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Dynamic, learner-centered art

Our unique approach to visuals is designed to emphasize only the components most important in any given illustration. The art style is particularly aimed at focusing student learning through a powerful blend of traditional depictions and instructional innovations.

Much of the art in this book consists of black line illustrations. The strongest line is used to highlight the most important structures, and shading is used to show dimension and shape. Color is used sparingly to highlight and clarify the primary anatomical or functional point of the illustration. This technique is intended to draw students’ attention to the critical learning point in the illustration, without distraction from excessive gradients, shadows, and highlights. Full color is used when the structure or process requires it (for example, muscle diagrams and cardiovascular system illustrations).

The pharynx

A color illustration of the pharynx.
By highlighting the most important portions of the illustration, the artwork helps students focus on the most important points, without overwhelming them.

Micrographs

Micrograph magnifications have been calculated based on the objective provided with the image. If a micrograph was recorded at 40×, and the image was magnified an additional 2×, we calculated the final magnification of the micrograph to be 80×.

Please note that, when viewing the textbook electronically, the micrograph magnification provided in the text does not take into account the size and magnification of the screen on your electronic device. There may be some variation.

Sebaceous glands

A color illustration of the pharynx.
These glands secrete oils that lubricate and protect the skin. LM × 400. (Micrograph provided by the Regents of University of Michigan Medical School © 2012)

Learning resources

The following resources are (or will be) available in addition to main text:

  • PowerPoint slides: For each chapter, the illustrations are presented, one per slide, with their respective captions.
  • Pronunciation guide: A subset of the text’s key terms are presented with easy-to-follow phonetic transcriptions. For example, blastocyst is rendered as “blas'to-sist”

About our team

Senior contributing authors

J. Gordon Betts Tyler Junior College
Peter Desaix University of North Carolina at Chapel Hill
Eddie Johnson Central Oregon Community College
Jody E. Johnson Arapahoe Community College
Oksana Korol Aims Community College
Dean Kruse Portland Community College
Brandon Poe Springfield Technical Community College
James A. Wise Hampton University
Mark Womble Youngstown State University
Kelly A. Young California State University, Long Beach

Advisor

Robin J. Heyden

Contributing authors

Kim Aaronson Aquarius Institute; Triton College
Lopamudra Agarwal Augusta Technical College
Gary Allen Dalhousie University
Robert Allison McLennan Community College
Heather Armbruster Southern Union State Community College
Timothy Ballard University of North Carolina Wilmington
Matthew Barlow Eastern New Mexico University
William Blaker Furman University
Julie Bowers East Tennessee State University
Emily Bradshaw Florida Southern College
Nishi Bryska University of North Carolina, Charlotte
Susan Caley Opsal Illinois Valley Community College
Boyd Campbell Southwest College of Naturopathic Medicine and Health Sciences
Ann Caplea Walsh University
Marnie Chapman University of Alaska, Sitka
Barbara Christie-Pope Cornell College
Kenneth Crane Texarkana College
Maurice Culver Florida State College at Jacksonville
Heather Cushman Tacoma Community College
Noelle Cutter Molloy College
Lynnette Danzl-Tauer Rock Valley College
Jane Davis Aurora University
AnnMarie DelliPizzi Dominican College
Susan Dentel Washtenaw Community College
Pamela Dobbins Shelton State Community College
Patty Dolan Pacific Lutheran University
Sondra Dubowsky McLennan Community College
Peter Dukehart Three Rivers Community College
Ellen DuPré Central College
Elizabeth DuPriest Warner Pacific College
Pam Elf University of Minnesota
Sharon Ellerton Queensborough Community College
Carla Endres Utah State University - College of Eastern Utah: San Juan Campus
Myriam Feldman Lake Washington Institute of Technology; Cascadia Community College
Greg Fitch Avila University
Lynn Gargan Tarant County College
Michael Giangrande Oakland Community College
Chaya Gopalan St. Louis College of Pharmacy
Victor Greco Chattahoochee Technical College
Susanna Heinze Skagit Valley College
Ann Henninger Wartburg College
Dale Horeth Tidewater Community College
Michael Hortsch University of Michigan
Rosemary Hubbard Marymount University
Mark Hubley Prince George's Community College
Branko Jablanovic College of Lake County
Norman Johnson University of Massachusetts Amherst
Mark Jonasson North Arkansas College
Jeff Keyte College of Saint Mary
William Kleinelp Middlesex County College
Leigh Kleinert Grand Rapids Community College
Brenda Leady University of Toledo
John Lepri University of North Carolina, Greensboro
Sarah Leupen University of Maryland, Baltimore County
Lihua Liang Johns Hopkins University
Robert Mallet University of North Texas Health Science Center
Bruce Maring Daytona State College
Elisabeth Martin College of Lake County
Natalie Maxwell Carl Albert State College, Sallisaw
Julie May William Carey University
Debra McLaughlin University of Maryland University College
Nicholas Mitchell St. Bonaventure University
Shobhana Natarajan Brookhaven College
Phillip Nicotera St. Petersburg College
Mary Jane Niles University of San Francisco
Ikemefuna Nwosu Parkland College; Lake Land College
Betsy Ott Tyler Junior College
Ivan Paul John Wood Community College
Aaron Payette College of Southern Nevada
Scott Payne Kentucky Wesleyan College
Cameron Perkins South Georgia College
David Pfeiffer University of Alaska, Anchorage
Thomas Pilat Illinois Central College
Eileen Preston Tarrant County College
Mike Pyle Olivet Nazarene University
Robert Rawding Gannon University
Jason Schreer State University of New York at Potsdam
Laird Sheldahl Mt. Hood Community College
Brian Shmaefsky Lone Star College System
Douglas Sizemore Bevill State Community College
Susan Spencer Mount Hood Community College
Cynthia Standley University of Arizona
Robert Sullivan Marist College
Eric Sun Middle Georgia State College
Tom Swenson Ithaca College
Kathleen Tallman Azusa Pacific University
Rohinton Tarapore University of Pennsylvania
Elizabeth Tattersall Western Nevada College
Mark Thomas University of Northern Colorado
Janis Thompson Lorain County Community College
Rita Thrasher Pensacola State College
David Van Wylen St. Olaf College
Lynn Wandrey Mott Community College
Margaret Weck St. Louis College of Pharmacy
Kathleen Weiss George Fox University
Neil Westergaard Williston State College
David Wortham West Georgia Technical College
Umesh Yadav University of Texas Medical Branch
Tony Yates Oklahoma Baptist University
Justin York Glendale Community College
Cheri Zao North Idaho College
Elena Zoubina Bridgewater State University; Massasoit Community College
Shobhana Natarajan Alcon Laboratories, Inc.

Special thanks

OpenStax wishes to thank the Regents of University of Michigan Medical School for the use of their extensive micrograph collection. Many of the UM micrographs that appear in Anatomy and Physiology are interactive WebScopes, which students can explore by zooming in and out.

We also wish to thank the Open Learning Initiative at Carnegie Mellon University, with whom we shared and exchanged resources during the development of Anatomy and Physiology .

Questions & Answers

what is anatomy
Oyindarmola Reply
Anatomy is the identification and description of the structures of living things
Kamara
what's the difference between anatomy and physiology
Oyerinde Reply
Anatomy is the study of the structure of the body, while physiology is the study of the function of the body. Anatomy looks at the body's organs and systems, while physiology looks at how those organs and systems work together to keep the body functioning.
AI-Robot
what is enzymes all about?
Mohammed Reply
Enzymes are proteins that help speed up chemical reactions in our bodies. Enzymes are essential for digestion, liver function and much more. Too much or too little of a certain enzyme can cause health problems
Kamara
yes
Prince
how does the stomach protect itself from the damaging effects of HCl
Wulku Reply
little girl okay how does the stomach protect itself from the damaging effect of HCL
Wulku
it is because of the enzyme that the stomach produce that help the stomach from the damaging effect of HCL
Kamara
function of digestive system
Ali Reply
function of digestive
Ali
the diagram of the lungs
Adaeze Reply
what is the normal body temperature
Diya Reply
37 degrees selcius
Xolo
37°c
Stephanie
please why 37 degree selcius normal temperature
Mark
36.5
Simon
37°c
Iyogho
the normal temperature is 37°c or 98.6 °Fahrenheit is important for maintaining the homeostasis in the body the body regular this temperature through the process called thermoregulation which involves brain skin muscle and other organ working together to maintain stable internal temperature
Stephanie
37A c
Wulku
what is anaemia
Diya Reply
anaemia is the decrease in RBC count hemoglobin count and PVC count
Eniola
what is the pH of the vagina
Diya Reply
how does Lysin attack pathogens
Diya
acid
Mary
I information on anatomy position and digestive system and there enzyme
Elisha Reply
anatomy of the female external genitalia
Muhammad Reply
Organ Systems Of The Human Body (Continued) Organ Systems Of The Human Body (Continued)
Theophilus Reply
what's lochia albra
Kizito
what are the layers of the skin
Helen Reply
It is made up of three layers, the epidermis, dermis, and the hypodermis, all three of which vary significantly in their anatomy and function. The skin's structure is made up of an intricate network which serves as the body's initial barrier against pathogens, UV light, and chemicals, and mechanical
Omer
what is diabetes?
Ifeoluwa
Diabetes is a chronic (long-lasting) health condition that affects how your body turns food into energy. Your body breaks down most of the food you eat into sugar (glucose) and releases it into your bloodstream. When your blood sugar goes up, it signals your pancreas to release insulin. Insulin act
Omer
what is gastric lavage and their implications
Ifeoluwa
what is velium
chizzy
what is a purpose
chizzy
what's fibroid
Kizito
what are disorders of connective tissue
Ester Reply
Rheumatoid arthritis (RA) Scleroderma. Granulomatosis with polyangiitis (GPA) Churg-Strauss syndrome. Lupus. Microscopic polyangiitis. Polymyositis/dermatomyositis. Marfan syndrome.
Omer
arthritis vasculitis
Enitan
what is cardiac output
Okoye Reply
(CO) amount of blood pumped by each ventricle during one minute; equals HR multiplied by SV
AI-Robot
what is SV and HR stand for
David
SV- Stroke Volume HR- Heart Rate
Ebelechukwu
Cardiac output is the amount of blood pumped by the heart in one minute. It's calculated by multiplying the heart rate (the number of times the heart beats in one minute) by the stroke volume (the amount of blood pumped out by the heart with each beat). So, cardiac output = heart rate x stroke volum
Dickson

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Source:  OpenStax, Anatomy & Physiology. OpenStax CNX. Feb 04, 2016 Download for free at http://legacy.cnx.org/content/col11496/1.8
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