Student Lecture Outlines

for

Amerman’s

Human Anatomy
& Physiology*

*An instructor version of these lecture outlines with answers is available in the Instructor
Resources in Mastering A&P ®

Copyright © 2019 Pearson Education, Inc.

Copyright © 2019 Pearson Education, Inc.
 Chapter 1 Introduction to Anatomy and Physiology
Chapter Outline

Module 1.1 How to Succeed in Your Anatomy and Physiology Course (Figures 1.1–
1.3)
A. Introduction to Anatomy and Physiology: What is science? ________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Observation, experimentation, imagination, and time have lead to tremendous
advances in understanding of the human body and how it functions. The form and
function of the human body are inextricably linked.
1. Define human anatomy. _________________________________________
_______________________________________________________________
2. Define human physiology. ________________________________________
_______________________________________________________________
B. How to Develop Study Skills: Learning modalities, different ways of learning,
can be categorized into the following four basic styles (Figure 1.1):
1. What’s your learning modality?
a. Visual/ learners fare best when reading written materials and viewing
multimedia presentations.
b. Auditory learners fare best when listening to lectures and generally
prefer text-based materials instead of visual media.
c. Tactile learners fare best when they can manipulate models or
specimens in laboratory
d. Kinesthetic learners fare best when they are able to physically
manipulate a teaching tool, which is useful in the anatomy and
physiology lab setting.
e. List your learning style preference here: ______________________
2. How to read a textbook: The textbook is a tool for building a foundation for
understanding this complex subject matter. The following approach to reading
textbook material is called the SQ3R method.

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 What does SQ3R stand for? ______________________________________
Describe the steps of the SQR3 method.
a. __________: _____________________________________________
b. ______________: _________________________________________
________________________________________________________
c. ______________: _________________________________________
________________________________________________________
d. _________: ______________________________________________
________________________________________________________
e. _________: ______________________________________________
________________________________________________________
3. Managing your time: Studying takes time. Develop a weekly schedule that
includes allotted time dedicated to studying, meeting with a study group, and
using other resources your school provides, such as open labs and tutoring
(Figure 1.1).
4. How to study for an exam: The following methods have been found to work
for many people:
a. Find out as much as you can about the exam.
b. Take advantage of the resources available to you.
c. Form a study group.
d. Use whatever study techniques help you.
e. Take care of yourself and manage your stress.
C. How to Make the Best Use of Class and Lab Time.
1. Come prepared. Coming to lab and lecture with a familiarity for what you
are expected to know or do is invaluable. This should not be an issue if you
are managing your time well and following a weekly study schedule.
2. How to take good notes:
a. _________________________________________________________
b. _________________________________________________________
c. _________________________________________________________

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 D. How to Use This Book and Its Associated Materials. The following is a tour of
the features found in this book, which has been written with the modern busy
student in mind (Figure 1.2):
1. Each chapter is divided into manageable chunks called modules, which is a
block of text with definitive starting and stopping points that cover one core
concept and its related principles.
2. Learning Outcomes, found at the start of each module, is a list containing
core concepts and related principles you should come to understand after
reading each module.
3. Concept Boosts and Study Boosts are short sections strategically placed in
certain modules intended to “boost” understanding for particularly difficult
concepts (Figure 1.2).
4. The following list provides a brief overview of the different types of
questions found throughout each chapter, which provides many opportunities
for self-assessment.
a. Flashback questions, found at the beginning of many sections, ask
you to recall material from previous modules or chapters.
b. Quick Check questions, found at the end of each major section in a
module, assess how well you remember the basic concepts you just
read about.
c. Apply What You Learned questions, found at the end of each
module, are critical thinking and problem-solving questions that help
you analyze and apply the material that you just read.
d. Assess What You Learned quiz contains three levels of questions
with each level requiring increasingly greater critical thinking skills.
5. Figures are vital for developing an understanding of complex anatomical or
physiological concepts. The following tips explain how to get the most out of
the art in this textbook (Figure 1.3):
a. Examine the figures as you do your initial chapter survey (SQ3R).
b. Identify the concept that the figure teaches first.

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 c. Break the figure into parts and understand each part before moving on
to the next.
d. Once you understand each part of the figure, examine it as a whole.
e. Combine the figure’s content with that of other figures for a more
global understanding.
6. The companion workbook is an active learning tool intended to be used as
you read the textbook.
7. Online practice tools for this textbook can be found on Mastering A&P®.
Module 1.2 Overview of Anatomy and Physiology (Figures 1.4–1.5)
A. Characteristics of Living Organisms share the following distinct set of
properties:
1. Cellular composition: the _______ is the basic unit of life.
a. Cells are the smallest unit that can carry out the functions of life.
b. All organisms are composed of cells.
2. Metabolism: Chemicals are substances with unique molecular composition
that are used in or produced by chemical reactions.
a. What is metabolism? ______________________________________
_________________________________________________________
b. Metabolic processes either build up or breakdown substances
depending on the needs of the organism.
3. Growth, where building outweighs breakdown processes, includes two forms:
a. Growth may lead to an increase in the _________________________
b. Growth may lead to an increase in the _________________________
4. Excretion is ____________________________________________________
______________________________________________________________
5. Responsiveness or irritability is ___________________________________
______________________________________________________________
6. Movement includes ______________________________________________
______________________________________________________________
7. Reproduction takes the following two forms in multicellular organisms:

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 a. _________________________________________________________
_________________________________________________________
b. _________________________________________________________
B. Levels of Structural Organization and Body Systems (Figures 1.4–1.5):
1. Describe the chemical level of organization. _________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Describe the cellular level of organization. __________________________
______________________________________________________________
3. At the tissue level, two or more cell types cooperate to perform a common
function.
a. Tissues consist of two components: cells and the surrounding
extracellular matrix.
b. Tissues vary, from membrane sheets that cover body cavities to
irregularly shaped cartilage found in the nose.
4. Describe the organ level. _________________________________________
_______________________________________________________________
_______________________________________________________________
5. The body’s organs are grouped into organ systems, which consist of two or
more organs that together carry out a broad function in the body.
a. The human body has ______ organ systems (Figure 1.5).
b. Organs and organ systems work together to ensure the survival of the
organism as a whole.
6. The organ systems function together to make up the complete organism: the
human body.
C. Types of Anatomy and Physiology: the study of the human body can be
approached in the following ways:
1. The following are different divisions in the study of anatomy.
Describe each type:

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 a. Systemic anatomy _________________________________________
_________________________________________________________
b. Regional anatomy _________________________________________
_________________________________________________________
c. Surface anatomy __________________________________________
d. Gross anatomy ___________________________________________
_________________________________________________________
e. Microscopic anatomy studies structures that can only be seen with the
aid of a microscope and include the following specialized fields:
histology, the study of ___________; and cytology, the study of
____________.
2. Physiology has subfields that are classified by the organ or organ system
being studied. Examples include neurophysiology, which studies the brain and
nerves, and cardiovascular physiology, which studies the heart and blood
vessels.
Module 1.3 The Language of Anatomy and Physiology (Figures 1.6–1.12)
A. The language of science, A&P included, is built on a group of word roots, which
are core components of words with specific meaning.
1. Word roots are combined with specific prefixes and suffixes to yield scientific
terms.
2. Building anatomical terms from word roots, prefixes, and suffixes is discussed
on the inside back cover of the textbook.
B. The anatomical position and directional terms are useful for discussing the
body among health care professionals and scientists, and as a means of increasing
the accuracy of communication and to minimize experimental and medical errors
(Figure 1.6).
1. Anatomical position is a common frame of reference from which all body
parts and regions are described.
Describe anatomical position. _____________________________________
_______________________________________________________________

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 a. The body is always referred to as if it were in anatomical position,
even when it’s in another position.
b. “Right” and “left” always refers to the right and left sides of the body
being described, not our own.
2. Directional terms, another means of ensuring accurate communication,
describes the relative location of body parts and markings. Complete these
descriptions for some of the more commonly paired directional terms (Figure
1.6).
a. Anterior (ventral) refers to the _________, in humans, while
posterior (dorsal) refers to the _________. These can refer to either
the body as a whole or to a body part.
b. Superior (cranial) means toward the _______ while inferior (caudal)
refers to toward the ________. These terms are used to refer to
positions only on the head, neck, and trunk.
c. Proximal refers to something being closer to ____________________
_______________________while distal refers to being ___________
________________________________________________________.
d. The body’s midline is an imaginary line that runs down the middle of
the body. Medial refers to a position that is _______ to the midline
while lateral refers to a position that is __________ from the midline.
e. Superficial refers to structures that are closer to the ________ of the
body while deep refers to those ___________ from the surface of the
body.
C. Regional Terms. The body can be divided into two regions: the axial region,
which includes the ___________, ____________, and ___________, and the
appendicular region, which includes the ________ and _____________ or
appendages (Figure 1.7).
1. Each broad region can be divided into several smaller regions.
2. A summary of regional terms can be found in the companion workbook.

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 D. Three primary planes of section provide a means of studying the form and
function of a body region by dividing up the body or a body part for examination
(Figure 1.8):
1. The sagittal plane divides the body into or body part into right and left
sections, which includes the following two variations (Figure 1.8a):
a. The midsagittal plane (median plane) divides the body or body part
into _____________________________________________________
b. The parasagittal plane divides the body or body part into _________
________________________________________________________
2. The frontal plane (coronal plane) divides the body or body part into
___________ and __________ sections (Figure 1.8b).
3. The transverse plane (horizontal plane) divides the body or body part into
____________ and _____________ sections, or proximal and distal sections
when describing structures of the appendicular region.
4. The oblique plane, a less standardized plane, is taken at an angle and is useful
for examining structures that are difficult to examine using only the three
primary planes of section.
Module 1.4 The Organization of the Human Body (Figures 1.9–1.12)
A. A cavity is any fluid-filled space within the body. The axial region of the body is
divided into several cavities. These cavities protect internal organs and allow
them to move and expand as necessary to perform their functions.
List the two major cavities. __________________________________________
__________________________________________________________________
B. The dorsal body cavity, largely located on the posterior side of the body, is
subdivided into two cavities (Figure 1.9a). These two cavities are continuous and
filled with cerebrospinal fluid (CSF), which bathes and protects both the brain and
spinal cord.
1. The cranial cavity, located within the skull, protects the __________.
2. The vertebral (spinal) cavity, located with the vertebral column, protects the
______________________.

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 C. The ventral body cavity is separated into two divisions by the _____________.
The thoracic cavity and its subdivisions are superior to the diaphragm while the
abdominopelvic cavity and its subdivision are inferior (Figures 1.9b–1.10).
1. The thoracic cavity is divided into the following three smaller cavities:
a. The pleural cavities each surround either the left or right _________.
b. The mediastinum, found between the pleural cavities, houses the
____________, _____________________, __________________, and
________________, but is not located within a serous membrane.
c. The pericardial cavity, found within the mediastinum, is within a
serous membrane that surrounds the __________.
2. The abdominopelvic cavity is subdivided into the superior abdominal cavity,
which spans from the diaphragm to the bony pelvis, and the pelvic
____________, which is the area within the bony pelvis.
a. The _____________ cavity contains organs from several systems
including the digestive, lymphatic, reproductive, and urinary.
b. The ______________ cavity is an abdominal subcavity found within a
serous membrane.
3. The abdominopelvic cavity can be divided up into segments or quadrants
using imaginary lines that cross at the umbilicus, which divides the cavity into
the following four segments: __________________________, ____________
_____, _______________________, and _____________________________.
(Figure 1.10a).
4. The abdominopelvic cavity can also be divided into nine segments using two
parasagittal and two transverse imaginary lines (Figure 1.10b). List the nine
segments or regions and describe their locations within the abdominopelvic
cavity.
a. _______ and _________ : ___________________________________
_________________________________________________________
b. ___________________ : ____________________________________
_________________________________________________________

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 c. _______ and ______________ : ______________________________
_________________________________________________________
d. __________________ : _____________________________________
_________________________________________________________
e. _______ and __________ or ________________ : _______________
_________________________________________________________
f. __________________ : _____________________________________
_________________________________________________________
5. Serous membranes are formed by thin sheets of tissue that fold over
themselves to create a continuous double-layer structure with space between
their layers. These membranes form certain cavities found in the ventral cavity
and surround the heart, lungs, and many abdominal organs (Figure 1.11).
a. What is serous fluid? ______________________________________
_________________________________________________________
What is the function of serous fluid? _________________________
_________________________________________________________
b. The visceral layer of the serous membrane is in contact with the
underlying organ while the outermost layer of the serous membrane is
called the parietal layer.
6. The body has three serous body cavities formed by the following three main
serous membranes (Figure 1.12):
a. The ___________ membranes consist of the outer parietal pleura that
follow the contours of the thoracic wall and the inner visceral pleura
that run along the surface to the lungs. The thin space enclosed by the
pleural membranes forms the pleural cavities (Figure 1.12a).
b. The ______________ membranes consist of the outer parietal
pericardium that separates the heart from the mediastinum and the
inner visceral pericardium that lies directly on the heart muscle. The
space created by the pericardial membranes forms the pericardial
cavity (Figure 1.12a).

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 c. The ____________ membranes, surrounding some of the abdominal
organs, consist of the outer parietal peritoneum and the inner visceral
peritoneum. The space between these layers forms the peritoneal
cavity (Figure 1.12b).
d. The peritoneal cavity is an extensive cavity but doesn’t cover every
organ; the ____________ lie outside of and behind the parietal
peritoneum and are thus called retroperitoneal organs.
Module 1.5 Core Principles in Anatomy and Physiology (Figures 1.13–1.18)
A. Core principles are concepts of anatomy and physiology repeated throughout the
textbook that are related to the maintenance of homeostasis and include the
following: 1) ________________, 2) ___________________________________
___________, 3) ______________, and 4) ______________________________.
B. Overall Theme: Physiological Processes Operate to Maintain the Body’s
Homeostasis. Define homeostasis. _____________________________________
__________________________________________________________________
1. Homeostatic imbalances are disturbances in homeostasis that can lead to
disease or death if left uncorrected.
2. The body’s internal environment is the result of a wide range of coordinated
processes or variables including temperature, chemical composition of blood
and other body fluids, and many others.
3. Most variables are regulated or controlled, so they are maintained within a
narrow range or a normal value.
C. Core Principle One: Feedback Loops Are a Key Mechanism That Can Be
Used to Maintain Homeostasis. The following two mechanisms are vital to the
maintenance of homeostasis (Figures 1.13–1.14).
1. Negative feedback loops, one of the primary mechanisms for the
maintenance of homeostasis, oppose the initial change in a regulated variable
and reduce the output. List and explain the steps involved in a typical
negative feedback loop.
a. _________________________________________________________
_________________________________________________________

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 b. _________________________________________________________
c. _________________________________________________________
_________________________________________________________
d. _________________________________________________________
_________________________________________________________
_________________________________________________________
e. _________________________________________________________
_________________________________________________________
_________________________________________________________
f. _________________________________________________________
_________________________________________________________
_________________________________________________________
g. _________________________________________________________
_________________________________________________________
2. Positive feedback loops, less common than negative feedback loops,
contribute to the maintenance of homeostasis. Effector activity increases and
reinforces the initial stimulus and shuts off when conditions return to the
normal range (Figure 1.14).
D. Core Principle Two: Structure and Function Are Related at All Levels of
Organization. The principle of complementarity of structure and function,
one of the most basic principles in A&P, states simply that ________ follows
___________, which applies to each level of organization (Figure 1.15).
E. Core Principle Three: Gradients Drive Many Physiological Processes. A
gradient is present any time more of something exists in one area than another
where the two areas are connected. Gradients drive many physiological processes.
Complete the descriptions for these examples of three common gradients found in
the human body (Figure 1.16):
1. A temperature gradient exists when __________________________________
__________________________________________________ (Figure 1.16a)
2. A concentration gradient exists where ________________________________
_________________________________________________ (Figure 1.16b)

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 3. A pressure gradient exists when there ________________________________
__________________________________________________ (Figure 1.16c)
F. Core Principle Four: Cell-Cell Communication Is Required to Coordinate
Body Functions. Cells in the body have to work in a coordinated fashion to
ensure that homeostasis of the entire organism is maintained (Figures 1.17–1.18).
1. Communication is usually accomplished with either ____________________
or _______________, in which one cell triggers a response from another cell.
2. Electrical signals are usually transmitted between neighboring cells while
chemical messengers can affect neighboring cells or travel to distant cells
before they cause an effect (Figure 1.17).

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