Anatomy and physiology 11th edition pdf download

Eponyms continue to be included within the narrative. Each chapter opens with a story-based Clinical Case related to the chapter content and ends with a Clinical Case Wrap-Up.

This annotated Table of Contents provides examples of revision highlights in each chapter of the Eleventh Edition. For a more complete list of changes, please contact the publisher. Homeostasis and the roles of negative feedback now conclude the chapter as Sections 1—7 and 1—8, respectively. This section now also includes the discussion of fasciae. Do you like this book? Please share with your friends, let's read it!! These themes are: Interrelationships of body organ systems. This theme empha-sizes 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 is the normal and most desirable condition of the body.

Its loss is always associated with past or present pathology. 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 struct ure 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 and augmented elements aim to help learners in the fol -lowing ways.

To help students make connections between new and previously learned material. These icons direct the student back to the specific pages where a concept was first introduced. To answer these questions, the student must e,nploy concepts learned previously 1nost often in previous chapters. Each chapter now has at least five higher-level questions that require students to think more deeply, pulling together strands from multiple concepts.

Students have told us that they want more sumtnary tables. In response, 13 new summary tables two with illustrations have been added in order to help students see the big picture. Anatomy is and has always been taught principally through images.

Throughout their future health care careers, students will need to be able to understand and interpret information presented visually. Our previous Focus figures have been a hit with both students and instructors. Students often think that they understand an illustration simply by look ing at it, but to truly comprehend an illustration and cement its concepts requires a more active learning approach. For this reason we now include at least one higher-level review question within each chapter that requires a student either to draw an illustration or to add to an existing diagram.

To help students practice their visual literacy skills, we have added 47 new Check Your Understanding questions that include an illustration as part of the question. Some of these are as simple as labeling exercises, but many require more advanced interpretation. As always, this is a major part of the revision. However, many students are not adept at extracting, and thinking critically about, the relevant information contained in such illustrations.

In addition, new photos were painstakingly chosen and labeled to enhance the learning process. Students find illustrated tables particularly effective because they provide a visual cue that helps the,n remember a topic.