstrations, vocabulary aids, applications, common student misconceptions/problems, and classroom demonstrations.

Preview Access Teachers can request preview access online by visiting

PearsonSchool.com/Access_Request, select Initial Access then Option 2. Preview Access information will be sent to the teacher via email.

is the most effective and powerful online tutorial, homework, and assessment system for the sciences. MasteringaA&P with Pearson eText delivers self-paced tutorials that focus on your course objectives, provide individualized coaching, and respond to each student’s progress. The Mastering system is designed with the single purpose of helping your students reach more moments of true understanding that lead to better results. Upon textbook purchase, students and teachers are granted access to MasteringA&P. High school teachers can obtain preview or adoption access for MasteringA&P in one of the following ways:

Adoption Access With the purchase of this program, a Pearson Adoption

Access Card with Instructor Manual, will be delivered with your textbook purchase. (ISBN: 0-13-353986-5)

Ask your sales representative for an Pearson Adoption Access Card with Instructor Manual. (ISBN: 0-13-353986-5)

OR

Visit PearsonSchool.com/Access_Request , select Initial Access then Option 3. Adoption access information will be sent to the teacher via email.

Students, ask your teacher for access.


ATLASof the human body

M A R T I N I ’ S

ATLASM A R T I N I ’ S

Get Ready for A&Pby Lori K. Garrett

978-0-32181336-7 / 0-321-81336-7

This book and online com-ponent were created to help students be better prepared for their A&P course. Features include pre-tests, guided expla-nations followed by interactive quizzes and exercises, and end-of-chapter cumulative tests. Also available in the Study Area of MasteringA&P.

Martini’s Atlas of the Human Bodyby Frederic H. Martini

978-0-321-94072-8 / 0-321-94072-5

The Atlas offers an abundant col-lection of anatomy photographs, radiology scans, and embryology summaries, helping students visualize structures and become familiar with the types of images seen in a clinical setting.

A&P Applications Manualby Frederic H. Martini and Kathleen Welch

978-0-321-94973-8 / 0-321-94973-0

This manual contains extensive discussions on clinical topics and disorders to help students apply the concepts of anatomy and physiology to daily life and their future health professions.

Interactive Physiology® 10-System Suite (IP-10) CD-ROM978-0-13-136275-8 / 0-13-136275-5

IP helps students understand the hardest part of A&P: physiol-ogy. Fun, interactive tutorials, games, and quizzes give students additional explanations to help them grasp difficult physiological concepts.

Practice Anatomy Lab™ (PAL™) 3.0 DVDby Ruth Heisler, Nora Hebert, Jett Chinn, Karen Krabbenhoft, and Olga Malakhova

978-0-321-68211-6 / 0-321-68211-4

PAL 3.0 is an indispensable vir-tual anatomy study and practice tool that gives students 24/7 access to the most widely used lab specimens, including the human cadaver, anatomical mod-els, histology, cat, and fetal pig.

Also Available: PAL 3.0 Lab Guide978-0-321-84025-7 / 0-321-84025-9

PhysioEx™ 9.1 Laboratory Simulations in Physiologyby Peter Zao, Timothy Stabler, Lori A. Smith, Andrew Lokuta, and Edwin Griff

978-0-321-92964-8 / 0-321-92964-0

This easy-to-use laboratory simulation software and lab manual consists of 12 exercises containing 63 physiology lab activities that can be used to supplement or substitute wet labs safely and cost-effectively. Now with input data variability.

ISBN-13:ISBN-10:

978-0-321-90712-70-321-90712-4

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Copyright © 2014 Pearson Education, Inc.

PhysioEx 9.1 is easy-to-use laboratory simulation software that consists of 12 exercises containing 63 physiology lab activities. It can be used as a supplement to or substitute for wet labs. PhysioEx allows you to repeat labs as often as you like, perform experiments without harming live animals, and conduct experiments that are difficult to perform in a wet lab environment because of time, cost, or safety concerns.

Version 9.1 features input data variability, allowing students to change variables and test various hypotheses for the experiments.

1: Cell Transport Mechanisms and Permeability2: Skeletal Muscle Physiology3: Neurophysiology of Nerve Impulses4: Endocrine System Physiology5: Cardiovascular Dynamics6: Cardiovascular Physiology

7: Respiratory System Mechanics8: Chemical and Physical Processes of Digestion9: Renal System Physiology 10: Acid-Base Balance 11: Blood Analysis 12: Serological Testing

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SyStem requirementSWindows®

• WindowsXP,Vista™,Windows7,WIndows8• 1024x768screenresolution• Firefox13.0,15.0,16.0,Internet Explorer7.0,8.0(WindowsXP), 9.0(Windows7),orChrome23.0

• LatestversionofAdobe®Flash® Player

Macintosh®

• MacOS10.6,10.7,10.8• 1024x768screenresolution• Firefox13.0,15.0,16.0,Safari5.0 (MacOS10.6,10.7),6.0(MacOS10.8), orChrome23.0

• LatestversionofAdobe®Flash® Player

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ISBN-13:ISBN-10:

978-0-321-68211-60-321-68211-4

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Trapsheet/Practice Anatomy Lab 3.0 DVD ISBN-10: 0-321-68211-4 ©2012 Designer: Riezebos Holzbaur Trim: 5.078" x 7.203" CMYK

HUMAN CADAVER • ANATOMICAL MODELS • HISTOLOGY • CAT • FETAL PIG

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MINIMUM SYSTEM REQUIREMENTS

Practice Anatomy Lab™ (PAL™) 3.0 is an indispensable virtual anatomy study and practice tool that gives you 24/7 access to the most widely used lab specimens including human cadaver, anatomical models, histology, cat, and fetal pig. Each module includes built-in audio pronunciations and hundreds of images and interactive tools for reviewing the specimens and taking practice quizzes and fill-in-the-blank lab practical exams.

PAL 3.0 DVD features:• Whole new interactive cadaver that allows you to peel back layers of the

human cadaver and view hundreds of brand-new dissection photographs specially commissioned for 3.0.

• New interactive histology allows you to view the same tissue slide at different magnifications, thereby helping you identify structures and their characteristics.

• Expanded, randomizable quizzing gives you more opportunity to assess your learning—each time you retake a quiz or lab practical, a new set of questions is generated.

www.pearsonhighered.com

Copyright ©2012 Pearson Education, Inc.

WINDOWS• Windows XP, Vista, 7• 955 x 600 screen resolution• Internet Explorer 8.0• Firefox 3.0• Google Chrome 8.0• Flashplayer 10.0

MACINTOSH• Mac OS 10.5• 955 x 600 screen resolution• Safari 4.0• Firefox 3.0• Flashplayer 10.0

“PAL is an excellent way to prepare you for practicals and test your knowledge on specific parts of the body.”

— Megan Kidd, Student, Meridian Community College

3.0

See pages xviii-xix for the MasteringA&P Study Area.xxi

Get Ready for A&Pby Lori K. Garrett

This book and online componentwere created to help students bebetter prepared for their A&Pcourse. Features include pre-tests, guided explanationsfollowed by interactive quizzesand exercises, and end-of-chapter cumulative tests. Alsoavailable in the Study Area ofwww.masteringaandp.com.

Study Guideby Charles M. Seiger

The Study Guide includes avariety of review activities,including multiple choicequestions, labeling exercises,and concept maps—allorganized by the LearningOutcomes used in the book.

Martini’s Atlas of the Human Bodyby Frederic H. Martini

The Atlas offers an abundantcollection of anatomyphotographs, radiology scans,and embryology summaries,helping students visualizestructures and become familiarwith the types of images seen ina clinical setting.

A&P Applications Manualby Frederic H. Martini and Kathleen Welch

This manual contains extensivediscussions on clinical topics anddisorders to help students applythe concepts of anatomy andphysiology to daily life and theirfuture health professions.

Interactive Physiology®10-System Suite (IP-10) CD-ROMIP helps students understand thehardest part of A&P: physiology.Fun, interactive tutorials, games,and quizzes give studentsadditional explanations to helpthem grasp difficultphysiological concepts.

Practice Anatomy Lab™(PAL™) 3.0 DVDPAL 3.0 is an indispensablevirtual anatomy study andpractice tool that gives students24/7 access to the most widelyused lab specimens, includingthe human cadaver, anatomicalmodels, histology, cat, andfetal pig.

The following supplements are available for purchase.Support for Students


fundamentals of anatomy &...

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