https://textbookfull.com/product/holes-essentials-of-humananatomy-physiology-thirteenth-edition-edition-ricki-lewis/ Anatomy Physiology Helen Mcguinness
Content Development: Matthew Walker, Mary Ann Murray, Hilair Chism
Product and Content Management: Michael Gillespie, Serina Beauparlant, Ayushi Khandelwal
Content Production: Katie Foley, Shercian Kinosian, Mary Tindle, Straive, Jan Troutt, Troutt Visual Services, LLC, Tod Regan, Lauren Hill, Lauren Chen, Mathew Koul, Nishant Bhaskar, Kristen Antal, Micah Brenner, Jerilyn DiCarlo
Please contact www.AskPearsonSupport.com with any queries on this content.
Product Marketing: Tim Galligan, Courtney Davis, Yez Alayan, Ben Piercy Rights and Permissions: Ben Ferrini, Matthew Perry, Chenley Calites-Bulagao
Please contact us with concerns about any potential bias at https://www.pearson.com/report-bias.html
You can learn more about Pearson’s commitment to accessibility at https://www.pearson.com/us/accessibility.html
Cover Image by David Ramos/Getty Images Sport / Getty Images
Microsoft and/or its respective suppliers make no representations about the suitability of the information contained in the documents and related graphics published as part of the services for any purpose. All such documents and related graphics are provided “as is” without warranty of any kind. Microsoft and/or its respective suppliers hereby disclaim all warranties and conditions with regard to this information, including all warranties and conditions of merchantability, whether express, implied or statutory, fitness for a particular purpose, title and non-infringement. In no event shall Microsoft and/or its respective suppliers be liable for any special, indirect or consequential damages or any damages whatsoever resulting from loss of use, data or profits, whether in an action of contract, negligence or other tortious action, arising out of or in connection with the use or performance of information available from the services.
The documents and related graphics contained herein could include technical inaccuracies or typographical errors. Changes are periodically added to the information herein. Microsoft and/or its respective suppliers may make improvements and/or changes in the product(s) and/or the program(s) described herein at any time. Partial screen shots may be viewed in full within the software version specified.
Microsoft® and Windows® are registered trademarks of the Microsoft Corporation in the U.S.A. and other countries. This book is not sponsored or endorsed by or affiliated with the Microsoft Corporation.
Acknowledgments of third-party content appear on the appropriate page within the text or on C-1.
PEARSON, Mastering® A&P, Practice Anatomy Lab™, PAL™, Interactive Physiology®, and A&P Flix® are exclusive trademarks owned by Pearson Education, Inc., or its affiliates in the U.S. and/or other countries.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may appear in this work are the property of their respective owners, and any references to third-party trademarks, logos, icons, or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc., or its affiliates, authors, licensees, or distributors.
Jell-O® is a registered trademark of Kraft Foods Global Brands LLC.
Slinky® is a registered trademark of Poof-Slinky Inc.
Ziploc® is a registered trademark of S. C. Johnson & Son, Inc.
Velcro® is a registered trademark of Velcro IP Holdings LLC.
Zokinvy® is a registered trademark of Eiger BioPharmaceuticals, Inc.
Viagra® is a registered trademark of Upjohn US 1 LLC.
Ventolin® is a registered trademark of Glaxo Group Limited.
Drāno® is a registered trademark of S. C. Johnson & Son, Inc.
Lego® is a registered trademark of Lego Juris A/S.
Library of Congress Cataloging-in-Publication Data
Cataloging-in-Publication Data is available on file at the Library of Congress. $PrintCode
Ozempic® is a registered trademark of NovoNordiskA/S
Wegovy® is a registered trademark of NovoNordiskA/S
Phexxi® is a registered trademark of Evofem Biosciences, Inc.
Nexplanon® is a registered trademark of MSD Oss B.V.
Depo-Provera® is a registered trademark of Pharmacia & Upjohn Company LLC.
PowerPoint® is a registered trademark of Microsoft Corporation.
Microsoft® is a registered trademark of Microsoft Corporation.
TestGen® is a registered trademark of Tamarack Software Inc.
ISBN-10: 0138242739
ISBN-13: 9780138242732
About the Authors
The author team’s contributions reflect their expertise as biologists and medical researchers and their teaching sensibilities gained from years of experience at diverse institutions. Katja Hoehn was handpicked by Elaine Marieb back in 2002 to become her coauthor starting with the 7th edition of the textbook.
Elaine N. Marieb
Elaine N. Marieb (1936–2018) received her Ph.D. in zoology from the University of Massachusetts at Amherst. Shortly after she joined the faculty of the biology department at Holyoke Community College, Elaine famously enrolled in a nursing degree program while she was teaching anatomy and physiology to aspiring nursing students. This unique experience gave Elaine special insights into the foundational knowledge that nurses needed to master. Armed with this insight and a clear talent for teaching and writing, Elaine authored Human Anatomy & Physiology, which became an immediate hit with instructors and students.
A critical part of Elaine’s legacy is The Elaine Nicpon Marieb Charitable Foundation. The foundation has helped fund numerous science and nursing programs and scholarships at the College of Nursing at the University of Massachusetts, Florida Gulf Coast University, Holyoke Community College, and Mount Holyoke College as well as sponsoring the Human Anatomy & Physiology Society (HAPS) Marieb, Hoehn, Haynes, & Abbott Award for Diversity, Equity, and Inclusion.
Katja Hoehn
Katja Hoehn is a professor emerita in the Department of Biology at Mount Royal University in Calgary, Canada. Katja’s first love is teaching. Her teaching excellence has been recognized by several awards during her 30 years at Mount Royal University. Katja received her M.D. (with Distinction) from the University of Saskatchewan, and her Ph.D. in pharmacology from Dalhousie University. She has written numerous research papers in neuroscience and pharmacology, and received a Dalhousie Medical Research Foundation Award for excellence in medical research, and a Career Achievement Award from Mount Royal University. Katja likes to spend time outdoors hiking, skiing, and competing in long-course triathlons. She also plays Irish flute down at the local pub.
We dedicate this work to our students both present and past, who always inspire us to “push the envelope.”
Lawrence W. Haynes
Lawrence W. Haynes was awarded both his bachelor’s (in biological sciences, 1980) and Ph.D. (in physiology, 1984) degrees by the University of California, Davis. After research stints at the University of Texas Medical Branch in Galveston and the Howard Hughes Medical Institute at Johns Hopkins School of Medicine, he joined the Department of Physiology at the University of Calgary Medical School in 1989, where he enjoyed teaching medical students and graduate students. His main area of interest has always been phototransduction, and he has published a number of papers on the cGMP-gated channels of photoreceptors. He has been involved with this book (behind the scenes) for as long as his partner, Katja, and has authored or revised many Interactive Physiology modules and figure animations. Together, Larry and Katja provide financial support for students in the form of the HoehnHaynes scholarship that they established in 2006 for nursing students at Mount Royal University. Larry likes to ski and hike with Katja . . . but draws the line at triathlons.
Matthew A. Abbott
Matthew A. Abbott earned his bachelor’s degree in biology at Grinnell College and his Ph.D. in genetics at Iowa State University. In 2007, he joined the faculty at Des Moines Area Community College, where he is passionately devoted to helping students learn anatomy and physiology as they prepare for a career in nursing or other allied health fields. For many years, he has contributed to ancillary materials for this textbook as a reviewer and author. Dr. Abbott is a member of the Human Anatomy and Physiology Society (HAPS) and the Iowa Association of Community College Biology Teachers (IACCBT). In addition to his love for teaching, he enjoys biking and has participated in RAGBRAI, an annual bicycle ride across his home state of Iowa, over 25 times.
Preface
Today’s students have access to an enormous amount of information about anatomy and physiology. As educators, our biggest challenge is to help students focus on mastering the basic concepts of this field. Providing this firm foundation will help students to become lifelong learners who can critically evaluate new information, connect that information to the
Unifying Themes
Three unifying themes that have helped to organize and set the tone of this textbook continue to be valid and are retained in this edition. These themes are:
Interrelationships of body organ systems. This theme emphasizes the fact that nearly all regulatory mechanisms have interactions with several organ systems. The respiratory system, for example, cannot carry out its role of gas exchange in the body if there are problems with the cardiovascular system that prevent the normal delivery of blood throughout the body. The System Connections feature and Make Connections questions throughout the book help students connect new information to old information and think of the body as a community of dynamic parts instead of a number of independent units.
Homeostasis. Homeostasis is the normal and most desirable condition of the body. Its loss is always associated with past or present pathology. This theme is not included to emphasize pathological conditions, but rather to illustrate what happens in the body “when things go wrong” and homeostasis is lost. Whenever students see a red balance beam symbol accompanied by an associated clinical topic, their understanding of how the body works to stay in balance is reinforced.
Complementarity of structure and function. This theme encourages students to understand the structure of some body part (ranging from a molecule to an organ) in order to understand the function of that structure. For example, muscle cells can produce movement because they are contractile cells.
New to the Twelfth Edition
• NEW! Updated Content:
We include the newest research on mRNA vaccines, the glymphatic system, localized protein synthesis in the axon of a neuron, a fourth meningeal membrane (SLYM)
foundation they have already established, and apply it in a clinical setting. How can we help students build a strong foundation in anatomy and physiology? We believe that this new edition of our textbook will help learners by building on the strengths of previous editions while using new and innovative ways to help students visualize connections between various concepts.
that divides the subarachnoid space into two compartments, revised developmental pathway of neutrophils and monocytes, new evidence for the association of specific viruses with the development of diabetes and multiple sclerosis, updated hypertension values reflecting 2021 AHA guidelines, and many more topics.
Updated and new Homeostatic Imbalance and other clinical features reflect advances in our understanding and treatment of disorders: e.g., opiate addiction, Duchenne muscular dystrophy, sickle-cell anemia, amyotrophic lateral sclerosis, cystic fibrosis, and glomerulonephritis.
• NEW! Focus Figures and updated figures to enhance students’ visual learning:
Added five new Focus Figures that use a “big picture” layout and dramatic art to guide the student through difficult physiological processes in a step-by-step way, or provide an engaging overview of a topic that students can build on as they progress through a chapter, e.g., NEW Focus Figure 21.1 An Overview of the Immune System uses a castle analogy to provide an overview of the multiple lines of defense in the body. Other new Focus Figures are: 14.1 Sympathetic and Parasympathetic Divisions, 22.1 The Mechanics of Breathing at Rest, 25.1 Three Major Renal Processes, and 27.1 Meiosis. Updated art throughout to improve its teaching effectiveness, in many cases adding blue “instructor’s voice” text within the figure to help guide students and increase their understanding.
• NEW! Figure Animations are embedded in the eTextbook and reinforce book-specific concepts in focused animations of key figures from the textbook. Each animation includes embedded “Quick Check” questions that provide the correct answer as soon as the student answers the question. Interactive activities of the animations are also assignable in Mastering A&P. New figure animations are: Baroreceptor Reflexes (Figure 19.11)
An Overview of the Immune System (new Focus Figure 21.1)
Hormonal Control of the Ovarian and Uterine Cycles (Figure 27.24)
• UPDATED! Terminology throughout to include the most relevant topics and preferred terminology
Updated text to ensure that it covers the most recent Human Anatomy and Physiology Society Learning Outcomes
Preferred terminology conforms to Terminologia Anatomica, Terminologia Histologica, and Terminologia Embryologica
• NEW! Active Reading Guide supports students in actively reading their A&P text. Students can download editable sheets from the Study Area in Mastering A&P. They’re also available with an Answer Key in the Instructor Resources in Mastering.
• NEW! Quick Reference—Pearson eTextbook Integrated Media by Chapter on the inside front cover provides easy reference to key animations and videos available for each chapter in the eTextbook and in Mastering. Media callouts are also highlighted in the relevant chapter pages.
• UPDATED! DEI throughout with a DEI (diversity, equity, inclusivity) lens in order to create a more inclusive experience for all student learners
Added or replaced illustrations, photographs, names, and descriptions to include a greater diversity of people (e.g., race, ethnicity, body type, age, and sex)
Changed instances of “man” to “male” and “woman” to “female” to clarify that anatomical and physiological descriptions used in this book pertain to biological sex (based on chromosomes, gene expression, and the actions of hormones), while also noting that structures associated with biological sex show a wide degree of variation and do not always fall neatly into these two categories
Changed stigmatizing terms such as “alcoholic” to “person with an alcohol use disorder”
Updated discussion on HDL levels as a predictor of heart disease risk to ref lect differences among people of different racial backgrounds
• UPDATED! ADA accessibility to reflect the latest WCAG guidelines to ensure our products are fully accessible to all learners. Extra efforts have been made to develop and update our design and art program to make them accessible and useful for readers with impairments. This included adjusting contrast, colors, and label placement within illustrations. Special thought and consideration went into rethinking the keys within figures so the keys were understandable for all readers.
Pearson eTextbook
The Pearson eTextbook is a simple-to-use, mobile-optimized, personalized reading experience. It allows students to easily highlight, take notes, listen to the textbook, and review vocabulary all in one—even when offline. Students using the Pearson eTextbook will reap all the benefits of the new text features, while also benefiting from the following new and existing interactive features, which are integrated directly into the online text:
• EXPANDED! Over 200 animations and videos embedded in the Pearson eTextbook bring A&P concepts to life featuring Making Connections videos, figure animations, A&P Flix videos, Interactive Physiology animations, and more.
• Embedded “Check Your Understanding” multiplechoice questions with feedback will help students assess their understanding as they read through each section.
Mastering A&P
Mastering A&P is the most widely used online assessment and tutorial program for A&P, providing an extensive library of hundreds of animations, tutorials, and questions that are graded automatically.
• NEW! Interactive Reading Assignments provides students with an all-in-one learning experience: all of their assignments including reading are integrated into one place. Instructors can choose to assign all or specific sections of a chapter as well as coaching activities, drag-and-drop assignments, dynamic study modules, and more in Mastering for autograding.
• NEW! Assignment Manager makes it easier and quicker to create assignments in Mastering.
• NEW! Gap Finder: A&P Diagnostic Assessment contains approximately 130 questions based on 5 topics: Study Skills, Math Essentials, Chemistry Basics, Cell Biology Basics, and Biology Basics. Instructors can deselect as many questions as they want. There’s no minimum number they have to adhere to in order for the program to work.
• UPDATED! Dynamic Study Modules have been updated to reflect new content in the 12th edition. In addition, shadow questions—different versions of the same question—have been created for select questions to help keep students from memorizing questions. We’ve expanded the pool of questions for Gap Finder DSM on Study Skills, Math Essentials, Chemistry Basics, Cell Biology Basics, and Biology Basics.
• NEW! Practice Anatomy Lab 4.0 featuring fully interactive 3-D models and custom assignability in Mastering.
• EXPANDED! Interactive Physiology 2.0 helps students advance beyond memorization to a genuine understanding of the toughest topics in A&P. Fully accessible on all mobile devices. I.P. 2.0 tutorials are assignable as coaching activities in Mastering A&P. New topics include Carbon Dioxide Transport & Exchange, and Propagation of an Action Potential.
• NEW! Histology Videos include 10 new videos of histology tissues that provide short, focused walk-throughs of commonly covered tissue types in A&P.
• Study Area features the Pearson eTextbook, practice tests and quizzes, animations and videos, Interactive Physiology 2.0, Practice Anatomy Lab 4.0, PhysioEx, Pearson Interactive Labs, lab videos, clinical case studies, and more.
NEW! Active Reading Guide supports students in actively reading their A&P text. Students can download editable sheets from the Study Area in Mastering A&P.
NEW! TEAS and HESI exam practice questions help students prep for nursing school entrance exam with 150 TEAS and 300 HESI multiple-choice questions with wrong-answer feedback for all questions.
• Instructor Resources. This area of Mastering provides onestop shopping for PowerPoint Lecture Presentations, all figures in JPEG and PPT format, Instructor Guide, Test Bank,
animations, videos, Interactive Physiology (including the worksheets), Clinical Case Studies with Teaching Strategies and case study worksheets, PAL 4.0 Resources and Test Bank, and PhysioEx Resources and Test Bank.
NEW! Teaching Strategies for Active Learning is an invaluable resource for instructors looking for strategies for actively engaging students in the classroom. Edited by Cathy Whiting, this manual includes over 40 hands-on activities for key topics in A&P submitted by thought leaders across the country. Each activity is tied to HAPS Learning Outcomes and includes estimated time for the activity.
• Learning Catalytics allows students to use their smartphone, tablet, or laptop to respond to questions in class. For more information, visit learningcatalytics.com.
Available Lab Manuals and Atlas
Human Anatomy & Physiology Laboratory Manual (Cat 13e, Main 12e, Pig 13e) by Elaine N. Marieb and Lori A. Smith
This best-selling lab manual features a wide variety of experiments for students concentrating in health care programs. Each exercise leads students toward an understanding of the structure and function of the human body. The lab manual uses artwork from Marieb/Hoehn’s Human Anatomy & Physiology text but can accompany any A&P textbook. Available in 3 versions (Main, Cat, Fetal Pig). The Cat and Pig versions respectively include cat and fetal pig dissection exercises.
A Photographic Atlas for Anatomy & Physiology by Nora Hebert, Ruth E. Heisler, Jett Chinn, Karen M. Krabbenhoft, and Olga Malakhova
978-0-32186925-8
This full-color photographic atlas helps students learn and identify key anatomical structures in the lab. Featuring photos from Practice Anatomy Lab™ and other sources, the Atlas includes over 250 cadaver dissection photos, histology photomicrographs, and cat dissection photos plus over 50 photos of anatomical models from leading manufacturers such as 3B Scientific®, Denoyer Geppert Science, Altay Scientific, and Ward’s. Two-page spreads with cadaver and anatomical model photos side by side help students to better learn and identify structures. The Atlas is composed of 13 chapters, organized by body system, and includes a final chapter with cat dissection photos. In each chapter, students will first explore gross anatomy, as seen on cadavers and anatomical models, and then conclude with relevant histological images.
Chapter-by-Chapter Changes in the Twelfth Edition
Chapter 1 The Human Body: An Orientation
• Clarified how the terms sex and gender pertain to the presentation of material in this text.
• Revised discussion of homeostasis includes the law of mass balance, steady state, and feedforward (anticipatory) responses.
• Improved teaching effectiveness of Figure 1.9 (planes of the body).
• Improved teaching effectiveness of Table 1.1 (directional terms).
Chapter 2 Chemistry Comes Alive
• Updated statistics for elements that compose the human body (Table 2.1).
• New summary Table 2.2 reinforces information about subatomic particles.
• Revised discussion of the role of chemical bonding includes free radicals.
• Improved teaching effectiveness of 2.21 (amino acids linked together by peptide bonds), 2.24 (mechanism of enzyme action), and 2.27 (examples of cellular work driven by energy from ATP).
• New Homeostatic Imbalance feature describes the role of protein structure in sickle-cell disease.
• New in-line figures illustrate fibrous and globular proteins.
• New photograph shows the process of denaturation while frying an egg.
• New Check Your Understanding question labels the components of an ATP molecule.
Chapter 3 Cells: The Living Units
• Updated section on passive membrane transport clarifies that osmosis and diffusion are distinct processes.
• Improved teaching effectiveness of Figures 3.27 (cell cycle), 3.28 (summary of DNA replication), and Table 3.1 (active versus passive transport).New in-line figures show the large and small ribosomal subunits and the parts of a replicated chromosome.
• New Check Your Understanding question features an illustration of a cell in anaphase.
• Expanded discussion of other roles of RNA includes updated information about microRNAs and the mRNA vaccines for COVID-19.
• Updated Homeostatic Imbalance feature about progeria includes the first approved drug for this disease.
Chapter 5 The Integumentary System
• Added Related Clinical Terms “age spots” and “athlete’s foot.”
• Updated Homeostatic Imbalance feature about alterations in skin color and disease states.
• Improved teaching effectiveness of Figure 5.9 (cutaneous glands).
Chapter 6 Bones and Skeletal Tissues
• Updated anatomy of blood supply to long bones.
• Improved teaching effectiveness of Figures 6.1 (bones and cartilage of skeleton), 6.6 (types of bone cells), 6.7 (a single osteon), 6.11 (growth at epiphyseal plate), and 6.12 (long bone growth and remodeling).
Chapter 7 The Skeleton
• Updated information about treatment of carpal tunnel syndrome.
• Updated Figure 7.9b (sphenoid bone) to indicate the lateral and medial pterygoid plates.
• Reorganized text about the general characteristics of vertebrae for improved clarity.
• Improved teaching effectiveness of Figure 7.6b (inferior aspect of skull).
Chapter 8 Joints
• Reorganized Figure 8.5 (movements at synovial joints) into three figures: Figure 8.5 (gliding movements at synovial joints, with clarification of the movement allowed), 8.6 (angular movements at synovial joints), and 8.7 (rotational movements at synovial joints), and added blue “instructor’s voice” text to improve teaching effectiveness.
• Improved teaching effectiveness of Figure 8.8 (special movements of synovial joints).
Chapter 9 Muscles and Muscle Tissue
• Clarified that at physiological pH “lactic acid” is ”lactate” and “pyruvic acid” is “pyruvate.”
• Updated discussion of lactate production and metabolism to reflect current understanding.
• Updated treatment options for Duchenne muscular dystrophy.
• Improved the teaching effectiveness of Figure 9.9 (recording of an action potential.
• Improved teaching effectiveness of Table 9.2 (characteristics of skeletal muscle fibers).
• Added new Figure 9.10 (pulling a rope with one hand) to show how the steps of the cross bridge cycle are analogous to the steps it would take to pull a rope using only one hand.
Chapter 10 The Muscular System
• Updated discussion of origin and insertion clarifies that these attachments are assigned based on the most common action of each muscle.
• Updated discussion and illustration of the muscles of the pelvic floor and perineum (Table 10.7 and Figure 10.13).
• Improved teaching effectiveness of Figures 10.14 (muscles of thorax and shoulder), 10.21 (posterior muscles of hip and thigh), and 10.26 (actions of muscles of the thigh and leg).
• Increased clarity of text in Tables 10.2 (muscles of the head), 10.5 (deep thorax muscles), 10.6 (muscles of abdominal wall), and 10.14 (muscles crossing the hip and knee joints).
Chapter 11 Fundamentals of the Nervous System and Nervous Tissue
• Added description of neural plasticity.
• Improved teaching effectiveness of discussion of graded potentials.
• New Homeostatic Imbalance feature about opiate addiction.
• Added mention of the new finding that localized protein synthesis occurs in the axon.
• Improved teaching effectiveness of Figures 11.1 (nervous system’s functions), 11.14 (action potential propagation), and 11.20 (neuronal growth cone).
Chapter 12 The Central Nervous System
• Updated description of the meninges to include the subarachnoid lymphatic-like membrane (SLYM), a recently described fourth meningeal membrane that divides the subarachnoid space into two compartments.
• Updated cerebellum function to include newly discovered regulation of food intake.
• Updated discussion of the motor homunculus to reflect new imaging data that show that the details of neuronal organization differ from the traditional homunculus.
• Updated description of cerebrospinal fluid to include removal of waste products during non-REM sleep.
• Updated discussion of sleep stages to follow the most recent nomenclature recommended by the American Academy of Sleep Medicine and updated Figure 12.21 to reflect the new stages.
• Updated information on sleep and Alzheimer’s disease and on Parkinson’s disease.
• Improved teaching effectiveness of Figure 12.32 (organization of spinal cord gray matter).
Chapter 13 The Peripheral Nervous System
• Updated discussion of phantom limb pain.
• New Check Your Understanding question makes connections between different types of graded potentials.
• Improved teaching effectiveness of Figure 13.13 (dermatomes).
Chapter 14 The Autonomic Nervous System
• New Focus Figure 14.1 sets the stage for student learning about the sympathetic and parasympathetic divisions.
• Improved teaching effectiveness of Figure 14.10 (levels of ANS control) and Table 14.5 (effects of parasympathetic and sympathetic divisions).
Chapter 15 The Special Senses
• Updated discussion of lipids as a possible sixth taste modality to reflect increasing evidence.
• Updated discussion on sour taste transduction.
• Improved teaching effectiveness of Figures 15.13 (focusing for distance and close vision), 15.16 (formation and breakdown of the visual pigment rhodopsin), 15.20 (olfactory receptors), 15.29 (frequency and amplitude of sound waves), and 15.31 (basilar membrane function).
Chapter 16 The Endocrine System
• Expanded discussion of the stages of the stress response (general adaptation syndrome).
• Updated discussion of type 1 diabetes to include association with rotavirus in genetically susceptible individuals, use of a recently approved drug to delay onset by slowing the destruction of beta cells, and improvements in devices that couple glucose sensors to insulin injections.
• Expanded discussion of natriuretic peptides to include brain natriuretic peptide (BNP).
• Improved teaching effectiveness of Figures 16.4 (three types of endocrine gland stimuli) and 16.16 (photomicrograph of pancreatic tissue) and Tables 16.3 (pituitary hormones) and 16.6 (selected examples of hormones produced by other organs).
• Expanded Table 16.1 to include comparison of signal strength coding in the nervous and endocrine systems.
Chapter 17 Blood
• Updated information about treatment for sickle-cell anemia includes newly-approved CRISPR-based gene editing.
• Updated discussion on platelet formation to note that more than half of all platelets in the body may be produced from megakaryocytes in lung capillaries rather than in bonemarrow.
• Updated discussion about leukopoiesis to reflect new evidence that suggests that neutrophils and monocytes may actually arise from precursors of lymphoid cells.
• Improved teaching effectiveness of Figures 17.1 (components of whole blood), 17.11 (leukocyte formation), and 17.14 (intrinsic and extrinsic pathways of blood clotting).
Chapter 18 The Cardiovascular System: The Heart
• Improved teaching effectiveness of Figures 18.5c (gross anatomy of heart), 18.11 (microscopic anatomy of cardiac muscle), 18.21 (norepinephrine increases heart contractility via a cyclic AMP second-messenger system), and Focus Figure 18.2 (cardiac cycle).
Chapter 19 The Cardiovascular System: Blood Vessels
• Updated values for hypertension to reflect 2021 AHA guidelines.
• Improved teaching effectiveness of Figures 19.2 (generalized structure of blood vessels), 19.7 (blood pressure in various blood vessels of systemic circulation), 19.9 (muscular pump), 19.18 (blood f low velocity and total cross-sectional area), 19.23 (schematic flowchart of systemic arteries), 19.28 (schematic flowchart of systemic veins), and Focus Figure 19.1 (bulk flow across capillary walls).
Chapter 20 The Lymphatic System and Lymphoid Organs and Tissues
• Added description of the glymphatic system and its functions.
• Improved teaching effectiveness of Figures 20.6 (lymph node) and 20.7 (spleen).
Chapter 21 The Immune System: Innate and Adaptive Body Defenses
• New Focus Figure 21.1 uses a medieval castle analogy to provide an overview of the multiple lines of defense in the body.
• Updated description of the origin of fixed macrophages.
• Added description of netosis (releasing extracellular traps made of DNA) as a mechanism of defense by neutrophils.
• Added discussion of recent evidence for the association of multiple sclerosis with the Epstein-Barr virus as a result of molecular mimicry.
• New Table 21.4 summarizes the key differences between adaptive and innate defenses.
• Improved teaching effectiveness of Figure 21.17 (central role of helper T cells).
Chapter 22 The Respiratory System
• Updated prevalence statistics on asthma.
• Updated lung cancer treatments and 5-year survival rates.
• Updated cystic fibrosis treatment.
• Added one-line flowcharts to increase student understanding of how breathing rate and depth affect carbon dioxide levels and pH.
• New Focus Figure 22.1, Focus on the Mechanics of Breathing at Rest, illustrates the sequence of events during inspiration and expiration.
• Clarified the role of the internal intercostal muscles in inspiration and expiration.
• Improved depictions of the diaphragm.
• New Check Your Understanding question pairs each type of bronchus with the portion of lung it supplies.
• Improved teaching effectiveness of Figure 22.21 (tissue changes in emphysema).
Chapter 23: The Digestive System
• Updated discussion of the link between periodontal disease and chronic systemic diseases.
• Updated the statistics for hepatitis and types of hepatitis.
• Updated the method of administration of fecal transplants.
• New Check Your Understanding question differentiates between pepsinogen and pepsin.
• Added information about glucagon-like peptide-1 (GLP-1) to Table 23.1.
• Improved teaching effectiveness of Figures 23.13 (microscopic structure of the esophagus), 23.31 (structural modifications of the small intestine), and 23.39 (emulsification, digestion, and absorption of fats).
Chapter 24: Nutrition, Metabolism, and Energy Balance
• Updated normal body temperature to reflect recent studies supporting a lower mean value of 36.7°C.
• Updated A Closer Look feature about obesity.
• Updated discussion on HDL levels as a predictor of heart disease risk to reflect differences among people of different racial backgrounds.
• Clarified that at physiological pH “lactic acid” is ”lactate” and “pyruvic acid” is “pyruvate.” In addition, all citric acid cycle intermediates are not fully protonated at physiological pH.
• Improved teaching effectiveness of Figures 24.2 (essential amino acids), 24.6 (three major phases of glycolysis), and 24.24 (composition and function of lipoproteins).
Chapter 25: The Urinary System
• New Homeostatic Imbalance feature on glomerulonephritis.
• New related clinical terms, nephrotic syndrome and nephritic syndrome.
• Updated discussion on renal handling of phosphate to include the effect of PTH.
• New Focus Figure 25.1 provides an overview of the major renal processes.
• Improved teaching effectiveness of Figure 25.21 (structure of urinary bladder and urethra).
Chapter 26: Fluid, Electrolyte, and Acid-Base Balance
• New in-line figure illustrates regulation of + K balance.
• Improved teaching effectiveness of Figures 26.1 (major fluid compartments), 26.6 (mechanisms and consequences of ADH release), and 26.14 (new HC O 3 generation via buffering).
Chapter 27: The Reproductive System
• Updated description of cremaster muscle anatomy to include smooth and skeletal muscle.
• Updated anatomy of clitoris and vestibular bulbs.
• Updated discussion of the genes associated with breast cancer.
• Updated statistics on testicular cancer.
• Updated cervical cancer statistics, screening, and HPV vaccine.
• New Focus Figure 27.1 on meiosis.
• Improved teaching effectiveness of Figures 27.8 (male perineum), 27.18 (external genitalia of female), 27.23 (regulation of the ovarian cycle), and 27.24 (correlation of anterior pituitary and ovarian hormones with structural changes of ovary and uterus).
Chapter 28: Pregnancy and Human Development
• Updated information about contraception.
• Improved teaching effectiveness of Figures 28.1 (size of conceptus up to the early fetal stage), 28.12 (neurulation and early mesodermal differentiation), and Focus Figure 28.1 (sperm penetration and blocks to polyspermy).
• New Check Your Understanding question about fetal circulation.
Chapter 29: Heredity
• Major reorganization of sections describing gene expression and its control. This includes an enhanced discussion of epigenetics.
• Improved teaching effectiveness of Figure 29.6 (sex-linked inheritance).
Acknowledgments
According to the proverb, it takes a village to raise a child. It takes the same sort of teamwork on the part of our “writing village” to bring this book to your hands. Our “village” has been fortunate to include all the professors and students who use this book and provide us with valuable feedback. You make this project worthwhile. Every new edition starts with a revision plan—our ideas about how we want to make the book better. There are several groups of people in our village that help us nurture these ideas so that they can mature and “leave home” for the wide world beyond. We are so grateful to all of them!
The first group, with whom we worked most closely, is the editorial group. Leading this group is Serina Beauparlant (Director, Product Management for Applied Science). Serina has been the force behind this book since the 6th edition. Her passion has helped make this book what it is today. She provides feedback, ideas, and the resources needed to realize our mutual goal of making this book the best that it can be. As always, we are grateful for all you do, Serina! Thanks also to Ayushi Khandelwal (Editorial Assistant) for ably assisting Serina. After years away, honing her skills on other projects, Mary Ann Murray has returned to our team as our Text and Art Developmental Editor. We thank Mary Ann for her fresh eyes on this project, which have allowed her to question and help us clarify many things in this book. Thank you also to Hilair Chism, for bringing her artistic eye to the new Focus Figures— they have greatly benefited from her polishing. Matt Walker, our Manager of Content Development, sat in on many Monday morning team meetings and jumped in with valuable support and assistance when needed. The last member of this group is Shercian Kinosian (Content Producer), the bridge between the editorial team and the production team. She wears many hats, while adeptly facilitating the production of the book, the ebook, and the ancillary materials. She has the joy of working with authors, developmental editors, product managers, designers, and resource permissions teams, as well as providing items for Marketing, Media, and Mastering. Thank you, Shercian!
This brings us to the production group. A crucial aspect of any revision is the art. We are very grateful for the fine work of Jan Troutt and Troutt Visual Services on this edition. We’d also like to express our gratitude to Mary Tindle (Production Project Manager) at Straive, who coordinated the components of production. She prepped the final manuscript, and managed the photo permissions and photo research people, as well as the copyeditor, proofreader, indexer, and compositor. We
don’t work directly with most of these individuals but would like to specifically thank a few. Chenley Calites-Bulagao and Matt Perry determined which photos in the previous edition we were allowed to continue using. They also found beautiful new photos for us. We are delighted to again be able to work with Anita Hueftle, our longtime (since the 4th edition!) copyeditor. Her long tenure provides a continuity of style and expression across the many editions of this book. She always astonishes us with her ability to find our inadvertent errors, thereby saving us from embarrassment. (Any remaining errors are our responsibility alone.) Thank you so much, Anita! A book wouldn’t be a book if we didn’t have designers to conceptualize the beautiful cover and come up with interior layout and color scheme of the new edition. Thank you, Jerilyn DiCarlo and Carrie Keller! And finally, a shout-out to Courtney Davis and her team in Marketing who helped make sure that this book made it into your hands.
The next group in our village are the people who help us with the vast richness of the electronic media, both in the eTextbook and on the Mastering website. Clickable in the eTextbook are new animations, which, along with existing animations, make figures come alive and guide students through difficult concepts. We enjoyed working again with the skilled animators, Martin Hale and Chris Hale, at ABP. Kudos also to the artists, Jan Troutt and her team at Troutt Visual Services and Morgan Ewald and her team at Lachina Creative, Inc., for the lovely art that they supplied for these animations. We appreciate Mathew Koul (Associate Content Producer) and Lauren Hill (Senior Supervising Content Producer) for making the production of animations run so smoothly. There is a larger media production team that handles the many aspects of the eTextbook and Mastering. We extend a big thank-you to Sarah Young-Dualan, Lauren Hill, Lauren Chen, Sarah Shefveland, Keri Rand, and Kristen Antal. We are also indebted to the following instructors who authored the all-important supplements and digital tools to accompany the 12th edition: Caitlin Burns, County College of Morris and Suzy Keller, Indian Hills Community College (Dynamic Study Modules), Jennifer Hatchel, College of Coastal Georgia (Test Bank), Laura Steele, Ivy Tech Community College–Fort Wayne (Instructor Guide), and Justin Moore, American River College and Ashley Spring, Eastern Florida State (PowerPoint Lecture Presentation).
Every village has a group of elders who provide advice. Our “elders” are the Editorial Board for the 12th edition, whose advice and guidance on the media and assignable eTextbook
were invaluable. Special thanks to Sasha Lashgari, Collin College, Justin Moore and Lori Smith, American River College, Melinda Miller, Pearl River Community College, Anita Naravane, St. Petersburg College, Sarah Pugh, Shelton State Community College, Sharon Schapel, Mott Community College, and Larry Young, Florida Southern College. We very much appreciated the thoughtful DEI reviews from Shelly Urban-Paradies, SUNY Orange, and Larry Young, Florida Southern College. We would also like to acknowledge the following group who reviewed the new Focus Figures: Mary Bonine, College of Lake County, Andrew Duta, Eastern Florida State, Shobnom Ferdous, Auburn University, Christopher Gardner, United States Coast Guard Academy, Erin Morrey, Georgia State–Perimeter College, Ashley Spring, Eastern Florida State, and Kim Van Vliet, St. Johns River State. We are also grateful to Sarah Ives, whose artistic eye helped us polish the appearance of Focus Figure 14.1. Additionally, we’d like to thank Katja’s colleague, Dr. Lydia Chiasson, for her valuable review of the entire text, and for providing many suggestions for improvements.
In addition, we appreciate the eagle-eye accuracy checking of the textbook and/or Mastering item library from Janet Brodsky, Ivy Tech Community College, Joshua D’Alessandro, Odessa College, Dr. Dzuy Nguyen, Navarro College, Mark Hollier, Georgia State–Perimeter College, Lisa Smith, Hillsborough Community College, Ashley Spring, Eastern Florida State, Terry Ravine, University of South Alabama, Connie Scanga, University of Pennsylvania, and James Yount, Eastern Florida State.
Finally, we would like to thank the authors of Interactive Physiology 2.0: Nora Hebert, Red Rocks Community College, Brian Feige and Sharon Schapel, Mott Community College and Christie Campbell, Ozarks Technical Community College and the IP2 reviewers: Betsy Brantley, Valencia College, Karen Groh, Cincinnati State, Shannon McNew, Southeast Missouri State, Rachel Meyer, Metro Community College, Jennifer Parrott, Northeast Lakeview College, Saeed Rahmanian, Roane State Community College, Terrence Ravine, University of South Alabama, James Royston, Pearl River Community College, Lisa Smith, Hillsborough Community College, Mary Beth Stopoulos, Black Hawk College, Albert Urazaev, Ivy Tech, Kira Wennstrom, Shoreline Community College.
Kudos to our entire team. We feel we have once again prepared a superb textbook. We hope you agree.
Twelfth Edition Reviewers
Yvonne Baptiste-Szymanski, Niagara County Community College
Jon Benson, Community College of Rhode Island
Mary Bonine, College of Lake County
Peggy Campo, Riverside Community College
Chandler Chance, Meridian Community College
Karen Cipolla, Arizona State University
Scott Davis, Kentucky Community & Technical College System–Bluegrass
Andrew Duta Eastern Florida State
Chelsea Edwards, Rowan Cabarrus Community College
Shobnom Ferdous, Auburn University
Chelsie Flores, Tyler Junior College
Christopher Gardner, United States Coast Guard Academy
Melissa Jackson, Lone Star College–Montgomery
Traci McGee, Kennesaw State University
Erin Morrey, Georgia State–Perimeter College
Soma Mukhopadhyay, Augusta University
Necia Nicholas, Pensacola State
Hugo Pedrozo, Texas State University–San Marcos
Nicholas Pollock, University of Texas–Arlington
Sarah Pugh, Shelton State Community College
Sharon Schapel, Mott Community College
Ashley Spring, Eastern Florida State College
Avni Thaci, Governors State University–Malcolm X
Kristin Thomas, Hillsborough Community College
Kim Van Vliet, St. Johns River State
Reviewers of the Previous Editions
Emily Allen, Rowan College at Gloucester County
David C. Ansardi, Calhoun Community College
Martin W. Asobayire, Essex Community College
David Babb, West Hills College Lemoore
Claudia Barreto, University of New Mexico–Valencia
Jerry Barton, Tarrant County College
Shawn Bearden, Idaho State University
Charles Benton, Madison Area Technical College
J. Gordon Betts, Tyler Junior College
Diana Bourke, Community College of Allegheny County
Sherry Bowen, Indian River State College
Michael Brady, Columbia Basin College
Betsy Brantley, Valencia College
Beth Braun, Truman College
Carol A. Britson, University of Mississippi
C. Steven Cahill, West Kentucky Community and Technical College
Christie Campbell, Ozarks Technical Community College
Maria C. Carles, Northern Essex Community College
Tamyra Carmona, Cosumnes River College
Marien Cendon, Miami Dade College
Brendon Chastain, West Kentucky Community Technical College
Sam Chen, Moraine Valley Community College
Alexander G. Cheroske, Mesa Community College–Red Mountain
Brandi Childress, Georgia State–Perimeter College
William M. Clark, Lone Star College–Kingwood
Joseph Comber, Villanova University
Teresa Cowan, Baker College–Auburn Hills
Acknowledgments
Donna Crapanzano, Stony Brook University
Maurice M. Culver, Florida State College at Jacksonville
Jason Dechant, University of Pittsburgh
Smruti A. Desai, Lone Star College–CyFair
Sondra Dubowsky, McLennan Community College
Karen Dunbar Kareiva, Ivy Tech Community College
Kathryn Durham, Lorain County Community College
Karen Eastman, Chattanooga State Community College
Sharon S. Ellerton, Queensborough Community College–CUNY
Paul Emerick, Monroe Community College
Elyce Ervin, University of Toledo
Martha Eshleman, University of Arkansas–Pulaski Technical
Colin Everhart, St. Petersburg Community College
Brian D. Feige, Mott Community College
Michele Finn, Monroe Community College
John E. Fishback, Ozarks Technical Community College
Maria Florez, Lone Star College–CyFair
Reza Forough, Bellevue College
Juanita A. Forrester, Chattahoochee Technical College
Aaron Fried, Mohawk Valley Community College
Marie Gabbard, College of Western Idaho
Sophia Garcia, Tarrant County College
Jane E. Gavin, University of South Dakota
Peter Germroth, Hillsborough Community College
Emily K. Getty, Ivy Tech Community College
Amy Giesecke, Chattahoochee Technical College
Anna Gilletly, Central New Mexico Community College
Gary Glaser, Genesee Community College
Richard Gonzalez-Diaz, Seminole State College of Florida
Abigail Goosie, Walters State Community College
Pattie S. Green, Tacoma Community College
George G. Hanak, Pasco-Hernando State College
Mary Beth Hanlin, Des Moines Area Community College–Boone
Heidi Hawkins, College of Southern Idaho
Martie Heath-Sinclair, Hawkeye Community College
Nora Hebert, Red Rocks Community College
Nadia Hedhli, Hudson County Community College
D. J. Hennager, Kirkwood Community College
Jennifer Hill, Montgomery College–Takoma Park-Silver Spring
Shannon K. Hill, Temple College
Mark Hollier, Georgia State–Perimeter College
Mark J. Hubley, Prince George’s Community College
Carolyn Huffman, Wichita Area Technical College
Julie Huggins, Arkansas State University
Jason Hunt, Brigham Young University–Idaho
Alexander Ibe, Weatherford College
Alexander Imholtz, Prince George’s Community College
Virginia Irintcheva, Truckee Meadows Community College
Brian E. Jordan, C.S. Mott Community College
Thomas Jordan, Pima Community College
Christopher Jung, University of Alaska Anchorage
William M. Karkow, University of Dubuque
Suzanne Keller, Indian Hills Community College
Michael Kielb, Eastern Michigan University
Marta Klesath, North Carolina State University
Nelson H. Kraus, University of Indianapolis
Paul M. Lea IV, Northern Virginia Community College
Steven Lewis, Metropolitan Community College–Penn Valley
Juanita Limas, Kirkwood Community College
Chelsea Loafman, Central Texas College
Paul Luyster, Tarrant County College
Ken Malachowsky, Florence-Darlington Technical College
Theresa Martin, College of San Mateo
Nicole Mashburn, Calhoun Community College
Abdallah M. Matari, Hudson County Community College
Bhavya Mathur, Chattahoochee Technical College
Tiffany Beth McFalls-Smith, Elizabethtown Community and Technical College
Jennifer Menon, Johnson County Community College
Jaime Mergliano, Brightpoint Community College
Sharon Miles, Itawamba Community College
Todd Miller, Hunter College of CUNY
Louise Millis, North Hennepin Community College
Justin Moore, American River College
Christine Morin, Prince George’s Community College
Qian F. Moss, Des Moines Area Community College
Regina Munro, Chandler-Gilbert Community College
Maria Oehler, Florida State College–Jacksonville
Ellen Ott-Reeves, Blinn College–Bryan
Stephen Page, Community College of Baltimore County & Townson University
Vikash Patel, Nevada State College
Dennis Pearson, Morton College
Diane Pelletier, Green River Community College
Jessica Petersen, Pensacola State College
Jason Pienaar, University of Alabama
Becky Pierce, Delta College
Gilbert Pitts, Austin Peay State University
Renee Prenitzer, Greenville Technical College
Fernando Prince, Laredo Community College
Rolando J. Ramirez, The University of Akron
Wendy Rappazzo, Harford Community College
Terrence J. Ravine, University of South Alabama
Christine S. Rigsby, Middle Georgia State University
Laura H. Ritt, Burlington County College
Cynthia Robison, Wallace Community College
Susan Rohde, Triton College
Brian Sailer, Central New Mexico Community College
Sharon Schapel, Mott Community College
Mark Schmidt, Clark State Community College
Michael W. Sipala, Bristol Community College
Amy Skibiel, Auburn University
Lori Smith, American River College–Los Rios
Kerry Smith, Oakland Community College–Auburn Hills
Tom Sobat, Ivy Tech Community College
Kay Sourbeer, Tidewater Community College
Ashley Spring, Eastern Florida State College
Justin R. St. Juliana, Ivy Tech Community College
Cindy Stanfield, University of South Alabama
Laura Steele, Ivy Tech Community College–Northeast
George A. Steer, Jefferson College of Health Sciences
Michelle Stettner, Meridian Community College
Susan E. Tappen, Central New Mexico Community College
Dean Thornton, South Georgia State College
Rita A. Thrasher, Pensacola State College
Brenda Tondi, George Mason University
Sheela Vemu, Waubonsee Community College
Khursheed Wankadiya, Central Piedmont Community College
Chad Wayne, University of Houston
Kira L. Wennstrom, Shoreline Community College
John Whitlock, Hillsborough Community College
Patricia Wilhelm, Johnson and Wales University
Luann Wilkinson, Marion Technical College
Selwyn A. Williams, Miami Dade College
Darrellyn Williams, University of Arkansas–Pulaski Technical
Peggie Williamson, Central Texas College
Heather Wilson-Ashworth, Utah Valley University
MaryJo A. Witz, Monroe Community College
Jackie Wright, South Plains College
James Robert Yount, Eastern Florida State College
A&P Advisory Board
We would also like to thank the following instructors who served on Pearson’s A&P Advisory Board and provided thoughtful feedback on Pearson’s current and future digital products:
Allison Beck, Black Hawk College
Simone Brito, Fresno City College
Maria Carles, Northern Essex Community College
Robert Carter, Volunteer State Community College
Donna Cempa-Danziger, Nassau Community College
Maria Cendon, Miami Dade College
Mary Dolnack, Seminole State College
Heather Dy, Long Beach City College
Tracy Ediger, Georgia State
Peter Germroth, Hillsborough Community College
James Gleaton, Tarrant County College
Lauren Gollahon, Texas Tech
Shari Litch Gray, Regis College
Nathanael Heyman, California Baptist University
Austin Hicks, University of Alabama
Corey Johnson, University of North Carolina–Chapel Hill
Gregory Klein, Cincinnati State
Athena Lemus-Wilson, Austin Community College
Shawn Macauley, Muskegon Community College
Traci McGee, Kennesaw State
Chasity O’Malley, Wright State University
Nicole Perry, Oakton Community College
Mir Saleem, Nova Southeastern
Ashley Spring, Eastern Florida State
Dusty Stutts, Roane State Community College
Ruth Torres, Ivy Tech Community College–Terre Haute
Suleyman Tufa, South Texas College
Donna Uguccioni, Cape Fear Community College
Roland Vieira, Green River College
Valerie Wheat, Jefferson Community & Technical College Geraldine Wright, Tidewater Community College
We would also like to acknowledge the support of Katja’s colleagues at Mount Royal University, past and present (Lydia Chiasson, Trevor Day, Janice Meeking, Izak Paul, Michael Pollock, Karen Sheedy, and Kartika Tjandra), and Matthew’s colleagues at Des Moines Area Community College (especially the crew at Matthew’s “home campus” in Newton, Iowa). We would like to thank Katja and Larry’s sons, Eric and Stefan Haynes, for putting up with their parents through many revisions of this book and for continuing to be an inspiration and a joy. Likewise, Matthew would like to thank his wife, DeDe, and their children, Alex and Roman, for their love and support. Finally, we would like to thank all of the students, past, present, and future, who make us better teachers and keep our passion buckets for A&P full!
We really would appreciate hearing from you concerning your opinion—suggestions and constructive criticisms—of this text. It is this type of feedback that will help us in the next revision and underlies the continued improvement of this text.
Katja Hoehn
Lawrence Haynes
Matthew Abbott
UNIT 1 Organization of the Body
1 The Human Body: An Orientation 1
1.1 Form (anatomy) determines function (physiology) 2
1.2 The body’s organization ranges from atoms to the entire organism 4
1.3 What are the requirements for life? 5
1.4 Homeostasis is maintained by negative feedback 9
1.5 Anatomical terms describe body directions, regions, and planes 12
A CLOSER LOOK Medical Imaging: Illuminating the Body 16
1.6 Many internal organs lie in membrane-lined body cavities 17
2 Chemistry Comes Alive 23
PART 1 BASIC CHEMISTRY 24
2.1 Matter is the stuff of the universe and energy moves matter 24
2.2 The properties of an element depend on the structure of its atoms 25
2.3 Atoms bound together form molecules; different molecules can make mixtures 28
2.4 Three types of chemical bonds are ionic, covalent, and hydrogen 31
2.5 Chemical reactions occur when electrons are shared, gained, or lost 35
PART 2 BIOCHEMISTRY 38
2.6 Inorganic compounds include water, salts, and many acids and bases 38
2.7 Organic compounds are made by dehydration synthesis and broken down by hydrolysis 41
2.8 Carbohydrates provide an easily used energy source for the body 43
2.9 Lipids insulate body organs, build cell membranes, and provide stored energy 45
2.10 Proteins are the body’s basic structural material and have many vital functions 48
2.11 DNA and RNA store, transmit, and help express genetic information 53
2.12 ATP transfers energy to other compounds 55
3 Cells: The Living Units 60
3.1 Cells are the smallest unit of life 61
PART 1 PLASMA MEMBRANE 63
3.2 The plasma membrane is a double layer of phospholipids with embedded proteins 63
FOCUS FIGURE 3.1 The Plasma Membrane 64
3.3 Intercellular junctions allow adjacent cells to adhere or communicate 67
3.4 Passive membrane transport includes diffusion and osmosis 68
3.5 Active membrane transport directly or indirectly uses ATP 73
FOCUS FIGURE 3.2 Primary Active Transport: The Na -K ++ Pump 74
3.6 Selective diffusion creates a negative voltage inside the cell 79
3.7 Cell adhesion molecules and membrane receptors allow the cell to interact with its environment 81
FOCUS FIGURE 3.3 G Proteins 82
PART 2 THE CYTOPLASM 83
3.8 Cytoplasmic organelles each perform a specialized task 83
3.9 Cilia and microvilli are two main types of cellular extensions 90
PART 3 NUCLEUS 91
3.10 The nucleus includes the nuclear envelope, nucleoli, and chromatin 91
3.11 The cell cycle consists of interphase and a mitotic phase 96
FOCUS FIGURE 3.4 Mitosis 100
3.12 Messenger RNA carries instructions from DNA for building proteins 98
FOCUS FIGURE 3.5 Translation 106
3.13 Autophagy and proteasomes dispose of unneeded organelles and proteins; apoptosis disposes of unneeded cells 109
DEVELOPMENTAL ASPECTS of Cells 109
4 Tissue: The Living Fabric 115
4.1 Tissue samples are fixed, sliced, and stained for microscopy 117
4.2 Epithelial tissue covers body surfaces, lines cavities, and forms glands 117
4.3 Connective tissue is the most abundant and widely distributed tissue in the body 126
4.4 Muscle tissue is responsible for body movement 138
4.5 Nervous tissue is a specialized tissue of the nervous system 140
4.6 The cutaneous membrane is dry; mucous and serous membranes are wet 141
4.7 Tissue repair involves inflammation, organization, and regeneration 142
A CLOSER LOOK Cancer—The Intimate Enemy 144
DEVELOPMENTAL ASPECTS of Tissues 146
UNIT 2 Covering, Support, and Movement of the Body
5 The Integumentary System 150
5.1 The skin consists of two layers: the epidermis and dermis 151
5.2 The epidermis is a keratinized stratified squamous epithelium 152
5.3 The dermis consists of papillary dermis and reticular dermis 154
5.4 Melanin, carotene, and hemoglobin determine skin color 156
5.5 Hair consists of dead, keratinized cells 157
5.6 Nails are scale-like modifications of the epidermis 160
5.7 Sweat glands help control body temperature, and sebaceous glands secrete sebum 161
5.8 First and foremost, the skin is a barrier 163
5.9 Skin cancer and burns are major challenges to the body 165
DEVELOPMENTAL ASPECTS of the Integumentary System 167
SYSTEM CONNECTIONS 168
6 Bones and Skeletal Tissues 173
6.1 Hyaline, elastic, and fibrocartilage help form the skeleton 174
6.2 Bones perform several important functions 175
6.3 Bones are classified by their location and shape 176
6.4 All bones consist of outer compact bone and inner spongy bone 176
6.5 Bones develop either by intramembranous or endochondral ossification 184
6.6 Bone remodeling involves bone deposition and removal 188
6.7 Bone repair involves hematoma and callus formation, and remodeling 190
6.8 Bone disorders result from abnormal bone deposition and resorption 193
DEVELOPMENTAL ASPECTS of Bones 194
SYSTEM CONNECTIONS 196
7 The Skeleton 199
PART 1 THE AXIAL SKELETON 200
7.1 The skull consists of 8 cranial bones and 14 facial bones 201
7.2 The vertebral column is a flexible, curved support structure 218
7.3 The thoracic cage is the bony structure of the chest 224
PART 2 THE APPENDICULAR SKELETON 227
7.4 Each pectoral girdle consists of a clavicle and a scapula 227
7.5 The upper limb consists of the arm, forearm, and hand 230
7.6 The hip bones attach to the sacrum, forming the pelvic girdle 236
7.7 The lower limb consists of the thigh, leg, and foot 240
DEVELOPMENTAL ASPECTS of the Skeleton 246
8 Joints 251
8.1 Joints are classified into three structural and three functional categories 251
8.2 In fibrous joints, the bones are connected by fibrous tissue 252
8.3 In cartilaginous joints, the bones are connected by cartilage 253
8.4 Synovial joints have a fluid-filled joint cavity 254
FOCUS FIGURE 8.1 Synovial Joints 260
A CLOSER LOOK Joints: From Knights in Shining Armor to Bionic Humans 264
8.5 Five examples illustrate the diversity of synovial joints 264
8.6 Joints are easily damaged by injury, inflammation, and degeneration 272
DEVELOPMENTAL ASPECTS of Joints 275
9 Muscles and Muscle Tissue 279
9.1 There are three types of muscle tissue 280
9.2 A skeletal muscle is made up of muscle fibers, nerves, blood vessels, and connective tissues 281
9.5 Temporal summation and motor unit recruitment allow smooth, graded skeletal muscle contractions 298
9.6 ATP for muscle contraction is produced aerobically or anaerobically 303
9.7 The force, velocity, and duration of skeletal muscle contractions are determined by a variety of factors 306
9.8 How does skeletal muscle respond to exercise? 309
9.9 Smooth muscle is nonstriated involuntary muscle 310
DEVELOPMENTAL ASPECTS of Muscles 316
SYSTEM CONNECTIONS 318
10 The Muscular System 323
10.1 For any movement, muscles can act in one of three ways 324
10.2 How are skeletal muscles named? 324
FOCUS FIGURE 10.1 Muscle Action 325
10.3 Fascicle arrangements help determine muscle shape and force 326
10.4 Muscles acting with bones form lever systems 327
10.5 A muscle’s attachments determine its action 332
Table 10.1 Muscles of the Head, Part I: Facial Expression 333
Table 10.2 Muscles of the Head, Part II: Mastication and Tongue Movement 336
Table 10.3 Muscles of the Anterior Neck and Throat: Swallowing 338
Table 10.4 Muscles of the Neck and Vertebral Column: Head Movements and Trunk Extension 340
Table 10.5 Deep Muscles of the Thorax: Breathing 344
Table 10.6 Muscles of the Abdominal Wall: Trunk Movements and Compression of Abdominal Viscera 346
Table 10.7 Muscles of the Pelvic Floor and Perineum: Support of Abdominopelvic Organs 348
Table 10.8 Superficial Muscles of the Anterior and Posterior Thorax: Movements of the Scapula and Arm 350
Table 10.9 Muscles Crossing the Shoulder Joint: Movements of the Arm (Humerus) 354
Table 10.10 Muscles Crossing the Elbow Joint: Flexion and Extension of the Forearm 357
Table 10.11 Muscles of the Forearm: Movements of the Wrist, Hand, and Fingers 358
Table 10.12 Summary: Actions of Muscles Acting on the Arm, Forearm, and Hand 362
Table 10.13 Intrinsic Muscles of the Hand: Fine Movements of the Fingers 364
Table 10.14 Muscles Crossing the Hip and Knee Joints: Movements of the Thigh and Leg 367
Table 10.15 Muscles of the Leg: Movements of the Ankle and Toes 374
Table 10.16 Intrinsic Muscles of the Foot: Toe Movement and Arch Support 380
Table 10.17 Summary: Actions of Muscles Acting on the Thigh, Leg, and Foot 384
11 Fundamentals of the Nervous System and Nervous Tissue 390
11.1 The nervous system receives, integrates, and responds to information 391
11.2 Neuroglia support and maintain neurons 392
11.3 Neurons are the structural units of the nervous system 394
11.4 The resting membrane potential depends on differences in ion concentration and permeability 400
FOCUS FIGURE 11.1 Resting Membrane Potential 402
11.5 Graded potentials are brief, short-distance signals within a neuron 404
11.6 Action potentials are brief, long-distance signals within a neuron 405
FOCUS FIGURE 11.2 Action Potential 406
11.7 Synapses transmit signals between neurons 412
FOCUS FIGURE 11.3 Chemical Synapse 415
11.8 Postsynaptic potentials excite or inhibit the receiving neuron 416
FOCUS FIGURE 11.4 Postsynaptic Potentials and Their Summation 418
11.9 The effect of a neurotransmitter depends on its receptor 420
11.10 Neurons act together, making complex behaviors possible 425
DEVELOPMENTAL ASPECTS of Neurons 427
12 The Central Nervous System 432
12.1 Folding during development determines the complex structure of the adult brain 433
12.2 The cerebral hemispheres consist of cortex, white matter, and the basal nuclei 437
12.3 The diencephalon includes the thalamus, hypothalamus, and epithalamus 445
12.4 The brain stem consists of the midbrain, pons, and medulla oblongata 448
12.5 The cerebellum adjusts motor output, ensuring coordination and balance 452
12.6 Functional brain systems span multiple brain structures 454
12.7 The interconnected structures of the brain allow higher mental functions 456
12.8 The brain is protected by bone, meninges, cerebrospinal fluid, and the blood brain barrier 462
12.9 Brain injuries and disorders have devastating consequences 466
12.10 The spinal cord is a reflex center and conduction pathway 468
12.11 Neuronal pathways carry sensory and motor information to and from the brain 474
DEVELOPMENTAL ASPECTS of the Central Nervous System 480
13 The Peripheral Nervous System and Reflex Activity 487
PART 1 SENSORY RECEPTORS AND SENSATION 488
13.1 Sensory receptors are activated by changes in the internal or external environment 488
13.2 Receptors, ascending pathways, and cerebral cortex process sensory information 491
PART 2 TRANSMISSION LINES: NERVES AND THEIR STRUCTURE AND REPAIR 494
13.3 Nerves are cordlike bundles of axons that conduct sensory and motor impulses 494
13.4 There are 12 pairs of cranial nerves 496
13.5 31 pairs of spinal nerves innervate the body 505
PART 3 MOTOR ENDINGS AND MOTOR ACTIVITY 515
13.6 Peripheral motor endings connect nerves to their effectors 515
13.7 There are three levels of motor control 515
PART 4 REFLEX ACTIVITY 517
13.8 The reflex arc enables rapid and predictable responses 517
13.9 Somatic spinal reflexes are clinically important 518
FOCUS FIGURE 13.1 Stretch Reflex 520
DEVELOPMENTAL ASPECTS of the Peripheral Nervous System 524
14 The Autonomic Nervous System 529
14.1 The ANS differs from the somatic nervous system in that it can excite or inhibit its effectors 530
FOCUS FIGURE 14.1 Sympathetic and Parasympathetic Divisions 532
14.2 The ANS consists of the parasympathetic and sympathetic divisions 534
14.3 Long preganglionic parasympathetic fibers originate in the craniosacral CNS 536
14.4 Short preganglionic sympathetic fibers originate in the thoracolumbar CNS 538
14.5 Visceral reflex arcs have the same five components as somatic reflex arcs 542
14.6 Acetylcholine and norepinephrine are the major ANS neurotransmitters 543
14.7 The parasympathetic and sympathetic divisions usually produce opposite effects 544
14.8 The hypothalamus oversees ANS activity 547
14.9 Most ANS disorders involve abnormalities in smooth muscle control 547
DEVELOPMENTAL ASPECTS of the ANS 548 SYSTEM CONNECTIONS 549
15 The Special Senses 553
PART 1 THE EYE AND VISION 554
15.1 The eye has three layers, a lens, and humors, and is surrounded by accessory structures 554
15.2 The cornea and lens focus light on the retina 563
15.3 Phototransduction begins when light activates visual pigments in retinal photoreceptors 567
15.4 Visual information from the retina passes through relay nuclei to the visual cortex 573
PART 2 THE CHEMICAL SENSES: SMELL AND TASTE 575
15.5 Airborne chemicals are detected by olfactory receptors in the nose 575
15.6 Dissolved chemicals are detected by receptor cells in taste buds 578
PART 3 THE EAR: HEARING AND BALANCE 580
15.7 The ear has three major areas 580
15.8 Sound is a pressure wave that stimulates mechanosensitive cochlear hair cells 585
15.9 Sound information is processed and relayed through brain stem and thalamic nuclei to the auditory cortex 589
15.10 Hair cells in the maculae and cristae ampullares monitor head position and movement 590
15.11 Ear abnormalities can affect hearing, equilibrium, or both 594
DEVELOPMENTAL ASPECTS of the Special Senses 595
16 The Endocrine System 601
16.1 The endocrine system is one of the body’s two major control systems 602
16.2 The chemical structure of a hormone determines how it acts 603
16.3 Hormones act through second messengers or by activating specific genes 603
16.4 Three types of stimuli cause hormone release 607
16.5 Cells respond to a hormone if they have a receptor for that hormone 608
16.6 The hypothalamus controls release of hormones from the pituitary gland in two different ways 609
FOCUS FIGURE 16.1 Hypothalamus and Pituitary Interactions 610
16.7 The thyroid gland controls metabolism 617
16.8 The parathyroid glands are primary regulators of blood calcium levels 621
16.9 The adrenal glands produce hormones involved in electrolyte balance and the stress response 622
FOCUS FIGURE 16.2 Stress and the Adrenal Gland 628
16.10 The pineal gland secretes melatonin 627
16.11 The pancreas, gonads, and most other organs secrete hormones 630
A CLOSER LOOK Sweet Revenge: Taming the Diabetes Monster? 633
DEVELOPMENTAL ASPECTS of the Endocrine System 636 SYSTEM CONNECTIONS 637
UNIT 4 Maintenance of the Body
17 Blood 642
17.1 The functions of blood are transport, regulation, and protection 643
17.2 Blood consists of plasma and formed elements 643
17.3 Erythrocytes play a crucial role in oxygen and carbon dioxide transport 645
17.4 Leukocytes defend the body 651
17.5 Platelets are cell fragments that help stop bleeding 657
17.6 Hemostasis prevents blood loss 657
17.7 Transfusion can replace lost blood 663
17.8 Blood tests give insights into a patient’s health 666
DEVELOPMENTAL ASPECTS of Blood 666
18 The Cardiovascular System: The Heart 670
18.1 The heart has four chambers and pumps blood through the pulmonary and systemic circuits 671
18.2 Heart valves make blood flow in one direction 679
18.3 Blood flows from atrium to ventricle, and then to either the lungs or the rest of the body 680
FOCUS FIGURE 18.1 Blood Flow through the Heart 681
18.4 Intercalated discs connect cardiac muscle cells into a functional syncytium 683
18.5 Pacemaker cells trigger action potentials throughout the heart 686
18.6 The cardiac cycle describes the mechanical events associated with blood flow through the heart 692
FOCUS FIGURE 18.2 The Cardiac Cycle 694
18.7 Stroke volume and heart rate are regulated to alter cardiac output 696
DEVELOPMENTAL ASPECTS of the Heart 700
19 The Cardiovascular System: Blood Vessels 706
PART 1 BLOOD VESSEL STRUCTURE AND FUNCTION 707
19.1 Most blood vessel walls have three layers 709
19.2 Arteries are pressure reservoirs, distributing vessels, or resistance vessels 710
19.3 Capillaries are exchange vessels 710
A CLOSER LOOK Atherosclerosis? Get Out the Cardiovascular Drāno® 711
19.4 Veins are blood reservoirs that return blood toward the heart 714
19.5 Anastomoses are special interconnections between blood vessels 715
PART 2 PHYSIOLOGY OF CIRCULATION 715
19.6 Blood flows from high to low pressure against resistance 715
19.7 Blood pressure decreases as blood flows from arteries through capillaries and into veins 717
19.8 Blood pressure is regulated by short- and long-term controls 719
19.9 Intrinsic and extrinsic controls determine blood flow through tissues 726
19.10 Slow blood flow through capillaries promotes diffusion of nutrients and gases, and bulk flow of fluids 731
FOCUS FIGURE 19.1 Bulk Flow across Capillary Walls 734
PART 3 CIRCULATORY PATHWAYS: BLOOD VESSELS OF THE BODY 737
19.11 The vessels of the systemic circulation transport blood to all body tissues 737
Table 19.3 Pulmonary and Systemic Circulations 738
Table 19.4 The Aorta and Major Arteries of the Systemic Circulation 740
Table 19.5 Arteries of the Head and Neck 742
Table 19.6 Arteries of the Upper Limbs and Thorax 744
Table 19.7 Arteries of the Abdomen 746
Table 19.8 Arteries of the Pelvis and Lower Limbs 750
Table 19.9 The Venae Cavae and the Major Veins of the Systemic Circulation 752
Table 19.10 Veins of the Head and Neck 754
Table 19.11 Veins of the Upper Limbs and Thorax 756
Table 19.12 Veins of the Abdomen 758
Table 19.13 Veins of the Pelvis and Lower Limbs 760
DEVELOPMENTAL ASPECTS of Blood Vessels 761
SYSTEM CONNECTIONS 762
20 The Lymphatic System and Lymphoid Organs and Tissues 767
20.1 The lymphatic system includes lymphatic vessels, lymph, and lymph nodes 768
20.2 Lymphoid cells and tissues are found in lymphoid organs and in connective tissue of other organs 771
20.3 Lymph nodes cleanse lymph and house lymphocytes 773
20.4 The spleen removes bloodborne pathogens and aged red blood cells 774
20.5 MALT guards the body’s entryways against pathogens 776
20.6 T lymphocytes mature in the thymus 776
DEVELOPMENTAL ASPECTS of the Lymphatic System and Lymphoid Organs and Tissues 778
SYSTEM CONNECTIONS 779
21 The Immune System: Innate and Adaptive Body Defenses 783
PART 1 INNATE DEFENSES 784
FOCUS FIGURE 21.1 An Overview of the Immune System 785
21.1 Surface barriers act as the first line of defense to keep invaders out of the body 784
21.2 Innate internal defenses are cells and chemicals that act as the second line of defense 786
PART 2 ADAPTIVE DEFENSES 793
21.3 Antigens are substances that trigger the body’s adaptive defenses 794
21.4 B and T lymphocytes and antigen-presenting cells are cells of the adaptive immune response 795
21.5 In humoral immunity, antibodies are produced that target extracellular antigens 799
21.6 Cellular immunity consists of T lymphocytes that direct adaptive immunity or attack cellular targets 805
FOCUS FIGURE 21.2 An Example of a Primary Immune Response 812
21.7 Insufficient or overactive immune responses create problems 815
DEVELOPMENTAL ASPECTS of the Immune System 818
22 The Respiratory System 822
PART 1 FUNCTIONAL ANATOMY 824
22.1 The upper respiratory system warms, humidifies, and filters air 824
22.2 The lower respiratory system consists of conducting and respiratory zone structures 828
22.3 Each multilobed lung is surrounded by its own pleurae 837
PART 2 RESPIRATORY PHYSIOLOGY 838
22.4 Volume changes cause pressure changes, which cause air to move 838
FOCUS FIGURE 22.1 The Mechanics of Breathing at Rest 842
22.5 Measuring pulmonary volumes, capacities, and flow rates helps us assess ventilation 845
22.6 Gases exchange by diffusion between the blood, lungs, and tissues 847
22.7 Oxygen is transported by hemoglobin, and carbon dioxide is transported in three different ways 852
FOCUS FIGURE 22.2 The Oxygen-Hemoglobin Dissociation Curve 854
22.8 Respiratory centers in the brain stem control breathing with input from chemoreceptors and higher brain centers 859
22.9 Exercise and high altitude bring about respiratory adjustments 863
22.10 Respiratory diseases are major causes of disability and death 864
DEVELOPMENTAL ASPECTS of the Respiratory System 866 SYSTEM CONNECTIONS 868
23 The Digestive System 874
PART 1 OVERVIEW OF THE DIGESTIVE SYSTEM 875
23.1 What major processes occur during digestive system activity? 876
23.2 The GI tract has four layers and is usually surrounded by peritoneum 877
23.3 The GI tract has its own nervous system called the enteric nervous system 880
PART 2 FUNCTIONAL ANATOMY OF THE DIGESTIVE SYSTEM 881
23.4 Ingestion occurs only at the mouth 882
23.5 The pharynx and esophagus move food from the mouth to the stomach 887
23.6 The stomach temporarily stores food and begins protein digestion 890
23.7 The liver secretes bile; the pancreas secretes digestive enzymes 899
23.8 The small intestine is the major site for digestion and absorption 906
23.9 The large intestine absorbs water and eliminates feces 912
PART 3 PHYSIOLOGY OF DIGESTION AND ABSORPTION 918
23.10 Digestion hydrolyzes food into nutrients that are absorbed across the gut epithelium 918
23.11 How is each type of nutrient processed? 918
DEVELOPMENTAL ASPECTS of the Digestive System 924 SYSTEM CONNECTIONS 926
24 Nutrition, Metabolism, and Energy Balance 932
PART 1 NUTRIENTS 933
24.1 Carbohydrates, lipids, and proteins supply energy and are used as building blocks 933
24.2 Most vitamins act as coenzymes; minerals have many roles in the body 937
PART 2 METABOLISM 939
24.3 Metabolism is the sum of all biochemical reactions in the body 940
24.4 Carbohydrate metabolism is the central player in ATP production 942
FOCUS FIGURE 24.1 Oxidative Phosphorylation 947
24.5 Lipid metabolism is key for long-term energy storage and release 952
24.6 Amino acids are used to build proteins or for energy 954
24.7 Energy is stored in the fed state and released in the fasting state 955
24.8 The liver metabolizes, stores, and detoxifies 961
PART 3 ENERGY BALANCE 964
24.9 Neural and hormonal factors regulate food intake 964
A CLOSER LOOK Obesity: “Why is it so hard?” 966
24.10 Thyroxine is the major hormone that controls basal metabolic rate 968
24.11 The hypothalamus acts as the body’s thermostat 969
DEVELOPMENTAL ASPECTS of Nutrition and Metabolism 973
25 The Urinary System 979
25.1 The kidneys have three distinct regions and a rich blood supply 980
25.2 Nephrons are the functional units of the kidney 983
25.3 Overview: Filtration, reabsorption, and secretion are the key processes of urine formation 989
FOCUS FIGURE 25.1 Three Major Renal Processes 990
25.4 Urine formation, step 1: The glomeruli make filtrate 993
25.5 Urine formation, step 2: Most of the filtrate is reabsorbed into the blood 997
25.6 Urine formation, step 3: Certain substances are secreted into the filtrate 1002
25.7 The kidneys create and use an osmotic gradient to regulate urine concentration and volume 1003
FOCUS FIGURE 25.2 Medullary Osmotic Gradient 1004
25.8 Renal function is evaluated by analyzing blood and urine 1008
25.9 The ureters, urinary bladder, and urethra transport, store, and eliminate urine 1010
DEVELOPMENTAL ASPECTS of the Urinary System 1014
26 Fluid, Electrolyte, and Acid-Base Balance 1020
26.1 Body fluids consist of water and solutes in three main compartments 1021
26.2 Both intake and output of water are regulated 1024
26.3 Sodium, potassium, calcium, and phosphate levels are tightly regulated 1027
26.4 Chemical buffers and respiratory regulation rapidly minimize pH changes 1034
26.5 Renal regulation is a long-term mechanism for controlling acid-base balance 1037
26.6 Abnormalities of acid-base balance are classified as metabolic or respiratory 1041
A CLOSER LOOK Sleuthing: Using Blood Values to Determine the Cause of Acidosis or Alkalosis 1042
DEVELOPMENTAL ASPECTS of Fluid, Electrolyte, and Acid-Base Balance 1043
SYSTEM CONNECTIONS 1044
UNIT 5 Continuity
27 The Reproductive System 1049
27.1 The male and female reproductive systems share common features 1050
FOCUS FIGURE 27.1 Meiosis 1054
PART 1 ANATOMY OF THE MALE REPRODUCTIVE SYSTEM 1052
27.2 The testes are enclosed and protected by the scrotum 1056
27.3 Sperm travel from the testes to the body exterior through a system of ducts 1058
27.4 The penis is a copulatory organ 1060
27.5 The male accessory glands produce the bulk of semen 1060
PART 2 PHYSIOLOGY OF THE MALE REPRODUCTIVE SYSTEM 1062
27.6 The male sexual response includes erection and ejaculation 1062
27.7 Spermatogenesis is the sequence of events that leads to formation of sperm 1063
27.8 Male reproductive function is regulated by hypothalamic, anterior pituitary, and testicular hormones 1068
PART 3 ANATOMY OF THE FEMALE REPRODUCTIVE SYSTEM 1069
27.9 Immature eggs develop in follicles in the ovaries 1071
27.10 The female duct system includes the uterine tubes, uterus, and vagina 1072
27.11 The external genitalia of the female include those structures that lie external to the vagina 1076
27.12 The mammary glands produce milk 1077
PART 4 PHYSIOLOGY OF THE FEMALE REPRODUCTIVE SYSTEM 1078
27.13 Oogenesis is the sequence of events that leads to the formation of ova 1078
27.14 The ovarian cycle consists of the follicular phase and the luteal phase 1082
27.15 Female reproductive function is regulated by hypothalamic, anterior pituitary, and ovarian hormones 1083
27.16 The female sexual response is more diverse and complex than that of males 1089
PART 5 SEXUALLY TRANSMITTED INFECTIONS 1090
27.17 Sexually transmitted infections cause reproductive and other disorders 1090
DEVELOPMENTAL ASPECTS of the Reproductive System 1091 SYSTEM CONNECTIONS 1095
28 Pregnancy and Human Development 1101
28.1 Fertilization combines the sperm and egg chromosomes, forming a zygote 1102
FOCUS FIGURE 28.1 Sperm Penetration and the Blocks to Polyspermy 1104
28.2 Embryonic development begins as the zygote undergoes cleavage and forms a blastocyst en route to the uterus 1107
28.3 Implantation occurs when the embryo burrows into the uterine wall, triggering placenta formation 1108
28.4 Embryonic events include gastrula formation and tissue differentiation, which are followed by rapid growth of the fetus 1112
FOCUS FIGURE 28.2 Fetal and Newborn Circulation 1118
28.5 During pregnancy, the body undergoes anatomical, physiological, and metabolic changes 1122
28.6 The three stages of labor are the dilation, expulsion, and placental stages 1124
28.7 An infant’s extrauterine adjustments include taking the first breath and closure of vascular shunts 1126
28.8 Lactation is milk secretion by the mammary glands in response to prolactin 1126
A CLOSER LOOK Contraception: To Be or Not To Be 1128
28.9 Assisted reproductive technology may help an infertile couple have offspring 1129
29 Heredity 1134
29.1 Genes are the vocabulary of genetics 1135
29.2 Genetic variation results from independent assortment, crossing over, and random fertilization 1136
29.3 There are several patterns of inheritance 1138
29.4 Gene expression is affected by many factors 1141
29.5 Genetic screening is used to detect genetic disorders 1143
Appendices
Answers Appendix A-1
A The Metric System A-18
B Functional Groups in Organic Molecules A-20
C The Amino Acids A-21
D Two Important Metabolic Pathways A-22
E Periodic Table of the Elements A-25
F Reference Values for Selected Blood and Urine Studies A-26
Glossary G-1
Photo and Illustration Credits C-1
Index I-1
The Human Body: An Orientation 1
In this chapter, you will learn that by asking
Anatomy and physiology provide a framework that helps us understand the human body
1.4 How does the body keep its internal environment in balance?
1.1 What are anatomy and physiology, and how are they related? and exploring
1.2 How is the body organized structurally?
1.3 What are the requirements for life?
1.5 What terms do we need to describe anatomy?
1.6 Body cavities and membranes
Welcome to the study of one of the most fascinating subjects possible—your own body. Such a study is not only highly personal, but timely as well. We get news of some medical advance almost daily. To appreciate emerging discoveries in molecular genetics, to understand new techniques for detecting and treating disease, and to make use of published facts on how to stay healthy, you’ll find it helps to learn about the workings of your body. If you are preparing for a career in the health sciences, the study of anatomy and physiology has added rewards because it provides the essential foundation for your clinical experiences.
In this chapter, we define and contrast anatomy and physiology, and discuss how the human body is organized. Then we review the needs and processes common to all living organisms. Three essential concepts—the complementarity of structure and function, the hierarchy of structural organization, and homeostasis—will unify and form the bedrock for your study of the human body. And finally, you’ll learn the language of anatomy—terminology that anatomists use to describe the body and its parts.
Form (anatomy) determines function (physiology)
Learning Outcomes
N Define anatomy and physiology and describe their subdivisions.
N Explain the principle of complementarity.
Two complementary branches of science—anatomy and physiology—provide the concepts that help us to understand the human body. Anatomy studies the structure of body parts and their relationships to one another. Anatomy has a certain appeal because it is concrete. Body structures can be seen, felt, and examined closely. You don’t need to imagine what they look like.
Physiology concerns the function of the body; in other words, how the body parts work and carry out their life-sustaining activities. When all is said and done, physiology is explainable only in terms of the underlying anatomy.
For simplicity, when we refer to body structures and physiological values (body temperature, heart rate, and the like), we will assume that we are talking about a healthy young reference male weighing about 155 l b7 0 k ilograms kg () [] or a healthy young reference female weighing about 125 l b5 7 kg ()
Although we use the reference values and common directional and regional terms to refer to all human bodies, you know from observing the faces and body shapes of people around you that we humans differ in our external anatomy. The same kind of variability holds for internal organs as well. In one person, for example, a nerve or blood vessel may be somewhat out of place, or a small muscle may be missing. Nonetheless, well over 90% of all structures present in any human body match the textbook descriptions. We seldom see extreme anatomical variations because they are incompatible with life.
In this book, an individual’s sex refers to a set of biological attributes. These are ultimately based on chromosomes, gene expression, and the actions of hormones, and are reflected in an individual’s reproductive anatomy and physiology. Generally, sex falls into two categories, male and female , but there are variations that fall between these two. We describe how these differences in sexual development come about in Chapter 27. Gender , a psychosocial construct consisting of behaviors, expressions, and identities, is beyond the scope of this book. (Gender includes categories described as “man,” “woman,” “transgender,” “nonbinary,” and others.)
Topics of Anatomy
Anatomy is a broad field with many subdivisions, each providing enough information to be a course in itself. Gross anatomy is macroscopic anatomy: the study of large body structures visible to the naked eye, such as the heart, lungs, and kidneys. Indeed, the term anatomy (from Greek, meaning “to cut apart”) relates most closely to gross anatomy because in such studies,
preserved animals or their organs are dissected (cut up) to be examined.
Gross anatomy can be approached in different ways:
● In regional anatomy , all the structures (muscles, bones, blood vessels, nerves, etc.) in a particular region of the body, such as the abdomen or leg, are examined at the same time.
● In systemic anatomy (sis-tem9ik),* body structure is studied system by system. For example, when studying the cardiovascular system, you would examine the heart and the blood vessels of the entire body.
● Another subdivision of gross anatomy is surface anatomy, the study of internal structures as they relate to the overlying skin surface. You use surface anatomy when identifying the bulging muscles beneath a bodybuilder’s skin, and clinicians use it to locate appropriate blood vessels in which to feel pulses and draw blood.
Microscopic anatomy deals with structures too small to be seen with the naked eye. For most such studies, exceedingly thin slices of body tissues are stained and mounted on glass slides to be examined under the microscope. Subdivisions of microscopic anatomy include cytology (si-tol 9 o-je), which considers the cells of the body, and histology (his-tol9o-je), the study of tissues.
Developmental anatomy traces structural changes that occur throughout the life span. Embryology (em0bre-ol9o-je), a subdivision of developmental anatomy, concerns developmental changes that occur before birth.
Some highly specialized branches of anatomy are used primarily for medical diagnosis and scientific research. For example, pathological anatomy studies structural changes caused by disease. Radiographic anatomy studies internal structures as visualized by X-ray images or specialized scanning procedures.
Studying Anatomy
One essential tool for studying anatomy is a mastery of anatomical terminology. Other tools are observation, manipulation, and, in a living person, palpation (feeling organs with your hands) and auscultation (listening to organ sounds with a stethoscope). A simple example illustrates how some of these tools work together in an anatomical study.
Let’s assume that your topic is freely movable joints of the body. In the laboratory, you will be able to observe an animal joint, noting how its parts fit together. You can work the joint ( manipulate it) to determine its range of motion. Using anatomical terminology, you can name its parts and describe how they are related so that other students (and your instructor) will have no trouble understanding you. The list of word roots (at the back of the book) and the glossary will help you with this special vocabulary.
*For the pronunciation guide rules, see the first page of the glossary in the back of the book.
The sharp edges of incisors (structure) make them ideal for cutting like scissors (function).
Figure 1.1 Complementarity of structure and function.
Although you will make most of your observations with the naked eye or with the help of a microscope, medical technology has developed a number of sophisticated tools that can peer into the body without disrupting it. See A Closer Look on pp. 16–17
Topics of Physiology
Like anatomy, physiology has many subdivisions. Most of them consider the operation of specific organ systems. For example, renal physiology concerns kidney function and urine production. Neurophysiology explains the workings of the nervous system. Cardiovascular physiology examines the operation of the heart and blood vessels. While anatomy provides us with a static image of the body’s architecture, physiology reveals the body’s dynamic and animated workings.
Physiology often focuses on events at the cellular or molecular level. This is because the body’s abilities depend on those of its individual cells, and a cell’s abilities ultimately depend on the chemical reactions that go on within it. Physiology also rests on principles of physics, which help to explain electrical currents, blood pressure, and the way muscles use bones to cause body movements, among other things. We present basic chemical and physical principles in Chapter 2 and throughout the book as needed to explain physiological topics.
The flat surfaces of molars (structure) make them ideal for grinding, like a mortar and pestle (function).
Complementarity of Structure and Function
Although it is possible to study anatomy and physiology individually, these topics are actually inseparable, because function always reflects structure. That is, what a structure can do depends on its specific form. This key concept is called the principle of complementarity of structure and function.
For example, bones can support and protect body organs because they contain hard mineral deposits. Blood flows in one direction through the heart because the heart has valves that prevent backflow. Another example is how the various shapes of our teeth reflect their different actions, as shown in Figure 1.1. Throughout this book, we accompany a description of a structure’s anatomy with an explanation of its function, and we emphasize structural characteristics contributing to that function.
Check Your Understanding
1. In what way does physiology depend on anatomy?
2. Would you be studying anatomy or physiology if you investigated how muscles shorten? If you explored the location of the lungs in the body?
3. APPLY Use the word root definitions located at the back of this book to define each of the following terms: gastritis, leukocyte, nephropathy. For answers, see Answers Appendix.
The body’s organization ranges from atoms to the entire organism
Learning Outcomes
N Name the different levels of structural organization that make up the human body and explain their relationships. N List the 11 organ systems of the body, identify their components, and briefly explain the major function(s) of each system.
The human body has many levels of structural organization (Figure 1. 2). The simplest level of the structural hierarchy is
the chemical level, which we study in Chapter 2. At this level, atoms , tiny building blocks of matter, combine to form molecules, such as water and proteins. Molecules, in turn, associate in specific ways to form organelles, which are the basic components of cells. Cells are the smallest units of living things. We examine the cellular level in Chapter 3. All cells share some common functions, but individual cells vary widely in size and shape, reflecting their unique functions in the body.
The simplest living creatures are single cells, but in complex organisms such as human beings, the hierarchy continues on to the tissue level. Tissues are groups of similar cells that have a common function. The four basic tissue types in the human
Chemical level
Atoms combine to form molecules.
Organismal level
The human organism is made up of many organ systems.
Cardiovascular system
Tissue level
Tissues consist of similar types of cells.
Organ system level
Organ systems consist of different organs that work together closely.
Organ level
Organs are made up of different types of tissues.
Figure 1.2 Levels of structural organization. Components of the cardiovascular system are used to illustrate the levels of structural organization in a human being.
Cellular level Cells are made up of molecules.
body are epithelial tissue, muscle tissue, connective tissue, and nervous tissue.
Each tissue type has a characteristic role in the body, which we explore in Chapter 4. Briefly, epithelial tissue covers the body surface and lines its cavities. Muscle tissue provides movement. Connective tissue supports and protects body organs. Nervous tissue provides a means of rapid internal communication by transmitting electrical impulses.
An organ is a discrete structure composed of at least two tissue types (four is more common) that performs a specific function for the body. The liver, the brain, and a blood vessel are very different from the stomach, but each is an organ. You can think of each organ of the body as a specialized functional center responsible for a necessary activity that no other organ can perform.
At the organ level, extremely complex functions become possible. Let’s take the stomach as an example. Its lining is an epithelium that produces digestive juices. The bulk of its wall is muscle, which churns and mixes stomach contents (food). Its connective tissue reinforces the soft muscular walls. Its nerve fibers increase digestive activity by stimulating the muscle to contract more vigorously and the glands to secrete more digestive juices.
The next level of organization is the organ system level. Organs that work together to accomplish a common purpose make up an organ system. For example, the heart and blood vessels of the cardiovascular system circulate blood continuously to carry oxygen and nutrients to all body cells. Besides the cardiovascular system, the other organ systems of the body are the integumentary, skeletal, muscular, nervous, endocrine, lymphatic, respiratory, digestive, urinary, and reproductive systems. (Note that the immune system is closely associated with the lymphatic system.) Look ahead to Figure 1.4 on pp. 6–7 for an overview of the 11 organ systems.
The highest level of organization is the organism, the living human being. The organismal level represents the sum total of all structural levels working together to keep us alive.
Check Your Understanding
4. What level of structural organization is typical of a cytologist’s field of study?
5. What is the correct structural order (simplest to most complex) for the following terms: tissue, organism, organ, cell? For answers, see Answers Appendix.
What are the requirements for life?
Learning Outcomes
N List the functional characteristics necessary to maintain life in humans.
N List the survival needs of the body.
Necessary Life Functions
Now that you know the structural levels of the human body, the question that naturally follows is: What does this highly organized human body do?
Like all complex animals, humans maintain their boundaries, move, respond to environmental changes, take in and digest nutrients, carry out metabolism, dispose of w astes, reproduce themselves, and grow. We will introduce these necessary life functions here and discuss them in more detail in later chapters
We cannot emphasize strongly enough that all body cells are interdependent. This interdependence is due to the fact that humans are multicellular organisms and our vital body functions are parceled out among different organ systems. Organ systems, in turn, work cooperatively to promote the well-being of the entire body. Figure 1. 3 identifies some of the organ systems that make major contributions to necessary life functions. Also, as you read this section, check Figure 1. 4 on pp. 6–7 for more detailed descriptions of the body’s organ systems.
(Text continues on p. 8.)
Digestive system
Takes in nutrients, breaks them down, and eliminates unabsorbed matter (feces)
Cardiovascular system
Respiratory system
Takes in oxygen and eliminates carbon dioxide
Via the blood, distributes oxygen and nutrients to all body cells and delivers wastes and carbon dioxide to disposal organs
Urinary system
Eliminates nitrogenous wastes and excess ions
Nutrients and wastes pass between blood plasma and cells via the interstitial fluid
Integumentary system
Protects the body as a whole from the external environment
Figure 1.3 Examples of interrelationships among body organ systems.
Another random document with no related content on Scribd:
SIX LITTLE BUNKERS SERIES
By LAURA LEE HOPE
Author of The Bobbsey Twins Books, The Bunny Brown Series, The Blythe Girls Books, Etc.
Durably Bound. Illustrated. Uniform Style of Binding. Every Volume Complete in Itself.
Delightful stories for little boys and girls which sprung into immediate popularity. To know the six little Bunkers is to take them at once to your heart, they are so intensely human, so full of fun. Each story has a little plot of its own—one that can be easily followed— and all are written in Miss Hope’s most entertaining manner. Clean, wholesome volumes which ought to be on the bookshelf of every child in the land.
SIX LITTLE BUNKERS AT GRANDMA BELL’S
SIX LITTLE BUNKERS AT AUNT JO’S
SIX LITTLE BUNKERS AT COUSIN TOM’S
SIX LITTLE BUNKERS AT GRANDPA FORD’S
SIX LITTLE BUNKERS AT UNCLE FRED’S
SIX LITTLE BUNKERS AT CAPTAIN BEN’S
SIX LITTLE BUNKERS AT COWBOY JACK’S
SIX LITTLE BUNKERS AT MAMMY JUNE’S
SIX LITTLE BUNKERS AT FARMER JOEL’S
SIX LITTLE BUNKERS AT MILLER NED’S
SIX LITTLE BUNKERS AT INDIAN JOHN’S
SIX LITTLE BUNKERS AT HAPPY JIM’S
SIX LITTLE BUNKERS AT SKIPPER BOB’S
SIX LITTLE BUNKERS AT LIGHTHOUSE NELL’S
THE HONEY BUNCH BOOKS
By HELEN LOUISE THORNDYKE
Individual Colored Wrappers and Text Illustrations Drawn by WALTER
S. ROGERS
Honey Bunch is a dainty, thoughtful little girl, and to know her is to take her to your heart at once.
Little girls everywhere will want to discover what interesting experiences she is having wherever she goes.
Patty is a lovable girl whose frank good nature and beauty lend charm to her varied adventures. These stories are packed with excitement and interest for girls.
PATTY FAIRFIELD PATTY’S FRIENDS
PATTY AT HOME PATTY’S PLEASURE TRIP
PATTY IN THE CITY PATTY’S SUCCESS
PATTY’S SUMMER DAYS PATTY’S MOTOR CAR
PATTY IN PARIS PATTY’S BUTTERFLY DAYS
THE MARJORIE BOOKS
Marjorie is a happy little girl of twelve, up to mischief, but full of goodness and sincerity. In her and her friends every girl reader will see much of her own love of fun, play and adventure.
MARJORIE’S VACATION
MARJORIE’S BUSY DAYS
MARJORIE’S NEW FRIEND
MARJORIE IN COMMAND
MARJORIE’S MAYTIME
MARJORIE AT SEACOTE
THE TWO LITTLE WOMEN SERIES
Introducing Dorinda Fayre—a pretty blonde, sweet, serious, timid and a little slow, and Dorothy Rose—a sparkling brunette, quick, elflike, high tempered, full of mischief and always getting into scrapes.
TWO LITTLE WOMEN
TWO LITTLE WOMEN AND TREASURE HOUSE
TWO LITTLE WOMEN ON A HOLIDAY
THE DICK AND DOLLY BOOKS
Dick and Dolly are brother and sister, and their games, their pranks, their joys and sorrows, are told in a manner which makes the stories “really true” to young readers.
DICK AND DOLLY
DICK AND DOLLY’S ADVENTURES
The Children of All Lands Series
By MADELINE BRANDEIS
Illustrated. Every Volume Complete in Itself.
Fact and fancy are so blended in these charming stories and the manners and customs of other lands are so interwoven with the plots that reading and learning becomes a joy.
The Little Mexican Donkey Boy
A charming story of a Mexican boy hero named Dodo, or Sleepy-head, and his funny little Mexican burro, Amigo.
Little Philippe of Belgium
How little Philippe wandered all over Belgium looking for the mysterious pair, Tom and Zelie, makes a thrilling story of adventure and excitement.
Shaun O’Day of Ireland
A very beautiful story of Irish children and through which run many legends of Old Ireland.
Little Jeanne of France
Every child will love this story of French children, laid in the most marvelous city in the world, Paris.
The Little Dutch Tulip Girl
This is the story of Tom, a little American boy who dreamed about going to Holland. In his dreams he met Katrina, the little Dutch Tulip Girl, who turned out to be a real honest-to-Goodness girl.
The Little Swiss Wood Carver
This is the absorbing tale of how Seppi, the ambitious Swiss lad, made his dream of becoming a skillful wood carver like his father come true.
The Wee Scotch Piper
This is the story of how the music-loving Ian, the young son of a Scotch shepherd, earned his longed-for bagpipes and his musical education by dint of a faithful performance of duty.
The Little Indian Weaver
This is an appealing story of a little Navajo girl, Bah, and a little freckle-faced white boy, Billie, who helped Bah to find an ear of corn which she made into a doll.
GROSSET & DUNLAP, Publishers, NEW YORK
*** END OF THE PROJECT GUTENBERG EBOOK SUNNY BOY AT THE SEASHORE ***
Updated editions will replace the previous one—the old editions will be renamed.
Creating the works from print editions not protected by U.S. copyright law means that no one owns a United States copyright in these works, so the Foundation (and you!) can copy and distribute it in the United States without permission and without paying copyright royalties. Special rules, set forth in the General Terms of Use part of this license, apply to copying and distributing Project Gutenberg™ electronic works to protect the PROJECT GUTENBERG™ concept and trademark. Project Gutenberg is a registered trademark, and may not be used if you charge for an eBook, except by following the terms of the trademark license, including paying royalties for use of the Project Gutenberg trademark. If you do not charge anything for copies of this eBook, complying with the trademark license is very easy. You may use this eBook for nearly any purpose such as creation of derivative works, reports, performances and research. Project Gutenberg eBooks may be modified and printed and given away—you may do practically ANYTHING in the United States with eBooks not protected by U.S. copyright law. Redistribution is subject to the trademark license, especially commercial redistribution.
START: FULL LICENSE
THE FULL PROJECT GUTENBERG LICENSE
PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK
To protect the Project Gutenberg™ mission of promoting the free distribution of electronic works, by using or distributing this work (or any other work associated in any way with the phrase “Project Gutenberg”), you agree to comply with all the terms of the Full Project Gutenberg™ License available with this file or online at www.gutenberg.org/license.
Section 1. General Terms of Use and Redistributing Project Gutenberg™ electronic works
1.A. By reading or using any part of this Project Gutenberg™ electronic work, you indicate that you have read, understand, agree to and accept all the terms of this license and intellectual property (trademark/copyright) agreement. If you do not agree to abide by all the terms of this agreement, you must cease using and return or destroy all copies of Project Gutenberg™ electronic works in your possession. If you paid a fee for obtaining a copy of or access to a Project Gutenberg™ electronic work and you do not agree to be bound by the terms of this agreement, you may obtain a refund from the person or entity to whom you paid the fee as set forth in paragraph 1.E.8.
1.B. “Project Gutenberg” is a registered trademark. It may only be used on or associated in any way with an electronic work by people who agree to be bound by the terms of this agreement. There are a few things that you can do with most Project Gutenberg™ electronic works even without complying with the full terms of this agreement. See paragraph 1.C below. There are a lot of things you can do with Project Gutenberg™ electronic works if you follow the terms of this agreement and help preserve free future access to Project Gutenberg™ electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the Foundation” or PGLAF), owns a compilation copyright in the collection of Project Gutenberg™ electronic works. Nearly all the individual works in the collection are in the public domain in the United States. If an individual work is unprotected by copyright law in the United States and you are located in the United States, we do not claim a right to prevent you from copying, distributing, performing, displaying or creating derivative works based on the work as long as all references to Project Gutenberg are removed. Of course, we hope that you will support the Project Gutenberg™ mission of promoting free access to electronic works by freely sharing Project Gutenberg™ works in compliance with the terms of this agreement for keeping the Project Gutenberg™ name associated with the work. You can easily comply with the terms of this agreement by keeping this work in the same format with its attached full Project Gutenberg™ License when you share it without charge with others.
1.D. The copyright laws of the place where you are located also govern what you can do with this work. Copyright laws in most countries are in a constant state of change. If you are outside the United States, check the laws of your country in addition to the terms of this agreement before downloading, copying, displaying, performing, distributing or creating derivative works based on this work or any other Project Gutenberg™ work. The Foundation makes no representations concerning the copyright status of any work in any country other than the United States.
1.E. Unless you have removed all references to Project Gutenberg:
1.E.1. The following sentence, with active links to, or other immediate access to, the full Project Gutenberg™ License must appear prominently whenever any copy of a Project Gutenberg™ work (any work on which the phrase “Project Gutenberg” appears, or with which the phrase “Project Gutenberg” is associated) is accessed, displayed, performed, viewed, copied or distributed:
This eBook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.
1.E.2. If an individual Project Gutenberg™ electronic work is derived from texts not protected by U.S. copyright law (does not contain a notice indicating that it is posted with permission of the copyright holder), the work can be copied and distributed to anyone in the United States without paying any fees or charges. If you are redistributing or providing access to a work with the phrase “Project Gutenberg” associated with or appearing on the work, you must comply either with the requirements of paragraphs 1.E.1 through 1.E.7 or obtain permission for the use of the work and the Project Gutenberg™ trademark as set forth in paragraphs 1.E.8 or 1.E.9.
1.E.3. If an individual Project Gutenberg™ electronic work is posted with the permission of the copyright holder, your use and distribution must comply with both paragraphs 1.E.1 through 1.E.7 and any additional terms imposed by the copyright holder. Additional terms will be linked to the Project Gutenberg™ License for all works posted with the permission of the copyright holder found at the beginning of this work.
1.E.4. Do not unlink or detach or remove the full Project Gutenberg™ License terms from this work, or any files containing a part of this work or any other work associated with Project Gutenberg™.
1.E.5. Do not copy, display, perform, distribute or redistribute this electronic work, or any part of this electronic work, without prominently displaying the sentence set forth in paragraph 1.E.1 with active links or immediate access to the full terms of the Project Gutenberg™ License.
1.E.6. You may convert to and distribute this work in any binary, compressed, marked up, nonproprietary or proprietary form, including any word processing or hypertext form. However, if you provide access to or distribute copies of a Project Gutenberg™ work in a format other than “Plain Vanilla ASCII” or other format used in the official version posted on the official Project Gutenberg™ website (www.gutenberg.org), you must, at no additional cost, fee or expense to the user, provide a copy, a means of exporting a copy, or a means of obtaining a copy upon request, of the work in its original “Plain Vanilla ASCII” or other form. Any alternate format must include the full Project Gutenberg™ License as specified in paragraph 1.E.1.
1.E.7. Do not charge a fee for access to, viewing, displaying, performing, copying or distributing any Project Gutenberg™ works unless you comply with paragraph 1.E.8 or 1.E.9.
1.E.8. You may charge a reasonable fee for copies of or providing access to or distributing Project Gutenberg™ electronic works provided that:
• You pay a royalty fee of 20% of the gross profits you derive from the use of Project Gutenberg™ works calculated using the method you already use to calculate your applicable taxes. The fee is owed to the owner of the Project Gutenberg™ trademark, but he has agreed to donate royalties under this paragraph to the Project Gutenberg Literary Archive Foundation. Royalty payments must be paid within 60 days following each date on which you prepare (or are legally required to prepare) your periodic tax returns. Royalty payments should be clearly marked as such and sent to the Project Gutenberg Literary Archive Foundation at the address specified in Section 4, “Information about donations to the Project Gutenberg Literary Archive Foundation.”
• You provide a full refund of any money paid by a user who notifies you in writing (or by e-mail) within 30 days of receipt that s/he does not agree to the terms of the full Project Gutenberg™ License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and discontinue all use of and all access to other copies of Project Gutenberg™ works.
• You provide, in accordance with paragraph 1.F.3, a full refund of any money paid for a work or a replacement copy, if a defect in the electronic work is discovered and reported to you within 90 days of receipt of the work.
• You comply with all other terms of this agreement for free distribution of Project Gutenberg™ works.
1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™ electronic work or group of works on different terms than are set forth in this agreement, you must obtain permission in writing from the Project Gutenberg Literary Archive Foundation, the manager of the Project Gutenberg™ trademark. Contact the Foundation as set forth in Section 3 below.
1.F.
1.F.1. Project Gutenberg volunteers and employees expend considerable effort to identify, do copyright research on, transcribe and proofread works not protected by U.S. copyright law in creating the Project Gutenberg™ collection. Despite these efforts, Project Gutenberg™ electronic works, and the medium on which they may be stored, may contain “Defects,” such as, but not limited to, incomplete, inaccurate or corrupt data, transcription errors, a copyright or other intellectual property infringement, a defective or damaged disk or other medium, a computer virus, or computer codes that damage or cannot be read by your equipment.
1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the “Right of Replacement or Refund” described in paragraph 1.F.3, the Project Gutenberg Literary Archive Foundation, the owner of the Project Gutenberg™ trademark, and any other party distributing a Project Gutenberg™ electronic work under this agreement, disclaim all liability to you for damages, costs and
expenses, including legal fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE FOUNDATION, THE TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.
1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a defect in this electronic work within 90 days of receiving it, you can receive a refund of the money (if any) you paid for it by sending a written explanation to the person you received the work from. If you received the work on a physical medium, you must return the medium with your written explanation. The person or entity that provided you with the defective work may elect to provide a replacement copy in lieu of a refund. If you received the work electronically, the person or entity providing it to you may choose to give you a second opportunity to receive the work electronically in lieu of a refund. If the second copy is also defective, you may demand a refund in writing without further opportunities to fix the problem.
1.F.4. Except for the limited right of replacement or refund set forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO WARRANTIES OF MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.
1.F.5. Some states do not allow disclaimers of certain implied warranties or the exclusion or limitation of certain types of damages. If any disclaimer or limitation set forth in this agreement violates the law of the state applicable to this agreement, the agreement shall be interpreted to make the maximum disclaimer or limitation permitted by the applicable state law. The invalidity or unenforceability of any provision of this agreement shall not void the remaining provisions.
1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the trademark owner, any agent or employee of the Foundation, anyone providing copies of Project Gutenberg™ electronic works in accordance with this agreement, and any volunteers associated with the production, promotion and distribution of Project Gutenberg™ electronic works, harmless from all liability, costs and expenses, including legal fees, that arise directly or indirectly from any of the following which you do or cause to occur: (a) distribution of this or any Project Gutenberg™ work, (b) alteration, modification, or additions or deletions to any Project Gutenberg™ work, and (c) any Defect you cause.
Section 2. Information about the Mission of Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of electronic works in formats readable by the widest variety of computers including obsolete, old, middle-aged and new computers. It exists because of the efforts of hundreds of volunteers and donations from people in all walks of life.
Volunteers and financial support to provide volunteers with the assistance they need are critical to reaching Project Gutenberg™’s goals and ensuring that the Project Gutenberg™ collection will remain freely available for generations to come. In 2001, the Project Gutenberg Literary Archive Foundation was created to provide a secure and permanent future for Project Gutenberg™ and future generations. To learn more about the Project Gutenberg Literary Archive Foundation and how your efforts and donations can help, see Sections 3 and 4 and the Foundation information page at www.gutenberg.org.
Section 3. Information about the Project Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-profit 501(c)(3) educational corporation organized under the laws of the state of Mississippi and granted tax exempt status by the Internal Revenue Service. The Foundation’s EIN or federal tax identification number is 64-6221541. Contributions to the Project Gutenberg Literary Archive Foundation are tax deductible to the full extent permitted by U.S. federal laws and your state’s laws.
The Foundation’s business office is located at 809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up to date contact information can be found at the Foundation’s website and official page at www.gutenberg.org/contact
Section 4. Information about Donations to the Project Gutenberg Literary Archive Foundation
Project Gutenberg™ depends upon and cannot survive without widespread public support and donations to carry out its mission of increasing the number of public domain and licensed works that can be freely distributed in machine-readable form accessible by the widest array of equipment including outdated equipment. Many small donations ($1 to $5,000) are particularly important to maintaining tax exempt status with the IRS.
The Foundation is committed to complying with the laws regulating charities and charitable donations in all 50 states of the United States. Compliance requirements are not uniform and it takes a considerable effort, much paperwork and many fees to meet and keep up with these requirements. We do not solicit donations in locations where we have not received written confirmation of compliance. To SEND DONATIONS or determine the status of compliance for any particular state visit www.gutenberg.org/donate.
While we cannot and do not solicit contributions from states where we have not met the solicitation requirements, we know of no
prohibition against accepting unsolicited donations from donors in such states who approach us with offers to donate.
International donations are gratefully accepted, but we cannot make any statements concerning tax treatment of donations received from outside the United States. U.S. laws alone swamp our small staff.
Please check the Project Gutenberg web pages for current donation methods and addresses. Donations are accepted in a number of other ways including checks, online payments and credit card donations. To donate, please visit: www.gutenberg.org/donate.
Section 5. General Information About Project Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project Gutenberg™ concept of a library of electronic works that could be freely shared with anyone. For forty years, he produced and distributed Project Gutenberg™ eBooks with only a loose network of volunteer support.
Project Gutenberg™ eBooks are often created from several printed editions, all of which are confirmed as not protected by copyright in the U.S. unless a copyright notice is included. Thus, we do not necessarily keep eBooks in compliance with any particular paper edition.
Most people start at our website which has the main PG search facility: www.gutenberg.org.
This website includes information about Project Gutenberg™, including how to make donations to the Project Gutenberg Literary Archive Foundation, how to help produce our new eBooks, and how to subscribe to our email newsletter to hear about new eBooks.
