Solution Manual for Human Anatomy 8th Edition

Marieb Wilhelm Mallatt 0134243811 9780134243818

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CHAPTER
The Integumentary System
5

Lecture and Demonstration

Objectives
1. Name the tissue types that compose the epidermis and the dermis, and describe the
primary functions of skin.
2. Name the layers of the epidermis and the dermis, and describe the structure and function
of each layer.
3. Describe the structure and function of the hypodermis.
4. Describe the factors that contribute to skin color.
5. Describe the structure of nails.
6. List the parts of a hair and a hair follicle, and explain the function of each part.
7. Compare the structure and location of oil and sweat glands.
8. Compare eccrine and apocrine sweat glands.
9. Describe the layers involved in first-, second-, and third-degree burns, along with the
symptoms, and explain why serious burns are life-threatening.
10. Identify the cell type involved, the characteristic appearance, and the degree of
malignancy in the three types of skin cancer.
11. Identify the primary germ layers that form the skin and its appendages.
12. Describe the changes that occur in the skin from birth to old age.

Suggested Lecture Outline

I. The Skin and the Hypodermis (pp. 104–111, Figs. 5.1–5.4)
A. The skin and its appendages make up the integumentary system; it is the largest of the
body organs. (p. 104)

Copyright © 2014 Pearson Education, Inc. 49

 B. Technically, the hypodermis is not part of the integument, but it does share some of the
skin’s functions. This fatty layer lies just deep to the skin. (p. 104)
C. The two distinct regions of the skin are the epidermis and the dermis. (pp. 105–110,
Figs. 5.1–5.4)
1. The epidermis is keratinized stratified squamous epithelial tissue. It consists of five
layers in thick skin and four layers in thin skin.
a. Stratum basale
b. Stratum spinosum
c. Stratum granulosum
d. Stratum lucidum (occurs only in thick, hairless skin of palms and soles)
e. Stratum corneum
2. Distinguish each layer of the epidermis by the types of cells present and their specific
functions.
3. The leatherlike dermis is the second major layer of skin and is composed of strong,
flexible connective tissue.
D. The hypodermis is the fatty layer beneath the skin that primarily contains adipose tissue
and areolar connective tissue. (p. 110, Figs. 5.1, 5.2)
E. Flexure lines are deep grooves in the palms, soles, wrists, and ankles. The lines are the
result of bending the skin at the joints. (p. 109, Fig. 5.5)
F. Skin color is the result of three pigments: melanin, carotene, and hemoglobin. (pp. 110–
111)
II. Appendages of the Skin (pp. 111–116, Figs. 5.6–5.8)
A. Nails are a scalelike modification of the epidermis made of hard keratin. (pp. 111–112)
B. Hair and hair follicles are considered appendages of the skin. Hair follicles are the
tubular invaginations of epidermis from which hairs grow. (pp. 112–114)
C. Hairs are of two types: terminal and vellus. (pp. 112–114)
1. Terminal hairs typify those on the head and have a growth cycle of approximately
four years.
2. Vellus hairs are the body hairs of children and women and have a growth cycle of
several months.
D. Sebaceous (oil) glands secrete sebum and occur over the entire body except palms and
soles. Sebaceous glands release sebum by holocrine secretion. (p. 115)
E. Sweat (sudoriferous) glands are coiled simple tubular glands located over the entire skin
surface except the nipples and parts of the external genitalia. (pp. 115–116)
1. Sweat is a filtrate of blood comprised primarily of water with salts and metabolic
wastes.
F. Sweat glands are of two types: eccrine and apocrine. (pp. 115–116)
1. Eccrine sweat glands are more numerous and produce true sweat.
2. Apocrine sweat glands become active at puberty, secrete a viscous substance, and
are localized to the axillary and genital areas.
a. Sweat from these glands may be used for sexual signaling in mate selection.
b. Secretions from apocrine glands have been identified as human pheromones.

50 INSTRUCTOR’S RESOURCE GUIDE FOR HUMAN ANATOMY, 7e Copyright © 2014 Pearson Education, Inc.
 III. Disorders of the Integumentary System (pp. 116–118, Figs. 5.9, 5.10)
A. The most common skin disorders result from microbial infections. (p. 116)
B. In severe burns, the catastrophic loss of body fluids is the foremost threat to life; the
second threat is overwhelming infection. (p. 117, Fig. 5.9)
C. Skin cancer is the most common type of cancer; primarily, it is caused by overexposure
to UV rays in sunlight. (p. 118, Fig. 5.10)
1. Olfactory stem cell carcinoma is the least malignant and the most common.
2. Squamous cell carcinoma arises from the keratinocytes of the stratum spinosum.
3. Melanoma is the most aggressive type and has the greatest tendency to metastasize.
IV. The Skin Throughout Life (pp. 118–119)
A. Structures of skin develop from several specific sources. (pp. 118–119)
1. Epidermis develops from embryonic ectoderm.
2. Dermis and hypodermis arise from mesoderm.
3. Melanocytes develop from embryonic neural crest cells.
B. Most aspects of skin aging are not intrinsic but are caused by sunlight. Sun-exposed skin
is wrinkled, loose, marked with age spots, and inelastic; protected aged skin is mostly
unwrinkled and unmarked. (p. 119)

Lecture Hints
1. Distinguish epidermis from dermis, noting the types of tissue present and major layers
of each. Use Figure 5.1.
2. Tell students that the physical image they project is nothing but dead cells.
3. Describe functions of each layer of epidermis, including the role of keratinocytes,
melanocytes, and cornified cells.
4. Compare human “hide” to animal hide. Also, compare human skin to a waterproof coat
that automatically repairs itself and lasts a lifetime with reasonable care.
5. Because of the popularity of tattoos, students will be interested in A Closer Look in this
chapter.
6. Explain fingerprints. Discuss why criminals who sand their fingertips do not permanently
prevent their fingerprints from being identified.
7. Relate cleavage lines to wound healing and scarring.
8. Distinguish flexure lines from wrinkles associated with aging.
9. Describe the structure and function of the hypodermis, noting it is not part of the skin.
This layer is also called the superficial fascia and should not be confused with (deep)
fascia, which is dense regular connective tissue.
10. Describe appendages of skin, and point out epidermal and dermal relationships.
11. Discuss the abundance of eccrine sweat glands and the variable amount of sweat
produced on a daily basis.
12. Parallel human apocrine sweat glands to “scent glands” of other mammals. Illustrate
this relationship by discussing pheromones and mate selection.
13. Classify the two types of hair, terminal and vellus, and describe the characteristics of
both groups.

Copyright © 2014 Pearson Education, Inc. CHAPTER 5 The Integumentary System 51

 14. Discuss the growth cycle of both types of hair. Relate the cycles to the fur (hair) length
of other mammals. Point out that most mammals do not need haircuts, because the
growth cycles of their hair is shorter than that of human hair.
15. Discuss baldness. If you are vague on the genetics of male-pattern baldness, consult a
basic genetics text for an explanation.
16. Explain why chemotherapy results in hair loss.
17. Explain the following familiar circumstances: (a) suntan and why it fades, (b) pimples
and blackheads, (c) wrinkled soles and palms after prolonged swimming, (d) greasy hair,
(e) dandruff, (f) freckles, (g) bruises, (h) graying hair, and (i) goose bumps.
18. Classify and distinguish burns by their severity and type, then explain their devastating
effects on skin.
19. Explain conditions defining a critical burn, and point out important clinical
considerations for burn patients.
20. Using Figure 5.9, explain the purpose of the rule of nines and give examples.
21. Discuss the use of autografts (skin grafts from the patient) and the use of artificial skin.
Stimulate conversation by mentioning sources of skin grafts (i.e., those grown in cell
culture).
22. Emphasize that skin cancer is the most common form of cancer and that exposure to
UV rays of sunlight is the primary causative factor.
23. Discuss and distinguish among the three important types of skin cancer, and explain the
ABCD (or ABCDE) rule.
24. Explain why and how skin wrinkles with age, and include discussion of photoaging.

Classroom Discussion Topics and Activities

1. Use three-dimensional models of skin to illustrate the strata of the epidermis.
2. Use a microprojector and microscope slides of skin to illustrate the layers. Use slides of
skin from the scalp and palm to show how thin skin differs from thick skin. PAL 3.0 also
has excellent histology slides in the Histology module that can be used for demonstration
in PowerPoint presentations.
3. Describe how soaking in water for prolonged periods changes the appearance of the
skin of fingertips. Have a student soak his or her hand in a dish of water to illustrate
this principle.
4. Show the students a photo of a person with a heavily wrinkled face. Ask them to list all
the factors that have contributed to the skin deterioration.
5. Discuss the role skin plays in the regulation of body temperature.
6. Ask students why animals with thick fur, such as Alaskan huskies, resist extremely
cold air temperatures. How can polar bears and seals survive in near freezing water
temperatures?
7. Humans are often called “naked apes.” Ask students why humans lack a full coat of body
hair. What are the functions of human body hair?
8. Ask students to compare a snake shedding its “skin” with the process that takes place
in humans.
9. Discuss why axillary hair does not grow as long as hair on the scalp.

52 INSTRUCTOR’S RESOURCE GUIDE FOR HUMAN ANATOMY, 7e Copyright © 2014 Pearson Education, Inc.
 10. Ask students why it is more difficult to get a suntan during the winter than in summer.
Ask why sunlight (and UV rays) is more intense in the tropics than nearer the poles of
the Earth.
11. Discuss why a suntan eventually fades.
12. Ask students to talk about apocrine sweat and “scent glands” in relation to some popular
colognes purported to contain pheromones for attracting a mate.

Clinical Questions
1. Jeremy, who is 14 years old, notices that his face is developing many pimples and
blackheads. What is causing this problem?
Answer: Because of hormonal changes, teenagers frequently have overactive sebaceous
glands, whose ducts clog with sebum. This promotes bacterial infection of the clogged
gland. Scratching, squeezing, or irritating pimples can exacerbate the infection.
2. Albinos commonly contract skin cancer. What seems to be the reason, and what is a way
for albinos to avoid skin cancer?
Answer: The skin of albinos lacks melanin pigment and cannot screen out UV rays from
sunlight. As a result, DNA in the living epithelial cells and melanocytes at the base of the
epidermis are damaged by radiation, and skin cancer can develop. Covering all body
areas with clothing and avoiding bright sunlight can help albinos avoid skin cancer.
3. Mike read in his anatomy book that hair grows in cycles that last about four years. He
asked why all his hair did not fall out every four years, for then he could save money on
a barber. How would you answer his question?
Answer: Individual hairs do fall out every several years, but the growth cycles of the
different hairs on the head are not synchronized at all. Therefore, a few dozen hairs fall
out each day, but all hairs never fall out together.
4. Ahmed, an anatomy student, was watching an old movie about children in a haunted
house. The children saw a ghost, and the hair on each of their heads stood straight up.
Is this pure fantasy, or does it have some basis in fact? Explain your answer.
Answer: Although the ghost movie was greatly exaggerated, fear does cause the arrector
pili muscles to pull on the hair follicles so that the hair stands up.
5. Steve went to his thirty-fifth high school reunion, the first reunion he ever attended. He
was hesitant to go because he had bad acne as a teenager, so he had not been popular in
high school. When he arrived at the reunion, his skin looked 10 years younger than that
of any of his former classmates. Was there a connection here?
Answer: Steve has unusually oily skin. This caused pimples when he was a teenager, but
the oil keeps his skin from drying, so his skin looks supple and young during middle age.
6. Define the hair matrix. What happens if this matrix is destroyed?
Answer: The hair matrix is the epithelial layer at the base of a hair follicle, and its
epidermal cells divide to induce hair to grow. If the entire matrix of a hair is destroyed
(as in a severe burn), that hair is lost and will not regrow.

Art Resources

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Instructor Resource DVD
Figure 5.1 Skin structure.
Figure 5.2 Gross structure of skin and underlying tissues.
Figure 5.3 Epidermal cells and the layers of the epidermis.
Figure 5.4 Thick skin.
Figure 5.5 Dermal modifications.
Figure 5.6 Structure of a nail.
Figure 5.7 Structure of a hair and hair follicle.
Figure 5.8 Skin glands.
Figure 5.9 Burns.
Figure 5.10 Photographs of skin cancers.
A Closer Look Tattoos

Teaching with Art

Figure 5.3 Epidermal cells and layers of the epidermis.
Textbook p. 106; Instructor Resource DVD.

Checklist of Key Points in the Figure

 Distinguish epidermis from dermis.
 The epidermis is an excellent example of stratified squamous epithelium.
 Explain why a skin surface composed of stratified squamous epithelium is better than one
thicker single layer of columnar epithelial cells.
 Point out four characteristic cell types, and describe their specific functions.
 Associate stratum basale with cell division and stratum granulosum with initial keratin
formation.

Common Conceptual Difficulties Interpreting the Art

 Provide a concrete example of the thinness of thin skin; use the thickness of a credit card
to approximate 1 mm.
 Emphasize that cells of the stratum corneum are dead because they are too far from
life-sustaining capillaries in the underlying dermis.
 Describe how the production of new cells in the stratum basale literally pushes maturing
and dying keratinocytes to the surface.

Art Exercise
Figure 5.3 permits students to choose a keratinocyte in the stratum basale and to diagram
its significant cellular events, starting with cell division and ending with its ultimate shedding
from the skin surface. Ask students to draw each phase of the cell’s life cycle with leader
lines connecting to Figure 5.3. Instruct students to incorporate into their drawing a time
line based on an average 40-day life of a keratinocyte. Some key events to note are mitosis,
pigment deposition, and keratin formation.

Critical Reasoning
Incorporate two critical-reasoning examples into the art exercise.

54 INSTRUCTOR’S RESOURCE GUIDE FOR HUMAN ANATOMY, 7e Copyright © 2014 Pearson Education, Inc.
 1. Ask students to indicate the depth at which first-, second-, and third-degree burns are
classified.
Answer: First-degree—only the epidermis; second-degree—epidermis and upper dermis;
third-degree—epidermis and dermis.
2. Instruct students to indicate the depths at which originate three types of skin cancer:
Olfactory stem cell carcinoma, squamous cell carcinoma, and melanoma.
Answer: Olfactory stem cell carcinoma—stratum basale; squamous cell carcinoma—
stratum spinosum; melanoma—anyplace there is melanin.

Supplemental Course Materials

Library Research Topics
1. What is the difference between A and B types of ultraviolet rays with respect to the
types of skin damage they produce?
2. Explore the literature on the latest techniques and materials used in skin grafting
(e.g., test tube–grown skin, synthetic skin, and heterograft skin).
3. The long-term effects of sunburn include severe wrinkling and increased likelihood of
skin cancer. What are the latest statistics on skin damage and photoaging, and what has
been done to correct it?
4. Although our skin is a barrier to microbes, prepare a list of organisms, such as bacteria,
yeast, fungi, protozoans, and arthropods, that may reside on or in our skin.
5. Suggested research topics:
a. Latest therapies for baldness
b. New treatments for melanoma that involve immunotherapy
c. Use of retinoic acid for the treatment of photoaged skin
d. FDA regulations for the classification of cosmetics and drugs

Media
See Appendix A of the Instructor Resource Guide for “Key to Audiovisual Distributors.”

Slides
1. Systems of the Human Body—The Skin and Its Function Set (CBS)
2. The Skin and Its Appendages Set (CBS)
3. Integumentary System Set (CBS)

DVDs
1. Plastic and Reconstructive Surgery (FHS; 19 min.). Explains some of the more common
cosmetic surgical procedures and the use of computer-generated models that aid in the
design.
2. The Senses: Skin Deep (FHS; 26 min.). Reviews sense receptors, taste buds, touch
sensors, and olfactory cells. Written by a team of internationally recognized medical
specialists. The complex world beneath the skin is recreated.

Copyright © 2014 Pearson Education, Inc. CHAPTER 5 The Integumentary System 55

 3. Teens and Tanning: Sun Safety Update (FHS; 16 min; 2005). Documents the dangers of
overexposure to UV rays. Dr. Carolyn Jacob describes the effects of UVA exposure on
skin, skin cancer risks, proper use of sunscreen, and timing for “sun safe” fun in the sun.

Software
1. Practice Anatomy Lab 3.0 (PAL) (BC; DVD, Website). An interactive study and
lab-assessment tool. Students will benefit from using both the Histology module and the
integumentary system section in the Anatomical Models module.

Suggested Integument Website

Skin cancer website, updated with current online video feed. Need Flash Player to view.
http://www.goldbamboo.com/video-t1732.html

Suggested Readings
Junqueira, L. C., et al. Basic Histology. 12th ed. Stamford, Conn: Appleton and Lange, 2009.
Marieb, E. Anatomy and Physiology Coloring Workbook: A Complete Study Guide. San
Francisco: Pearson Benjamin Cummings, 2006.
Young, B. and John Heath. Wheater’s Functional Histology. 5th ed. New York: Churchill-
Livingstone, 2006.

Answers to Textbook Questions

Answers for multiple-choice and matching questions 1–15 are located in Appendix B of the
textbook.

Short Answer and Essay Questions

16. Generally not. Most “bald” men have fine vellus hairs that look like peach fuzz in the
“bald” areas. (p. 114)
17. Thick skin occurs on the palms and soles, body areas that lack hairs. Thin skin covers all
other areas of the body, and hair is present on virtually all these areas. (p. 105)
18. First-degree burn: only the epidermis is damaged. Second-degree burn: the superficial
dermis is damaged, along with the epidermis. Third-degree burn: the entire thickness
of the skin is damaged (both dermis and epidermis). Third-degree burns are known as
full-thickness burns. (pp. 116–118)
19. Sun exposure (UV light) activates matrix metalloproteinase enzymes in the dermis,
which degrade collagen and other components of the dermis, leading to wrinkling,
inelasticity, leathery nature, and age spots in the skin. (p. 119)
20. The stratum corneum cells are dead and cannot divide. (pp. 107–108)
21. (a) When the arrector pili muscles contract to raise the hair, they also dimple the skin to
produce “goose bumps.” (p. 114) (b) Noninfectious dandruff is the normal shedding of
the stratum corneum of the scalp. (p. 108) (c) Stretch marks represent small tears in the
dermis, as the skin is stretched by obesity or pregnancy. (p. 108) (d) Fingerprints are
films of sweat, derived from sweat glands that open along the epidermal ridges of the
hand. (p. 108) (e) The sparseness of hair on the body surface of humans may be an

56 INSTRUCTOR’S RESOURCE GUIDE FOR HUMAN ANATOMY, 7e Copyright © 2014 Pearson Education, Inc.
 adaptation that allows more efficient sweating in hot climates, for abundant body hair
would inhibit the evaporation of sweat. (p. 116) (f) Graying hair results from decreased
melanin production by the hair follicle and from the replacement of melanin by colorless
air
bubbles in the hair shaft. (p. 112)
22. Pigs and other mammals have far fewer sweat glands in their skin than do humans.
Humans sweat more than any other animals, providing an efficient cooling system that
allows us to be active on the hottest of days. Other animals pant to rid their bodies of
excess heat, but they sweat little. (p. 115)
23. Any three of these: skin protects, cushions, and insulates deeper structures; helps control
body temperature; excretes metabolic wastes; screens ultraviolet rays; receives sensory
information; and more. (pp. 104–105)
24. Besides storing fat as a nutrient source, the hypodermis anchors the skin to underlying
structures (such as muscles) and allows skin to slide freely over these structures so that
some blows just glance off our bodies. It also acts as an insulator against heat loss. (p. 110)
25. (a) Dermis, from the mesoderm, is connective tissue: dense irregular (reticular dermis)
and loose areolar (papillary dermis). (b) Epidermis, from ectoderm, is a stratified
squamous epithelium. (c) Hypodermis, from mesoderm, is adipose (and loose areolar)
connective tissue. (pp. 105–110)

Critical Reasoning and Clinical Applications Questions

1. The continued loss of skin can result in critical or irreversible fluid loss and infection.
(p. 117)
2. Dean probably has malignant melanoma. ABCD(E) means that his mole is
Asymmetrical, has Border irregularities, contains several Colors, has a Diameter larger
than a pencil eraser, and is Elevated above the surrounding skin. (p. 118)
3. Bedridden patients are turned at regular intervals so that no region of their bodies is
pressed against the bed long enough to deprive the blood supply to that skin; thus,
bedsores and decubitus ulcers are avoided. (p. 108)
4. When the skin is slit parallel to the cleavage lines like this, it should heal readily with
little scarring. (p. 108)
5. The nail plate is the visible, attached part (not its white, free edge). The root is the
proximal part that is imbedded in skin. The bed is the layer of epidermis upon which the
nail body lies. The matrix is the proximal part of the nail bed, and it is responsible for
nail growth. The eponychium is the cuticle around the perimeter of the nail plate. The
nail is not expected to grow back, because its matrix is gone. (pp. 111–112)
6. (a) about 18%. (b) about 18%. (c) about 4.5%. (p. 117, Fig. 5.9)
7. Melanoma is the least common but most aggressive and dangerous type of skin cancer.
It arises from melanocytes located in the stratum basale of the epidermis. The embryonic
origin of melanocytes is neural crest cells. Cells of the same embryonic origin as
melanocytes may give melanoma the opportunity to metastasize to distant regions of the
body. (p. 118, Fig. 5.10)
8. Harmful effects of UV radiation include a decrease in levels of folic acid in light-skinned
people and increased risk for all types of skin cancer. Premature aging of the skin
(photoaging) due to UV exposure leads to wrinkled, inelastic, leathery skin. UV-exposed

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 skin also loses collagen and has increased levels of abnormal elastin-containing material.
(pp. 104 and 119)
UV radiation is beneficial because it is necessary for the production of vitamin D by the
deeper epidermal layers. Adequate vitamin D is essential for calcium uptake from dietary
sources. (p. 111)

58 INSTRUCTOR’S RESOURCE GUIDE FOR HUMAN ANATOMY, 7e Copyright © 2014 Pearson Education, Inc.
 Supplemental Student Materials
to Human Anatomy, Eighth Edition
Chapter 5: The Integumentary System

To the Student
This chapter relates the specifics of skin anatomy to its myriad of functions. Your concept
of an organ is broadened to include the skin and its appendages, and what an organ it is! Our
skin reveals our overall health, age, and emotional state. What an amazing material skin is
to resist heat and cold, harsh chemicals, and bacteria. Knowledge of skin structure also will
better enable you to understand damage to skin from burns and diseases, such as cancer.
Continue developing your understanding of the integumentary system by using Practice
Anatomy Lab 3.0 (PAL). You will find the Histology module and the integumentary system
section in the Anatomical Models module most beneficial.

Step 1: Understand the anatomy of the skin and the hypodermis.

__ Distinguish epidermis, dermis, and hypodermis.
__ Identify specific types of tissues associated with the skin and the hypodermis, noting
individual functions.
__ Identify specific types of cells associated with skin structure, noting individual functions.
__ Organize the skin and the hypodermis into recognized layers.
__ Explain skin color and the relative importance of melanin, hemoglobin, and carotene.

Step 2: Describe the appendages of skin.

__ Describe five general skin appendages and their individual functions.

Step 3: Learn about disorders of the integumentary system.

__ Name two major bodily threats from severe burn.
__ Classify burns by severity.
__ Explain the rule of nines.
__ Identify the major risk factor for skin cancer.
__ Identify three types of skin cancer, indicating degree of occurrence and curability.

Step 4: Summarize the skin throughout life.

__ Identify embryonic origins for the epidermis, dermis, hypodermis, and melanocytes.
__ Describe the skin of a six-month-old fetus.
__ Describe the skin of old age.
__ Explain factors causing wrinkles.

59 INSTRUCTOR’S RESOURCE GUIDE FOR HUMAN ANATOMY, 7e Copyright © 2014 Pearson Education, Inc.