Table Of ContentSEVENTH EDITION
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SEVENTH EDITION
ESSENTIALS OF
ANATOMY
AND
PHYSIOLOGY
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SEVENTH EDITION
ESSENTIALS OF
ANATOMY
AND
PHYSIOLOGY
VALERIE C. SCANLON, PhD
College of Mount Saint Vincent
Riverdale, New York
TINA SANDERS
Medical Illustrator
Castle Creek, New York
Formerly Head Graphic Artist
Tompkins Courtland Community College
Dryden, New York
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As new scientific information becomes available through basic and clinical research, recommended treatments and drug therapies undergo changes.
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Library of Congress Cataloging-in-Publication Data
Scanlon, Valerie C., 1946- author.
Essentials of anatomy and physiology / Valerie C. Scanlon, Tina Sanders. — Seventh edition.
p. ; cm.
Includes index.
ISBN 978-0-8036-3957-7
I. Sanders, Tina, 1943- author. II. Title.
[DNLM: 1. Anatomy. 2. Physiological Phenomena. QS 4]
QP34.5
612—dc23
2014012086
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To my students, past and present
VCS
To Brooks, for his encouragement
TS
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PREFACE TO THE SEVENTH EDITION
Once again, we extend our gratitude to all of you who stressful situations in Chapter 10, a time line of immune
have used previous editions of Essentials of Anatomy and responses in Chapter 14, hormones of the duodenum in
Physiologyand are considering adopting our seventh edi- Chapter 16, regulation of body temperature in Chapter 17,
tion. We are pleased to welcome new readers as well, and and relationships of the reproductive organs to other
we thank you for choosing our book. organ systems in Chapter 20. When the students have
The seventh edition remains focused on presenting basic labeled the picture and answered the questions, the whole
anatomy and physiology with the clarity of the text comple- then becomes an integral part of the chapter. We hope you
mented and enhanced by superb illustrations. The text has will consider assigning these questions, and that students
been updated in many small ways to remain contemporary. will find them enjoyable and helpful.
These include brief discussions of our microbiota in Chapter Colleagues, please keep in mind that the Instructor’s
1 (and appropriate later chapters), the oligosaccharides in Guide contains a full list of these additions in the “New to
breast milk in Chapter 2, epigenetics and primary cilia in This Edition” section for each chapter of the textbook, as
Chapter 3, connective tissue disorders in Chapter 4, motor well as detailed answers to all of the For Further Thought
units and the muscle hormone irisin in Chapter 7, celiac dis- questions.
ease in Chapter 16, human papillomavirus in Chapter 20, As always, your comments and suggestions will be
and evaluation of fetal DNA in maternal blood for prenatal most welcome, and they may be sent to us in care of the
testing in Chapter 21. Chapter 12 has been revised and now publisher: F. A. Davis Company, 1915 Arch Street,
begins with a description of cardiac muscle tissue, pulling Philadelphia, PA 19103.
together material from previous chapters.
All of the For Further Thought sections now end with Valerie C. Scanlon
at least one illustration question. New ones include the Dobbs Ferry, New York
relationship of organ systems in Chapter 1, the hydrogen
bonds formed by water molecules in Chapter 2, effects of Tina Sanders
sunlight on the skin in Chapter 5, a nerve pathway (to be
Castle Creek, New York
named by the student) in Chapter 8, the hormones of
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TO THE INSTRUCTOR
The start of the 21st century has already brought many ad- Each chapter is organized from the simple to the more
vances in the science and art of medicine and health care; complex, with the anatomy followed by the physiology.
many of these were made possible by research and discov- The Instructor’s Guide presents modifications of the topic
eries in the basic sciences. Teachers of introductory sequences that may be used, again depending on the needs
anatomy and physiology may wish to include some of of your course. Certain more advanced topics may be
these discoveries yet will want to maintain their emphasis omitted from each chapter without losing the meaning or
on the normal structure and function of the human body. flow of the rest of the material, and these are indicated, for
Those are the goals of this textbook: to add a little of the each chapter, in the Instructor’s Guide.
new to the foundation of long-standing knowledge and to Clinical applications are set apart from the text in
make all of this material readily accessible to students with boxed inserts. These are often aspects of pathophysiology
diverse backgrounds and varying levels of educational that are related to the normal anatomy or physiology in
preparation. the text discussion. Each box presents one topic and is
No prior knowledge of biology or chemistry is assumed, referenced at the appropriate point in the text. This mate-
and even fundamental terms are defined thoroughly. rial is intended to be an integral part of the chapter but is
Essential aspects of anatomy are presented clearly and re- set apart for ease of reference and to enable you to include
inforced with excellent illustrations. Essential aspects of or omit as many of these topics as you wish. The use of
physiology are discussed simply yet with accuracy and pre- these boxes also enables students to read the text material
cision. The illustrations complement the text material and without interruption and then to focus on specific aspects
foster comprehension on the part of the student. As you of pathophysiology. A comprehensive list of the boxes
will see, these are images in which detail is readily apparent appears inside the book’s front and back covers, and
and all important parts have been labeled. Illustrations of another list at the beginning of each chapter cites the boxes
physiology lead the student step-by-step. Wherever appro- within that chapter.
priate, the legends refer students to the text for further de- Tables are utilized as summaries of structure and func-
scription or explanation. Each illustration also has a tion, to present a sequence of events, or additional material
question for the student; the illustration questions in each that you may choose to include. Each table is referenced in
chapter form an ongoing self-test. (The answers are given the text and is intended to facilitate your teaching and to
in Appendix G.) help your students learn.
The text has three unifying themes: the relationship New terms appear in bold type within the text, and all
between physiology and anatomy, the interrelations such terms are fully defined in an extensive glossary, with
among the organ systems, and the relationship of each phonetic pronunciations. Bold type may also be used for
organ system to homeostasis. Although each type of cell, emphasis whenever one of these terms is used again in a
tissue, organ, or organ system is discussed simply and later chapter.
thoroughly in itself, applicable connections are made to Each chapter begins with a chapter outline and student
other aspects of the body or to the functioning of the body objectives to prepare the student for the chapter itself. New
as a whole. Our goal is to provide your students with the terminology and related clinical terms are also listed, with
essentials of anatomy and physiology, and in doing so, to phonetic pronunciations. Each of these terms is fully de-
help give them a solid foundation for their future work fined in the glossary, with cross-references back to the
and an appreciation for the incredible living organism that chapter in which the term is introduced.
is the human body. At the end of each chapter are review questions and a
The sequence of chapters is a very traditional one. study outline. The study outline includes all of the essen-
Cross-references are used to remind students of what they tials of the chapter in a concise form. The review questions
have learned from previous chapters. Nevertheless, the may be assigned as homework or used by the students as
textbook is very flexible, and, following the introductory a review or self-test. Following each question is a page ref-
four chapters, the organ systems may be covered in almost erence in parentheses. This reference cites the page(s) in
any order, depending on the needs of your course. the chapter on which the content needed to answer the
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