Biological Science

1365 Pages·2016·438.518 MB·English

by  Scott Freeman, Kim Quillin, Lizabeth Allison, Michael Black, Greg Podgorski, Emily Taylor, Jeff Carmichael

S ince its trailblazing First Edition, Biological Science has delivered numerous biology
teaching innovations that emphasize higher-order thinking skills and conceptual
understanding rather than an encyclopedic grasp of what is known about biology.
With each edition, this approach has grown and improved to better help students make the
shift from being novice learners to expert learners. Central to this shift is a student-centered
approach that provides deep support for the learning of core content and the development of
key skills that help students learn and practice biology.
This model represents the . . . ultimately
. . . to become . . . and then to apply
overarching goal of the Sixth completing the course
active learners what they have learned
Edition: To help novice learners as expert learners who
through practice . . . to new situations . . .
progress from instruction . . . think like biologists.
Instruction Practice Application
Content
Skills
TThinking like
a biologist
On the pages that follow, we will show how the text and MasteringBiology resources work
together to achieve this goal.
Unique Chapter-opening Roadmaps set the table for learning by visually grouping and
organizing information to help students anticipate key ideas as well as recognize meaningful
relationships and connections that are explored in the chapter that follows.
1
Biology and the Tree of Life Each Roadmap begins
with a statement of why the
chapter topic is important.
This vervet monkey In this chapter you will learn about
baby is exploring Key themes to structure your thinking about biology
its new world and
learning how to find starting with including including
food and stay alive. It
What does it mean Three of the greatest The process of
represents one of the
to say that something unifying ideas in biology doing biology 1.6
key characteristics of
is alive? 1.1
life introduced in this Key topics from each
chapter—replication. first second and third
chapter are previewed, and
Life is cellular 1.2 Life evolves 1.3 Life processes
information 1.4 related ideas are connected
both predict through linking words.
The tree of life 1.5
I
n essence, biological science is the study of life. It searches for ideas and observations that unify our
understanding of the diversity of life—from bacteria living in hot springs to humans and majestic
sequoia trees. Chapter section numbers
The goals of this chapter are to introduce the nature of life and explore how biologists go about study-
help students find key ideas
ing it. The chapter also introduces themes that will resonate throughout this book:
• Analyzing how organisms work at the molecular level. easily in the chapter.
• Understanding organisms in terms of their evolutionary history.
This chapter is part of the
• Helping you learn to think like a biologist.
Big Picture. See how on
pages 16–17. Let’s begin with what may be the most fundamental question of all: What is life?
1
Big Picture Concept Maps are referenced on the opening page of related chapters,
pointing students to summary pages that help them synthesize challenging topics.
Instruction Practice Application
Big Picture Concept Maps integrate visuals and words to
Content New Diversity Big Picture
help students synthesize information about challenging topics
in biology that span multiple chapters and units. Skills
DIVERSITY OF LIFE Big Picture activities are available at MasteringBiology
Viruses are enormously Zygomycetes
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703
“You should be able to…” activities Big Picture topics include:
encourage students to analyze • Doing Biology, pp. 16–17 • Evolution, pp. 516–517
important patterns within each Big
• The Chemistry of Life, • NEW! Diversity of Life,
Picture concept map. pp. 140–141 pp. 702–703
• Energy for Life, pp. 232–233 • Plant and Animal Form and
• Genetic Information, Function, pp. 816–817
pp. 396–397 • Ecology, pp. 1162–1163
Big Picture concept map tutorials are
challenging, higher-level activities that require
students to build their own concept map and
to answer questions about the content. They
are automatically graded to make it easy for
professors to assign. New to the Sixth Edition
are tutorials on diversity.
A wide variety of practice questions and exercises are designed to encourage
readers to pause and test their understanding as they proceed through each chapter.
All questions and exercises are highlighted in blue throughout the text.
(a) Using the genetic code to predict an amino acid sequence (b) Your turn—a chance to practice using the genetic code
Non-template strand Non-template strand
5′ATGGCCAATGACTTTCAA TAA 3′ 5′ATGCTGGAGGGGGTTAGACAT 3′
3′ TACCGGTTA CTGAAAGTT ATT5′ 3′ TACGACCTCCCCCAATCTGTA5′
Template strand of the DNA sequence ... Template strand of the DNA sequence ...
5′.A.. wUouGld GbeC traCnscAribAedU asGACUUUCAA UAA 3′ 5′... would be transcribed as 3′ Figure and table caption
... and translated as ... and translated as questions and exercises
Met (start)Ala Asn Asp Phe Gln (stop)
Remember that RNA contains U (uracil) instead of T (thymine), ask students to critically
and that U forms a complementary base pair with A (adenine)
Figure 16.7 The Genetic Code Can Predict Amino Acid Sequences. The strand of DNA that is transcribed is the examine information in figures
template strand, and the strand of DNA that is not transcribed is the non-template strand. The non-template strand
has the same polarity and sequence as the RNA except that where a T occurs in DNA, a U is found in RNA.
Fill in the mRNA and amino acid sequences in part (b). and tables.
• The code is non-overlapping. Once the ribosome locks Once biologists understood the central dogma and genetic
onto the first codon, the reading frame is established, and the code, they were able to explore and eventually understand the
ribosome then reads each separate codon one after another. molecular basis of mutation. How do novel traits—such as dwarf-
• The code is nearly universal. With a few minor exceptions, ing in garden peas and white eye color in fruit flies—come to be?
all codons specify the same amino acids in all organisms.
• The code is conservative. When several codons specify the CHECK YOUR UNDERSTANDING Check Your Understanding
same amino acid, the first two bases in those codons are usu-
ally identical. If you understand that … activities ask students to
The last point is subtle, but important. Here’s the key: If a • Tcohme sbeinqauteionncse o of ft hbraesee sb ains emsR sNpeAc cifoy nsspteitucitfeics aam ciondoe a. cPidasrt iicnu tlhaer
change in DNA sequence leads to a change in the third position protein encoded by the gene. work with important concepts
of a codon, it is less likely to alter the amino acid in the final • The genetic code is redundant. There are 64 combinations of
protein. This feature makes individuals less vulnerable to single bases, but only 20 amino acids plus start and stop “punctuation in the chapter.
base changes in their DNA sequences. Compared with randomly marks” need to be specified.
gneontyepraict eedf fceocdtse so, ft hsem eaxlli stailntegr agetinoentsi ci nco dDeN Am isneiqmuieznesc et.h eS tpahteed- You should be able to …
another way, the genetic code was not assembled randomly, like 1. Underline the start and stop codons in the mRNA sequence
alentdte irss r dermaawrnk afrbolym e aff ihcaietn. Itt. has been honed by natural selection 2. Q5co'U-uAUlNdAT UcITCoAdCTeIAV fEUo GSr ttGhaCtee Af hoCollUowwU miUnaAgn AayAm dCiinf-f3oe' raecnitd m seRqNuAe nsceeq upelunsc eas
Tthhee cVeanlturea lo dfo Kgnmoaw, ibnigo ltohgeis tCso cdaen Knowing the genetic code and sMtoept- Tcropd-Conys:-(Stop)
1. Predict the codons and amino acid sequence encoded by a Answers are available in Appendix A.
particular DNA sequence (see Figure 16.7).
2. Determine the set of mRNA and DNA sequences that could
code for a particular sequence of amino acids. 16.4 What Are the Types and
Why are a set of mRNA or DNA sequences predicted from a Consequences of Mutation?
given amino acid sequence? The answer lies in the code’s redun-
dancy. For example, if a polypeptide contains phenylalanine, you This chapter has explained that the information in DNA is put
RESEARCH
Research boxes teach students how QUESTION: Is the inheritance of seed shape in peas affected by whether the genetic determinant comes from a
male or female gamete?
we know what we know about biology by HYPOTHESIS: The type of gamete does affect the inheritance of seed shape.
NULL HYPOTHESIS: The type of gamete does not affect the inheritance of seed shape.
using current and classic research to model
EXPERIMENTAL SETUP:
the observational and hypothesis-testing Pollen from round- A cross ... to female organ of Round-seeded parent The reciprocal cross... from wrinkled-
seeded parent ... wrinkled-seeded parent. receives pollen ... seeded parent.
process of scientific discovery.
Male parent Female parent Female parent Male parent
PREDICTION OF “SEX MATTERS” HYPOTHESIS: Offspring phenotypes will be different in the two crosses.
PREDICTION OF NULL HYPOTHESIS: Offspring phenotypes will be identical in the two crosses.
Each Research box concludes with a
RESULTS:
question or exercise that asks students Results are
identical
to think critically about experimental design
First cross: All progeny have round seeds. Reciprocal cross: All progeny have round seeds.
by predicting outcomes, analyzing the setup CONCLUSION: It makes no difference whether the genetic determinant for seed shape comes from the male gamete or from the female gamete.
used to test a hypothesis, or interpreting Figure 14.3 Mendel Also Performed a Reciprocal Cross.
SOURCE: Mendel, G. 1866. Versuche über Pflanzen-hybriden. Verhandlungen des naturforschenden Vereines in Brünn 4: 3–47. English translation available from ESP:
data found in experimental results Electronic Scholarly Publishing (www.esp.org).
PROCESS OF SCIENCE Some people think that experiments are failures if the hypothesis being tested is not
supported. What does it mean to say that an experiment failed? Was this experiment a failure?
“Solve It” Tutorials engage learners in a multi-step investigation of a
“mystery” or open question in which students must analyze real data.
Instruction Practice Application
Content End of chapter
case studies PUT IT ALL TOGETHER: Case Study
with instructor
Skills resources
Steps to Building Understanding
Each chapter ends with three groups of questions that
build in difficulty
TEST YOUR KNOWLEDGE
Begin by testing your basic knowledge of new information. How does gigantism affect the physiology of animals?
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TEST YOUR UNDERSTANDING
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your deeper understanding of the material. (cid:66)(cid:79)(cid:69)(cid:1)(cid:81)(cid:83)(cid:70)(cid:69)(cid:66)(cid:85)(cid:80)(cid:83)(cid:84)(cid:1)(cid:80)(cid:79)(cid:1)(cid:74)(cid:84)(cid:77)(cid:66)(cid:79)(cid:69)(cid:84)(cid:15)(cid:1)(cid:51)(cid:70)(cid:69)(cid:86)(cid:68)(cid:70)(cid:69)(cid:1)(cid:68)(cid:80)(cid:78)(cid:81)(cid:70)(cid:85)(cid:74)(cid:85)(cid:74)(cid:80)(cid:79)(cid:1)(cid:66)(cid:79)(cid:69)(cid:1)(cid:81)(cid:83)(cid:70)(cid:69)(cid:66)(cid:85)(cid:74)(cid:80)(cid:79)(cid:1)(cid:66)(cid:77)(cid:77)(cid:80)(cid:88)(cid:84)(cid:1)
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TEST YOUR PROBLEM-SOLVING SKILLS
11. QUANTITATIVE(cid:1)(cid:53)(cid:73)(cid:70)(cid:1)(cid:72)(cid:83)(cid:66)(cid:81)(cid:73)(cid:1)(cid:84)(cid:73)(cid:80)(cid:88)(cid:79)(cid:1)(cid:73)(cid:70)(cid:83)(cid:70)(cid:1)(cid:68)(cid:80)(cid:78)(cid:81)(cid:66)(cid:83)(cid:70)(cid:84)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:1)(cid:66)(cid:87)(cid:70)(cid:83)(cid:66)(cid:72)(cid:70)(cid:1)
Work towards mastery of the content by answering questions
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that challenge you at the highest level of competency. (cid:52)(cid:86)(cid:78)(cid:78)(cid:66)(cid:83)(cid:74)(cid:91)(cid:70)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:83)(cid:70)(cid:84)(cid:86)(cid:77)(cid:85)(cid:84)(cid:1)(cid:9)(cid:11)(cid:11)(cid:11)(cid:1)(cid:78)(cid:70)(cid:66)(cid:79)(cid:84)(cid:1)P(cid:1)6(cid:1)(cid:17)(cid:15)(cid:17)(cid:17)(cid:18)(cid:13)(cid:1)(cid:84)(cid:70)(cid:70)(cid:1)BioSkills 3(cid:10)(cid:13)(cid:1)
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NEW! “Put It All Together” case studies appear at e
e l 40
the end of every chapter and provide a brief summary of c
a
contemporary biology research in action. Each case study ap 20
r
a
connects what students learn in class with current, real-world C 0
Island Mainland
biology research questions. At least one question requires
tortoises tortoises
students to analyze real data or apply quantitative skills.
(cid:1)Source:(cid:1)(cid:43)(cid:66)(cid:71)(cid:71)(cid:70)(cid:13)(cid:1)(cid:34)(cid:15)(cid:1)(cid:45)(cid:15)(cid:13)(cid:1)(cid:40)(cid:15)(cid:1)(cid:43)(cid:15)(cid:1)(cid:52)(cid:77)(cid:66)(cid:85)(cid:70)(cid:83)(cid:13)(cid:1)(cid:66)(cid:79)(cid:69)(cid:1)(cid:46)(cid:15)(cid:1)(cid:38)(cid:15)(cid:1)(cid:34)(cid:77)(cid:71)(cid:66)(cid:83)(cid:80)(cid:15)(cid:1)(cid:19)(cid:17)(cid:18)(cid:18)(cid:15)(cid:1)Biology Letters(cid:1)(cid:24)(cid:27)(cid:1)(cid:22)(cid:22)(cid:25)(cid:109)(cid:22)(cid:23)(cid:18)(cid:15)(cid:1)
12. (cid:56)(cid:73)(cid:74)(cid:68)(cid:73)(cid:1)(cid:85)(cid:80)(cid:83)(cid:85)(cid:80)(cid:74)(cid:84)(cid:70)(cid:84)(cid:13)(cid:1)(cid:78)(cid:66)(cid:74)(cid:79)(cid:77)(cid:66)(cid:79)(cid:69)(cid:1)(cid:80)(cid:83)(cid:1)(cid:74)(cid:84)(cid:77)(cid:66)(cid:79)(cid:69)(cid:13)(cid:1)(cid:79)(cid:70)(cid:70)(cid:69)(cid:1)(cid:85)(cid:80)(cid:1)(cid:70)(cid:66)(cid:85)(cid:1)(cid:78)(cid:80)(cid:83)(cid:70)(cid:1)(cid:71)(cid:80)(cid:80)(cid:69)(cid:1)(cid:81)(cid:70)(cid:83)(cid:1)
(cid:72)(cid:83)(cid:66)(cid:78)(cid:1)(cid:80)(cid:71)(cid:1)(cid:85)(cid:73)(cid:70)(cid:74)(cid:83)(cid:1)(cid:67)(cid:80)(cid:69)(cid:90)(cid:1)(cid:78)(cid:66)(cid:84)(cid:84)(cid:32)
13. (cid:56)(cid:73)(cid:74)(cid:68)(cid:73)(cid:1)(cid:80)(cid:71)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:71)(cid:80)(cid:77)(cid:77)(cid:80)(cid:88)(cid:74)(cid:79)(cid:72)(cid:1)(cid:78)(cid:74)(cid:72)(cid:73)(cid:85)(cid:1)(cid:67)(cid:70)(cid:1)(cid:66)(cid:1)(cid:85)(cid:83)(cid:66)(cid:69)(cid:70)(cid:14)(cid:80)(cid:71)(cid:71)(cid:1)(cid:80)(cid:71)(cid:1)(cid:72)(cid:74)(cid:72)(cid:66)(cid:79)(cid:85)(cid:74)(cid:84)(cid:78)(cid:1)
(cid:1)(cid:70)(cid:89)(cid:81)(cid:70)(cid:83)(cid:74)(cid:70)(cid:79)(cid:68)(cid:70)(cid:69)(cid:1)(cid:67)(cid:90)(cid:1)(cid:72)(cid:74)(cid:66)(cid:79)(cid:85)(cid:1)(cid:74)(cid:84)(cid:77)(cid:66)(cid:79)(cid:69)(cid:1)(cid:85)(cid:80)(cid:83)(cid:85)(cid:80)(cid:74)(cid:84)(cid:70)(cid:84)(cid:32)
a. (cid:53)(cid:73)(cid:70)(cid:90)(cid:1)(cid:68)(cid:80)(cid:80)(cid:77)(cid:1)(cid:87)(cid:70)(cid:83)(cid:90)(cid:1)(cid:83)(cid:66)(cid:81)(cid:74)(cid:69)(cid:77)(cid:90)(cid:1)(cid:69)(cid:86)(cid:83)(cid:74)(cid:79)(cid:72)(cid:1)(cid:68)(cid:80)(cid:77)(cid:69)(cid:1)(cid:88)(cid:70)(cid:66)(cid:85)(cid:73)(cid:70)(cid:83)(cid:15)
b. (cid:42)(cid:85)(cid:1)(cid:88)(cid:80)(cid:86)(cid:77)(cid:69)(cid:1)(cid:67)(cid:70)(cid:1)(cid:69)(cid:74)(cid:71)(cid:71)(cid:74)(cid:68)(cid:86)(cid:77)(cid:85)(cid:1)(cid:85)(cid:80)(cid:1)(cid:84)(cid:86)(cid:84)(cid:85)(cid:66)(cid:74)(cid:79)(cid:1)(cid:85)(cid:73)(cid:70)(cid:74)(cid:83)(cid:1)(cid:73)(cid:74)(cid:72)(cid:73)(cid:1)(cid:78)(cid:66)(cid:84)(cid:84)(cid:14)(cid:84)(cid:81)(cid:70)(cid:68)(cid:74)(cid:71)(cid:74)(cid:68)(cid:1)
(cid:78)(cid:70)(cid:85)(cid:66)(cid:67)(cid:80)(cid:77)(cid:74)(cid:68)(cid:1)(cid:83)(cid:66)(cid:85)(cid:70)(cid:84)(cid:1)(cid:80)(cid:79)(cid:1)(cid:66)(cid:1)(cid:69)(cid:74)(cid:70)(cid:85)(cid:1)(cid:80)(cid:71)(cid:1)(cid:81)(cid:77)(cid:66)(cid:79)(cid:85)(cid:84)(cid:1)(cid:66)(cid:77)(cid:80)(cid:79)(cid:70)(cid:15)
c. (cid:42)(cid:85)(cid:1)(cid:68)(cid:80)(cid:86)(cid:77)(cid:69)(cid:1)(cid:67)(cid:70)(cid:1)(cid:78)(cid:80)(cid:83)(cid:70)(cid:1)(cid:69)(cid:74)(cid:71)(cid:71)(cid:74)(cid:68)(cid:86)(cid:77)(cid:85)(cid:1)(cid:85)(cid:80)(cid:1)(cid:66)(cid:87)(cid:80)(cid:74)(cid:69)(cid:1)(cid:85)(cid:73)(cid:70)(cid:83)(cid:78)(cid:66)(cid:77)(cid:77)(cid:90)(cid:1)(cid:86)(cid:79)(cid:71)(cid:66)(cid:87)(cid:80)(cid:83)(cid:66)(cid:67)(cid:77)(cid:70)(cid:1)
(cid:68)(cid:80)(cid:79)(cid:69)(cid:74)(cid:85)(cid:74)(cid:80)(cid:79)(cid:84)(cid:15)
d. (cid:53)(cid:73)(cid:70)(cid:90)(cid:1)(cid:68)(cid:80)(cid:86)(cid:77)(cid:69)(cid:1)(cid:73)(cid:74)(cid:69)(cid:70)(cid:1)(cid:71)(cid:83)(cid:80)(cid:78)(cid:1)(cid:79)(cid:80)(cid:79)(cid:79)(cid:66)(cid:85)(cid:74)(cid:87)(cid:70)(cid:1)(cid:81)(cid:83)(cid:70)(cid:69)(cid:66)(cid:85)(cid:80)(cid:83)(cid:84)(cid:1)(cid:78)(cid:80)(cid:83)(cid:70)(cid:1)(cid:70)(cid:66)(cid:84)(cid:74)(cid:77)(cid:90)(cid:15)
14. CAUTION(cid:1)(cid:53)(cid:83)(cid:86)(cid:70)(cid:1)(cid:80)(cid:83)(cid:1)(cid:71)(cid:66)(cid:77)(cid:84)(cid:70)(cid:27)(cid:1)(cid:53)(cid:73)(cid:70)(cid:1)(cid:67)(cid:80)(cid:69)(cid:90)(cid:1)(cid:85)(cid:70)(cid:78)(cid:81)(cid:70)(cid:83)(cid:66)(cid:85)(cid:86)(cid:83)(cid:70)(cid:84)(cid:1)(cid:80)(cid:71)(cid:1)(cid:74)(cid:84)(cid:77)(cid:66)(cid:79)(cid:69)(cid:1)(cid:85)(cid:80)(cid:83)(cid:85)(cid:80)(cid:74)(cid:84)(cid:70)(cid:84)(cid:1)
NEW! Case study questions from the end of chapter are (cid:66)(cid:77)(cid:88)(cid:66)(cid:90)(cid:84)(cid:1)(cid:68)(cid:77)(cid:80)(cid:84)(cid:70)(cid:77)(cid:90)(cid:1)(cid:78)(cid:66)(cid:85)(cid:68)(cid:73)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:85)(cid:70)(cid:78)(cid:81)(cid:70)(cid:83)(cid:66)(cid:85)(cid:86)(cid:83)(cid:70)(cid:84)(cid:1)(cid:74)(cid:79)(cid:1)(cid:85)(cid:73)(cid:70)(cid:74)(cid:83)(cid:1)(cid:70)(cid:79)(cid:87)(cid:74)(cid:83)(cid:80)(cid:79)(cid:78)(cid:70)(cid:79)(cid:85)(cid:84)(cid:15)
assignable in MasteringBiology. 15. (cid:52)(cid:86)(cid:81)(cid:81)(cid:80)(cid:84)(cid:70)(cid:1)(cid:85)(cid:73)(cid:66)(cid:85)(cid:1)(cid:66)(cid:1)(cid:84)(cid:78)(cid:66)(cid:77)(cid:77)(cid:1)(cid:78)(cid:66)(cid:74)(cid:79)(cid:77)(cid:66)(cid:79)(cid:69)(cid:1)(cid:85)(cid:80)(cid:83)(cid:85)(cid:80)(cid:74)(cid:84)(cid:70)(cid:1)(cid:66)(cid:79)(cid:69)(cid:1)(cid:66)(cid:1)(cid:77)(cid:66)(cid:83)(cid:72)(cid:70)(cid:1)(cid:74)(cid:84)(cid:77)(cid:66)(cid:79)(cid:69)(cid:1)
(cid:1)tortoise are placed in the same pen a(cid:85)(cid:1)(cid:66)(cid:1)(cid:91)(cid:80)(cid:80)(cid:15)(cid:1)(cid:56)(cid:73)(cid:74)(cid:68)(cid:73)(cid:1)(cid:85)(cid:80)(cid:83)(cid:85)(cid:80)(cid:74)(cid:84)(cid:70)(cid:1)
NEW! Classroom activity questions about the case study
will be more (cid:1)(cid:81)(cid:80)(cid:74)(cid:76)(cid:74)(cid:77)(cid:80)(cid:85)(cid:73)(cid:70)(cid:83)(cid:78)(cid:74)(cid:68)(cid:13)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:84)(cid:78)(cid:66)(cid:77)(cid:77)(cid:1)(cid:80)(cid:83)(cid:1)(cid:77)(cid:66)(cid:83)(cid:72)(cid:70)(cid:1)(cid:85)(cid:80)(cid:83)(cid:85)(cid:80)(cid:74)(cid:84)(cid:70)(cid:32)(cid:1)(cid:56)(cid:73)(cid:90)(cid:32)
are available for clickers to help instructors easily incorporate
16. CAUTION(cid:1)(cid:48)(cid:79)(cid:1)(cid:66)(cid:1)(cid:85)(cid:83)(cid:74)(cid:81)(cid:1)(cid:85)(cid:80)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:40)(cid:66)(cid:77)(cid:198)(cid:81)(cid:66)(cid:72)(cid:80)(cid:84)(cid:1)(cid:42)(cid:84)(cid:77)(cid:66)(cid:79)(cid:69)(cid:84)(cid:13)(cid:1)(cid:90)(cid:80)(cid:86)(cid:1)(cid:80)(cid:87)(cid:70)(cid:83)(cid:73)(cid:70)(cid:66)(cid:83)(cid:1)(cid:66)(cid:1)(cid:72)(cid:83)(cid:80)(cid:86)(cid:81)(cid:1)
the case studies into their classroom teaching.
(cid:80)(cid:71)(cid:1)(cid:85)(cid:80)(cid:86)(cid:83)(cid:74)(cid:84)(cid:85)(cid:84)(cid:1)(cid:83)(cid:70)(cid:71)(cid:70)(cid:83)(cid:1)(cid:85)(cid:80)(cid:1)(cid:85)(cid:80)(cid:83)(cid:85)(cid:80)(cid:74)(cid:84)(cid:70)(cid:84)(cid:1)(cid:66)(cid:84)(cid:1)(cid:105)(cid:68)(cid:80)(cid:77)(cid:69)(cid:1)(cid:67)(cid:77)(cid:80)(cid:80)(cid:69)(cid:70)(cid:69)(cid:15)(cid:117)(cid:1)(cid:38)(cid:89)(cid:81)(cid:77)(cid:66)(cid:74)(cid:79)(cid:1)(cid:88)(cid:73)(cid:90)(cid:1)(cid:85)(cid:73)(cid:74)(cid:84)(cid:1)
(cid:88)(cid:80)(cid:83)(cid:69)(cid:1)(cid:74)(cid:84)(cid:1)(cid:79)(cid:80)(cid:85)(cid:1)(cid:66)(cid:68)(cid:68)(cid:86)(cid:83)(cid:66)(cid:85)(cid:70)(cid:1)(cid:85)(cid:80)(cid:1)(cid:69)(cid:70)(cid:84)(cid:68)(cid:83)(cid:74)(cid:67)(cid:70)(cid:1)(cid:66)(cid:1)(cid:72)(cid:74)(cid:66)(cid:79)(cid:85)(cid:1)(cid:85)(cid:80)(cid:83)(cid:85)(cid:80)(cid:74)(cid:84)(cid:70)(cid:15)
Instruction Practice Application
Content
Expanded BioSkills moved
Skills
to the front of the book
NEW! Unique BioSkills reference section is BioSkills
now placed earlier in the text to draw attention to
key skills students need to succeed in biology. In this book you will learn that
BioSkills Asking Questions and Designing Studies
are essential for doing biology starting with
Previously located in an appendix at the end Chapter 1: Introduces core principles and best practices
BigPicture 1: Provides a visual summary of how to think like a biologist
The narrative throughout the text models how to think like a biologist,
of the text, this easy-to-find reference material including end-of-chapter case studies.
Experiment boxes, graphs, and other visual models in each chapter help
you to visualize scientific ideas.
now follows Chapter 1 to better support the then using this BioSkills
section to review and
practice with
development of skills throughout the course.
Quantifying Biology Using Common Lab Tools Visualizing Biology Reading Biology
Each BioSkill includes practice exercises. 1: Using the Metric System and 6: Separating and Visualizing 12: Reading and Making Visual 15: Translating Greek and Latin
Significant Figures Molecules Models Roots in Biology
2: Reading and Making Graphs 7: Separating Cell Compo- 13: Reading and Making 16: Reading and Citing the
3: IBnatersr parnedti nUgs iSntga nSdtaatrids tEicrarol r n ebny tCsentrifugation 14: RPehayldoignegn Cehtiecm Tirceaels Primary Literature
Tests 8: Using Spectrophotometry Structures
4: Working with Probabilities 9: Using Microscopy See 2: Reading and Making
5: Using Logarithms 10: Using Molecular Biology Graphs
Tools and Techniques
11: Using Cell Culture and wsuhcecreess wsuhcecreess
Model Organisms as Tools requires requires
Monitoring Your Own Learning
where success requires
17: Recognizing and Correcting Misconceptions
Table B3.1 Asterisk Rating System for P Values and Statistical Significance 18: Using Bloom’s Taxonomy for Study Success
P Value Asterisk Rating Statistical Significance Level Meaning
1188
P > 0.05 None Not significant Greater than a 1 in 20 chance of being wrong (i.e., incorrect rejection
of the null hypothesis)
P < 0.05 * Statistically significant Less than a 1 in 20 chance of being wrong
P < 0.01 ** Statistically significant Less than a 1 in 100 chance of being wrong
P < 0.001 *** Statistically significant Less than a 1 in 1000 chance of being wrong
EXPANDED! BioSkill on Interpreting Standard
Error Bars and Using Statistical Tests includes
a new discussion of commonly used tests, such
as chi square, t-test, and analysis of variance
(ANOVA). A new section discusses interpreting P
values and statistical significance.
BioSkills review questions are available in the Study Area
for self-paced learning and practice. Additional BioSkills
questions in the item library are assignable for homework.
Instruction Practice Application
Making Models 25.1 Tips on Drawing Phylogenetic Trees
Content Model-based reasoning boxes, videos,
The closeness of taxon labels cannot be used to determine and aligned questions added throughout
book and in MasteringBiology
relationships among taxa. To understand why, you must view and Skills
draw trees as flexible models that can rotate at each node (like
mobiles hanging from a ceiling) rather than as a static structures.
Atlantic Sockeye
Pink Pink
Sockeye King NEW! Unique Making Models boxes
King Coho appear at strategic points throughout
chapters as a guide for developing a
Coho Atlantic
deeper understanding of biology concepts
These trees have the same meaning.
by interpreting and creating visual models.
MODEL Draw one more “equivalent” tree with the
same meaning as the two above, rotating one or
more of the nodes.
To see this model in action, go to https://goo.gl/mskc9S
Readers can access the videos via
QR codes, through the eText, or in
the Study Area of MasteringBiology.
NEW! Interactive whiteboard
videos accompany each Making
Models box to reinforce learning
and to demonstrate how to build
visual models.
NEW! Making Models activities are
assignable for homework and include
the whiteboard videos plus application
questions that help in developing the
skills of interpreting visual models.
Informed by current science education research and Instruction Practice Application
curriculum reform strategies, the Sixth Edition instructor resources For instructors, assessment
Content
matrix with Bloom’s rankings,
provide a broad range of easy-to-use assessment options.
learning outcomes, and Vision
and Change core concept and
Skills competency tags
NEW! Chapter Assessment Grids help instructors quickly
identify suitable assessment questions in the text according to
learning outcomes, Bloom’s taxonomy ranking, core concepts
and core competencies discussed in the Vision and Change
in Undergraduate Biology Education report, and, when
applicable, common student misconceptions.
“Blue Thread” questions, including end-of-chapter problems, are ranked
BLOOMS TAXONOMY RANKING
according to Bloom’s taxonomy and are assignable in MasteringBiology.
Each question is tagged to a publisher-provided Learning Outcome.
LEARNING OUTCOMES
Instructors may also track their own Learning Outcomes using MasteringBiology.
NEW! When applicable, common student misconceptions are addressed
MISCONCEPTIONS
and identified with targeted questions.
NEW! Each question that covers a Core Concept from the Vision and Change
VISION & CHANGE
in Undergraduate Biology Education report is noted in the chapter assessment
CORE CONCEPTS
grid and in MasteringBiology.
NEW! Core Competencies from the Vision and Change in Undergraduate
VISION & CHANGE
Biology Education report are indicated in the chapter assessment grid and in
CORE COMPETENCIES
MasteringBiology.
EXPANDED! Questions, activities, and tutorials are tagged
by Bloom’s ranking, Learning Outcome, and Vision and Change
Core Concepts and Core Competencies.
Instruction Practice Application
Content
Skill-based question tags
Skills
added to assessment
An extensive selection of mid- and high-level assessment questions are provided
throughout each chapter to help students learn, practice, and prepare for tests.
THE GLOBAL NITROGEN CYCLE
All estimated values in teragrams Major reservoir:
(1012 grams) of nitrogen per year Atmospheric nitrogen (N2) Industrial pollution
(78% of atmosphere) (NO, NO2): 40
Industrial production
of fertilizer (120) and
Nitrogen-fixing burning of fossil
c1y4a0nobacteria: Bacteria in mud Lightning: 5 fuels (30): 150
use N-containing
molecules as Reservoir:
energy sources, Terrestrial
excrete N2: 355 org1a2n0is0ms: Nini trrooogtesn a-nfidxi nsgo ibl:acteria
Natural: 58 Cropppppppsssssssssssssssssssssss:::: 6666000 Positive Feedback
Reservoir: Runoff: 80 regulation inhibition
Aquatic
org8a0n0is0ms: Decomposition Assimilation CRH
Hypothalamus
Permanent burial: 20 Ammonia (NH3), ammonium (NH4+), nitrate (NO3-) Apintuteitraioryr
Figure 53.14 The Global Nitrogen Cycle. Nitrogen enters ecosystems as ammonia or nitrate via fixation from
atmospheric nitrogen. It is exported in runoff and as nitrogen gas given off by bacteria that use nitrogen-containing ACTH Cortisol
compounds as an electron acceptor.
DATA: Fowler, D., et al. 2013. Philosophical Transactions of the Royal Society B 368 (1621): 20130165. Adrenal
QUANTITATIVE Calculate the percentage of total nitrogen fixation (all downward-pointing arrows) that is caused gland
by human activities (black arrows). Kidney Cortisol
Targets
tissues
throughout
body
NEW! Question labels call attention to questions that
require quantitative skills, an understanding of the
Figure 46.14 The Interaction between Cortisol, ACTH, and CRH
process of science, connecting biology and society,
Is an Example of Feedback Inhibition.
making models, and more. PROCESS OF SCIENCE Use the figure to devise a test for adrenal
failure in humans.
5. CAUTION According to data presented in this chapter, which one of
the following statements is correct?
NEW! Caution questions address topics
a. When individuals change in response to challenges from the
for which students often hold common environment, their altered traits are passed on to offspring.
misconceptions. Answers to Caution b. Species are created independently of each other and do not
questions include information that change over time.
addresses the misconception. c. Populations—not individuals—change when natural selection
occurs.
d. The traits of populations become more perfect over time.