Solution Manual for Human Anatomy 4th Edition

McKinley OLoughlin Harris and OBrien 0073525731

9781259382697
Full download link at:
Solution manual: https://testbankpack.com/p/solution-manual-for-human-anatomy-4th-edition-
mckinley-oloughlin-harris-and-obrien-0073525731-9781259382697/
Test bank: https://testbankpack.com/p/test-bank-for-human-anatomy-4th-edition-mckinley-
oloughlin-harris-and-obrien-0073525731-9781259382697/
CHAPTER 5: INTEGUMENTARY SYSTEM

CHAPTER OVERVIEW

This topic is the first to present the organ and system levels of organization. This chapter
explores the structure and function of the integument, which includes the skin and associated
glands, nails, and hair. The details of the cellular and extracellular structure of the epidermis and
dermis are described. The chapter also describes the major tissues that make up the
integumentary organs, their specialized functions, their role in regulation of body temperature,
factors related to skin color, and responses of skin to injuries. Burns, skin grafts, acne, skin
cancer, aging of skin, and hormonal influences on skin are also described. The effects of the
aging process on skin are presented. Finally, the embryonic development of
the integument and associated structures is described.

The skin is of paramount importance in that it protects us from the rigors of the external
environment, prevents bacterial and viral invasion of the body, prevents water loss from the
tissues below, plays a powerful role in temperature regulation, and participates in vitamin D3
synthesis. The integument can be viewed as a little brown bag of life that covers our bodies.

KEY POINTS TO EMPHASIZE WHEN TEACHING INTEGUMENT

1. As a reminder to the students, the “epi” in epidermis means “above” or “upon.” Thus, the
epidermis is the outermost region of the skin.
2. Tips to remembering the layers of epidermis:
a. Corneum means “horny” layer;
b. Granulosum means “granular” layer;
c. Spinosum means “spiny” layer;
d. Basale (germinativum) means “base” of the epidermis (second part comes
from the word“germinate,” to give life). This is the layer of epidermis that is
really alive and capable of cell division.
e. Lucidum (found only in thick epidermis) means “clear”; this is a clear, translucent
layer.
3. Tips to remembering the layers of dermis:
a. Papillary layer: the word is derived from “papilla,” which means “nipple.” This
layer is heavily supplied with capillaries and projects into corresponding ridges in
the epidermis. Under the microscope, the projections look like little nipples, from
which the basal layer of the epidermis gains its nutrients (see Fig. 5.6 in
textbook).
 b. Reticular layer: the term is derived from the word “reticulum,” which means
“network,” or “web.” Under the microscope, the reticular layer appears to have a
weblike assortment of fibers and blood vessels.
4. Let students know that the physical image they project to others is nothing more than dead
skin cells.
25
5. Also, it is interesting to note that the integument contains all four tissue types.
6. Describe and explain fingerprints. Discuss why dissolving fingerprints in pineapple juice or
acids or sanding them down does not permanently remove the prints.
7. Relate cleavage lines to wound healing and scarring. This is interesting to students, because
most have never heard this. Also, relate to the need for sutures.
8. Discuss the various mechanisms that cause baldness (diffuse and male pattern baldness).
9. Describe how and why chemotherapy causes hair loss.
10. Describe how pregnancy/child birth sometimes causes hair loss.
11. Discuss how and why a suntan fades (include how one gets a suntan).
12. Discuss puffy, “wrinkled” palms or soles after immersion in water for a long period of time.
13. Describe “zits,” comedones (whiteheads and blackheads).
14. Explain the formation of dandruff.
15. Describe what happens when hair goes gray. Ask: Can hair go gray over night? This is a
good lead-in to the process of aging of hair follicles.
16. Explain what causes “gooseflesh” (bumps).
17. Describe how and why skin can become wrinkled with age and/or exposure to sunlight (and
to UV rays in tanning booths).
18. Explain the function of the medulla in the hair shafts of sea otters and other aquatic
mammals. How does an oil spill in the ocean cause problems when a sea otter is coated
with oil?
19. Describe growth cycles in hair and length of the growing phase. Why can some people grow
their hair longer than others?
20. Describe the functions of human hair. Most students do not think there is a function, except
cosmetic.
21. The terms “sensible” and “insensible” to describe sweat are sometimes confusing. “Sensible”
means you can see it (water droplets); “insensible” means you cannot see it (the continual
evaporation of moisture rising from the sweat glands).
22. Discuss the similarities in structure (and, to some extent, function) between mammary glands
and apocrine sweat glands.
23. If you have time, discuss the differences between underarm deodorants and antiperspirants.
Note that deodorants are designed to mask the odor of apocrine sweat and antiperspirants are
designed to block the ducts of apocrine sweat glands (merocrine sweat ducts, too), preventing
sweat from coming to the surface of the skin.
24. Discuss the differences between the chemical makeup of skin and hair (soft keratin vs. hard
keratin).
a. To make it practical, you can even explain how products like hair relaxers
(straighteners), permanent waves, etc., work. For skin, the ways that moisturizers,
exfoliators, and depilatories work is often interesting (mainly to the women).
b. Also, if you are so inclined, discuss how “self-tanning” products produce color.

26
VISUALS, IN-CLASS DEMONSTRATIONS, AND DISCUSSIONS

1. Figures and micrographs showing the structure of skin and appendages are quite helpful
to the student. With the correct slide, you can show how the epidermis works with the
capillaries of the dermis in temperature control.
2. Charts of the structure of skin are useful for review.
3. Models of skin structure are usually too basic and unclear for an anatomy class.
4. Microscope slides of sectioned skin can be helpful if projected for discussion with the
entire class. Using Caucasian and dark skin, we can stimulate student interest by viewing
the distribution of melanocytes.
a. Using a thick glass plate, have someone press his or her palm on the plate for a
moment. Have students explain why the color of skin changed. Also, ask what
might happen to skin cells if the pressure were maintained for an extended time.
5. If you have slides or photos of the structure of sea otter hair, show the differences
between otter and human hair (otter hair has a large medulla in the center of each hair
shaft). Then discuss why otters can live in cold water due to the waterproof nature of
their hair (medulla acts as an insulator). Polar bear hair works too, but for a different
reason: The thick fur coat keeps them warm.
6. Verbally create visuals of the differences between merocrine (eccrine) and apocrine
sweat glands. Discuss the type of secretion from each type of gland and the effect of
bacteria on the secretions. Then explain that recent research indicates the apocrine sweat
glands secrete in a manner similar to that of merocrine sweat glands.
7. Describe the means by which body odor is produced in the axillae and perineal regions
(bacteria eat the lipid and carbohydrate components of apocrine sweat. The bacteria
actually produce body odor). This is quite interesting to most students.
8. To get them thinking about the relationship between structure and function, ask students
to discuss the relationships between the epithelium of skin and the types of things it is
exposed to; then compare and discuss the epithelium of the inside of the mouth, etc.
9. Ask the class if they consider one component of skin to be more important than another.
If so, why? If not, why? This gets them thinking about the interrelationships of many of
the structures of the skin.

CHAPTER OUTLINE

1. Structure and Function of the Integument (pp. 119–120)

• Cutaneous membrane
A. Integument Structure (p. 119; Fig. 5.1)
B. Integument Functions (p. 120)
i. Protection
ii. Prevention of water loss
iii. Temperature regulation
iv. Metabolic regulation
v. Immune defense
vi. Sensory reception
27
 vii. Excretion by means of secretion
2. Epidermis (pp. 121–125; Tab. 5.2)
A. Epidermal Strata (pp. 121–122; Fig.
5.2)
i. Stratum basale (germinativum)
a. Keratinocytes
b. Melanocytes
c. Tactile cells
ii. Stratum spinosum
iii. Stratum granulosum
iv. Stratum lucidum
v. Stratum corneum
B. Variations in the Epidermis (pp. 123–125)
i. Thick skin versus thin skin (Fig. 5.3)
• Thick skin
• Thin skin
ii. Skin color (Fig. 5.4; Tab. 5.1)
• Hemoglobin
• Melanin
• UV radiation
• Carotene
• Abnormal skin color
iii. Skin markings (Fig. 5.5)
• Nevus
• Hemangioma
• Friction ridges
3. Dermis (pp. 125–127; Fig. 5.6;
Tab. 5.2)
A. Papillary Layer of the Dermis
B. Reticular Layer of the Dermis
C. Stretch Marks, Wrinkles, and Lines of Cleavage (Fig. 5.7)
D. Innervation and Blood Supply
4. Subcutaneous Layer (Hypodermis) (pp. 128–129; Tab. 5.2)
5. Integumentary Structures Derived from Epidermis (pp. 129–134)
A. Nails (p. 129; Fig. 5.8)
B. Hair (pp. 129–132; Fig. 5.9)
i. Hair type and distribution (p. 129)
ii. Hair structure and follicles (pp. 129–131)
• Hair bulb
• Hair papilla
• Root
• Shaft
• Matrix
• Medulla
• Cortex

28
 • Cuticle
• Hair follicle
• Connective tissue root sheath
• Epithelial tissue root sheath
• Arrector pili muscle
iii. Functions of hair (p. 131)
• Protection
• Heat retention
• Sensory reception
• Visual identification
• Chemical signal dispersal
iv. Hair color (p. 131)
v. Hair growth cycle (pp. 131–132)
• Anagen phase
• Catagen phase
• Telogen phase
• Diffuse hair loss
• Male pattern baldness
C. Exocrine Glands of the Skin (pp. 132–134; Fig. 5.10;
Tab. 5.3)
i. Sweat (sudoriferous) glands (pp. 132–133)
a. Merocrine sweat glands
• Thermoregulation
• Secretion
• Protection
b. Apocrine sweat glands
ii. Sebaceous glands (p. 133)
iii. Other integumentary glands (pp. 133–134)
• Ceruminous glands
• Mammary glands
6. Integument Repair and Regeneration (pp. 134–135)
• General repair and regeneration
o Repair of damaged skin (wounds) (Fig. 5.11)
• Burns (pp. 136-137, Clinical
View: Burns)
o First-degree burns
o Second-degree burns
o Third-degree burns
o Skin graft
7. Aging of the Integument (pp. 137–-139)
A. Skin cancer (basal cell, squamous cell, melanoma) (pp. 138–139; Tab. 5.4)
8. Development of the Integumentary System (pp. 139–140)
A. Integument Development (Fig. 5.12)
• Periderm

29
 • Basal layer
• Vernix caseosa
• Keratinocytes
• Melanoblasts
• Mesenchyme
B. Nail Development (p. 140)
C. Hair Development (Fig. 5.13a)
• Hair buds
• Hair papilla
D. Sebaceous and Sweat Gland Development (Fig. 5.13b)
E. Mammary Gland Development (Fig. 5.14)
9. Clinical Terms (p. 142)
10. Chapter Summary (pp. 142–143)
11. Challenge Yourself (pp. 144–145)
12. Answers to “What Do You Think?” (p. 145)

30