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Anatomists and Physiologists—Better Together Michael McKinley, Ph.D. Michael McKinley received his undergraduate degree from the University of California at Berkeley, and both his M.S. and Ph.D. degrees from Arizona State University. Michael did his post-doctoral fellowship at the University of California Medical Center in San Francisco, where he did research on fatal brain diseases and taught histology to medical students. His collaborative research efforts in the laboratory of Dr. Stanley Prusiner resulted in the identification of prions. In 1997, Dr. Prusiner was awarded the Nobel Prize for the elucidation of these infectious proteins. Michael participated in Alzheimer’s disease research in Arizona from 1991 to 1996, and served as director of the Brain Donation Program at the Sun Health Research Institute. Michael currently teaches at Glendale Community College–North Campus, and is the lead author of the market-leading McKinley/O’Loughlin: Human Anatomy, 3rd edition textbook.

Valerie Dean O’Loughlin, Ph.D. Valerie Dean O’Loughlin received her undergraduate degree from the College of William and Mary, and her M.A. and Ph.D. degrees in biological anthropology from Indiana University. She is an Associate Professor at Indiana University School of Medicine, where she teaches human gross anatomy to medical students, basic human anatomy to undergraduates, and mentors M.S. and Ph.D. students pursuing anatomy education research. She is active in the Human Anatomy and Physiology Society (HAPS) and the American Association of Anatomists (AAA). Valerie is co-author of the market-leading McKinley/ O’Loughlin: Human Anatomy, 3rd edition textbook.

Theresa S. Bidle Terri Stouter Bidle received her undergraduate degree from Rutgers University, her M.S. degree in biomedical science from Hood College in Maryland, and has completed additional graduate coursework in genetics at the National Institutes of Health. She is a professor at Hagerstown Community College, where she teaches anatomy and physiology and genetics to pre-allied health students. Before joining the faculty in 1990, Terri was the Coordinator of the Science Learning Center, where she developed study materials and a tutoring program for students enrolled in science classes. Terri has been a developmental reviewer and has written supplemental materials for both textbooks and lab manuals.

Why we wrote this book: We chose to write a Human Anatomy book first, as a stepping stone to an Anatomy and Physiology textbook. Our goals for the Anatomy and Physiology text included: •

writing a very ‘user friendly’ textbook with concise, accurate descriptions that are thorough, but don’t overwhelm readers with nonessential details;

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utilizing anatomically accurate, vibrant, and realistic artwork to visualize anatomic and physiologic principles;

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interweaving Learning Strategies, section-specific forward and backward text references, and short summaries (Concept Connections) throughout each chapter to show how various body systems are interrelated;

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accommodating multiple student learning styles by including well-written text and tables, accurate illustrations and Concept Overview figures to illustrate key points, and descriptions of kinesthetic activities that reinforce text discussion; and

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creating an ‘integrated’ textbook by weaving a consistent, balanced overall discussion of both anatomy and physiology within and across chapters. The Concept Overview figures provide the structural framework for this integration.

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The Table of Contents for this text is different…by design. The authors of this text are all currently teaching in this field of study, and personally observe the concepts most difficult for students. Chapter 2: Atoms, Ions, and Molecules Most students taking an A&P course have limited or no chemistry background, which requires a textbook to provide a detailed, organized treatment of atomic and molecular structure, bonding, water, and biological macromolecules as a basis to understanding ATP production.

Chapter 3: Energy, Chemical Reactions, and Cellular Respiration ATP is essential to all life processes. This understanding of ATP will further student comprehension of movement of materials across a membrane, muscle contractions, production of needed replacement molecules and structures in cells, action potentials in nerves, pumping of the heart, and removal of waste materials in the kidneys. Most textbooks give limited and late coverage of this key concept, but this text has elevated the emphasis on ATP.

Brief Table of Contents ■ M Module I: Organization of the Human Body Chapter 1: C

The Sciences of Anatomy and Physiology

C Chapter 2:

Atoms, Ions, and Molecules

Ch C Chapter 3:

Energy, Chemical Reactions, and Cellular Respiration

Ch Chapter 4:

Biology of the Cell

Ch Chapter 5:

Tissue Organization

■ M Module II: Support and Body Movement Chapter 6: Ch

Integumentary System

Ch Chapter 7:

Skeletal System: Bone Structure and Function

Ch Chapter 8:

Skeletal System: Axial and Appendicular Skeleton

Ch Chapter 9:

Skeletal System: Articulations

Chapter 10:

Muscle Tissue

Chapter 11:

Muscular System: Axial and Appendicular Muscles

■ Module III: Communication and Control Chapter 12:

Nervous System: Nervous Tissue

Chapter 13:

Nervous System: Brain and Cranial Nerves

Chapter 14:

Nervous System: Spinal Cord and Spinal Nerves

Chapter 15:

Nervous System: Autonomic Nervous System

Chapter 16:

Nervous System: Senses

Chapter 17:

Endocrine System

■ Module IV: Maintenance and Regulation

Chapter 24: Urinary System This chapter is placed as closely as possible to the three chapters on the cardiovascular system, based on the urinary system’s physiological relationship in filtering blood and helping to regulate blood pressure.

Chapter 29: Development, Pregnancy, and Heredity Coverage of heredity is included in the chapter on pregnancy and human development as a natural extension of Chapter 28: Reproductive System. This introduction will serve well as a precursor for students who follow their A&P course with a Genetics course.

Chapter 18:

Cardiovascular System: Blood

Chapter 19:

Cardiovascular System: Heart

Ch Chapter 20:

Cardiovascular System: Vessels and Circulation

Ch Chapter 21:

Lymphatic System

Ch Chapter 22:

Immune System and the Body’s Defense

Ch Chapter 23:

Respiratory System

Ch Chapter 24:

Urinary System

C Chapter 25:

Fluid and Electrolytes

C Chapter 26:

Digestive System

C Chapter 27:

Nutrition and Metabolism

■ M Module V:

Reproduction

Chapter 28: C

Reproductive System

C Chapter 29:

Development, Pregnancy, and Heredity 3

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Visuals and Text Explanations—Better Together “Concept Overview” figures assemble individual concepts by bringing multiple pieces together in one complete visual summary.

“I have found that my students need an overview because they can’t pull the pieces together on their own. They can memorize pieces of information, but can’t synthesize what they have learned. However, a concept overview helps to show how the pieces work together and their interrelationships.” Evelyn Mobley – Chattanooga State Community College

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For more information, visit www.mhhe.com/sem/mckinley.

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“It is an old adage that a ‘picture is worth a thousand words’ and I feel the Concept Overviews take this adage to new heights. In two pages, the author presents a chapter’s worth of information into an easy-to-understand memorable diagram. I think students’ mastery of the material in each chapter will be tremendously aided by the Concept Overviews.” William Dunscombe – Union County College

“Concept Overviews would help students to see the big picture.” Christine Terry – Augusta State University

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Connecting Concepts—Better Together “Our goal was to form a ‘living, integrative’ text in which all chapters are viewed by students as interconnected, and not as independent, stand-alone chapters. We had to emphasize and reiterate earlier chapter topics, while at the same time ‘reveal’ an upcoming subject. By doing this throughout all of our chapters, it is impossible to read one chapter without ‘looking back at the past and being provided with a view to the future’. This approach is intended to excite the reader to come to the conclusion that all body systems are interrelated and work together.” Mike McKinley, Author


Urinary “My students struggle with the interrelatedness of body systems. They are very good at dealing with information in neat packages; but when you ask them how the packages relate to each other, they are lost.” Tracy Young – Middlesex County College

Cardiac

Respiratory R e

All A&P textbooks attempt to make system connections for students, so what makes McKinley/O’Loughlin/Bidle different?

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•

Point-of-Service Integration: ‘Concept Connection’ boxes are placed in the flow of narrative where students need it. Other textbooks tack on systems connection information at the end of the chapter, where students are likely to skip it.

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Summaries of Prior Knowledge: ‘Concept Connection’ boxes summarize content previously covered and also give students section-specific references when needed.


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Cardiovascular System: Blood

Respiratory System


References R f fforward d to related l db body d systems.

Urinary System

Refers students back to a specific section.


References back to key foundational knowledge with brief summary, right where students need it! 7

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Text and Clinical Examples—Better Together Both the text and artwork are flavored with real examples that present the facts of A&P in a familiar and relevant context. In addition, “Integrate: Clinical View” boxes apply chapter content using clinical examples that show students what can go wrong in the body to help crystallize understanding of the “norm”.

Text and Practical Applications—Better Together

Everyday analogies and practical advice for remembering material are presented in “Integrate: Learning Strategy” boxes.

For more information, visit www.mhhe.com/sem/mckinley. 8

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Integration of Text and Digital—Better Together

Anatomy & Physiology McGraw-Hill ConnectPlus™ interactive learning platform provides: • Auto-graded assessments • Adaptive diagnostic tools •

Powerful reporting against learning outcomes and level of difficulty • An easy-to-use interface • McGraw-Hill Tegrity Campus™, which digitally records and distributes your lectures with a click of a button ConnectPlus includes the full textbook as an integrated, dynamic eBook, which you can also assign.

Everything you need… in one place!

McGraw-Hill LearnSmart™ •

The only truly adaptive learning system

•

Intelligently identifies course content students have not yet mastered

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Maps out personalized study plans for their success

Unlike static flashcards or rote memorization, LearnSmart ensures your students have mastered course concepts before taking the exam, thereby saving you time and increasing student success.

McGraw-Hill Higher Education and Blackboard® have teamed up. What does this partnership mean for you? Blackboard users will find the single signon and deep integration of ConnectPlus within their Blackboard course an invaluable benefit. Even if your school is not using Blackboard, we have a solution for you. Learn more at www.domorenow.com.

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Concept Overview into Digital—Better Together Concept Overview from textbook

l e o v i o t t c Intera /study i on t a t n e s e pr

Assessable auto-graded activity in Connect

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Learning Objectives and Connect—Better Together All the Learning Objectives from the textbook are tied to interactive questions in Connect!

Where appropriate, questions in Connect are now tied to HAPS Learning Objectives! As an instructor, you can filter by HAPS Learning Objectives and see all the corresponding questions.

HAPS Learning Objectives

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Interactive and 3-D Applications—Better Together Anatomy & Physiology REVEALED® is an interactive cadaver dissection tool to enhance lecture and lab, which students can use anytime, anywhere. Now customized to your course!! Choose the specific structures that you require in your course and APR 3.0 does the rest. Once your list is generated, APR highlights your selected structures for students.

Body Orientation

Cells & Chemistry y

Tissues

Three new modules help students with the foundational knowledge necessary to succeed in your A&P course! •

Body Orientation

•

Cells & Chemistry

•

Tissues

APR 3.0 now contains all the material covered in an A&P course.

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For more information, visit www.aprevealed.com.

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“The organization of Chapter 17 gets a solid “A” for its scope and sequence.” “The text is wonderful.”

Roger Choate Oklahoma City Community College

“Chapter 6 is superior! I feel this chapter is superior primarily because of its ease of readability. The text reads more like a conversation with a student than like a reference manual.” Regina Hoffman Midlands Technical College

Davonya Person Auburn University

“The text’s clearly written and engaging narrative set it apart from other texts.” Denise Y. Friedman Hudson Valley Community College

“Hands down, Chapter 7 is extremely superior to this same chapter in our current text.” Pamela Cole Shelton State Community College

“Chapter 20 is superior due to the sequence of topic discussion, and the use of the Integrate boxes which greatly help students to assimilate the information and apply.” Jerri K. Lindsey Tarrant County College

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Anatomy & Physiology Laboratory Manual, 1e Christine M. Eckel & Teri Bidle How is the lab manual different from other lab manuals and why is it better? •

The lab manual and the textbook share an author, Teri Bidle, so the lab manual is informed by the content in the textbook on every page.

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The pedagogical elements that students become familiar with in the textbook—Learning Strategies, Concept Connections, etc.—are continued in the lab manual.

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It has the highest quality photographs and illustrations of any laboratory manual on the market.

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Rather than simply being a recap of material from classroom lectures and the main textbook for the course, this laboratory manual is much more of an interactive workbook for students: a “how to” guide to learning human anatomy & physiology through touch, dissection, observation, experimentation, and critical thinking exercises.

Brief Table of Contents PART I Introduction to the Anatomy and Physiology Laboratory Part IV Communication and Control Chapter 1:

The Laboratory Environment

Chapter 14: Nervous System – Nervous Tissue and Nerve Physiology

Chapter 2:

The Microscope

Chapter 15: Nervous System – Brain and Cranial Nerves

PART II Organization of the Human Body

Chapter 16: Nervous System – Spinal Cord and Spinal Nerves

Chapter 3:

Orientation to the Human Body

Chapter 17: Nervous System – Autonomic Nervous System and Reflexes

Chapter 4:

Cell Structure and Membrane Transport

Chapter 18: Nervous System – General and Special Senses

Chapter 5:

Histology

Chapter 19: Endocrine System

Part III Support and Body Movement

Part V Maintenance and Regulation

Chapter 6:

Integument

Chapter 20: Cardiovascular System – Blood

Chapter 7:

Skeletal System Overview – Cartilage and Bone

Chapter 21: Cardiovascular System – Heart

Chapter 8:

Skeletal System – Axial Skeleton

Chapter 22: Cardiovascular System – Vessels and Circulation

Chapter 9:

Skeletal System – Appendicular Skeleton

Chapter 23: Lymphatic System and Immunity Immun nit ity y

Chapter 10: Skeletal System – Articulations

Chapter 24: Respiratory System

Chapter 11: Muscular System – Muscle Tissue

Chapter 25: Digestive System

Chapter 12: Muscular System – Axial Musculature

Chapter 26: Urinary System

Chapter 13: Muscular System – Appendicular Musculature

Part VI Reproduction Chapter 27: Reproductive Systems ms

Versions Available: Main, Cat, & Fetal Pig

iPad Apps available with McKinley/O’Loughlin/Bidle!


Keep current with McKinley/O’Loughlin/Bidle on your mobile device. Open a ‘QR’ code reader application on your Smartphone. Point your phone’s camera at the code and scan. Mckinley_pocket.indd 2

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