Biological Science PDF
Preview Biological Science
Brief Contents 1 Biology and the Tree of Life 1 UNIT1 THEMOLECULARORIGINANDEVOLUTION UNIT6 THE DIVERSIFICATION OF LIFE 528 OF LIFE 18 29 Bacteria and Archaea 528 2 Water and Carbon: The Chemical Basis of Life 18 30 Protists 552 3 Protein Structure and Function 41 31 Green Algae and Land Plants 577 4 Nucleic Acids and the RNA World 57 32 Fungi 612 5 An Introduction to Carbohydrates 72 33 An Introduction to Animals 636 6 Lipids, Membranes, and the First Cells 84 34 Protostome Animals 657 35 Deuterostome Animals 681 UNIT2 CELLSTRUCTURE ANDFUNCTION 106 36 Viruses 711 7 Inside the Cell 106 8 UNIT7 HOW PLANTSWORK 731 Energy and Enzymes: An Introduction to Metabolic Pathways 136 37 Plant Form and Function 731 9 Cellular Respiration and Fermentation 154 38 Water and Sugar Transport in Plants 754 10 Photosynthesis 176 39 Plant Nutrition 775 11 Cell–Cell Interactions 200 40 Plant Sensory Systems, Signals, and Responses 793 12 The Cell Cycle 219 41 Plant Reproduction 822 UNIT3 GENESTRUCTURE ANDEXPRESSION 237 UNIT8 HOWANIMALSWORK 842 13 Meiosis 237 42 Animal Form and Function 842 14 Mendel and the Gene 256 43 Water and Electrolyte Balance in Animals 861 15 DNA and the Gene: Synthesis and Repair 284 44 Animal Nutrition 882 16 How Genes Work 304 45 Gas Exchange and Circulation 902 17 Transcription, RNA Processing, and Translation 317 46 Animal Nervous Systems 928 18 Control of Gene Expression in Bacteria 336 47 Animal Sensory Systems 952 19 Control of Gene Expression in Eukaryotes 348 48 Animal Movement 972 20 Analyzing and Engineering Genes 368 49 Chemical Signals in Animals 991 21 Genomics and Beyond 389 50 Animal Reproduction 1013 51 The Immune System in Animals 1037 UNIT4 DEVELOPMENTAL BIOLOGY 405 22 Principles of Development 405 UNIT9 ECOLOGY 1059 23 An Introduction to Animal Development 419 52 An Introduction to Ecology 1059 24 An Introduction to Plant Development 432 53 Behavioral Ecology 1082 54 Population Ecology 1101 UNIT5 EVOLUTIONARY PROCESSES AND PATTERNS 444 55 Community Ecology 1123 25 Evolution by Natural Selection 444 56 Ecosystems and Global Ecology 1148 26 Evolutionary Processes 465 57 Biodiversity and Conservation Biology 1172 27 Speciation 489 28 Phylogenies and the History of Life 505 A Note from the Authors You are about to embark on an amazing journey of discovery. Th e study of life spans from the inner workings of cells to the complex interactions of entire ecosystems, through the information stored in DNA to the ways genetic information evolves over time. At the same time that our understanding of biology is growing in leaps and bounds, so too are great insights into how learners acquire new knowledge and skills. We are thrilled to join Scott Freeman on Biological Science, a book dedicated to active, research-based learning and to exploring the experimental evidence that informs what we know about biology. Th e next few pages highlight the features in this book and in MasteringBiology® tthhaatt wwiillll hheellpp yyoouu ssuucccceeeedd.. From left to right: Michael Black, Emily Taylor, Jon Monroe, Lizabeth Allison, Greg Podgorski, Kim Quillin To the Student: How to Use This Book New chapter-opening Roadmapsvisually group and organize information to help you anticipate key ideas as well as recognize meaningful relationships and connections between them. 1 Biology and the Tree of Life In this chapter you will learn about Key themes to structure your thinking about Biology EachRoadmap begins with a statement of why the starting with including including chapter topic is important. What does it mean Two of the greatest The process of to say that something unifying ideas in Biology doing Biology is alive? 1.1 1.5 first then The theory of Key topics from each chapter The cell theory evolution by are previewed, and related natural selection 1.2 1.3 ideas are connected through blue linking words. predicts The tree of life 1.4 Chapter section numbers help you find key ideas easily These Chinese Water in the chapter. Dragon hatchlings are exploring their new world and learning how to find food and stay alive. They represent one of the key characteristics of life introduced in this chapter: replication. I nessence,biologicalscienceisasearchforideasandobservationsthatunifyourunderstanding ofthediversityoflife,frombacterialivinginrocksamileundergroundtohumansandmajestic sequoia trees. This chapter is an introduction to this search. Thegoalsofthischapteraretointroducethenatureoflifeandexplorehowbiologistsgoabout studying it. The chapteralso introduces themes that will resonatethroughout this book: ⦁ Analyzing howorganisms workat the molecular level. ⦁ Understandingorganisms 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 fundamentalquestionof all: What is life? When you see this checkmark, stop and test yourself. Answers are available in Appendix A. 1 Big Picture Concept Maps are referenced on the opening page of related chapters, pointing you to summary pages that help you synthesize challenging topics. Big Picture Concept Mapsintegrate visuals and words to help you synthesize information about challenging topics in biology that span multiple chapters and units. DOING BIOLOGY Big Picture activities are available at MasteringBiology tureBctnlibinhhfaii oeoeabtl oluroaioorargrgyalceoi,ils ts gtsestthysosreei mlstas ehttstechiuakc tetodisi oonfyc rnog atytf,h m h qaeoleiune ff g ee dear.s vebtTtohaioholetuuen it ttsdc ribo eeetynahell sa bo tyf Cl(cid:36)(cid:36)(cid:36)(cid:36)i(cid:1)(cid:1)(cid:1)(cid:1)vh(cid:17)(cid:15)(cid:18)(cid:20)i(cid:10)an(cid:10)(cid:7)(cid:7)(cid:24)rg(cid:11)(cid:7)(cid:12)(cid:9)a(cid:9) (cid:13)(cid:29)(cid:13)(cid:9)ctg(cid:28)(cid:26)h(cid:5)tye(cid:4)i(cid:4)nr(cid:30)(cid:30)ig(cid:26)(cid:26)s(cid:11)(cid:11)st(cid:10)(cid:10)ics of focuses BoInOSPHERE Evidence-based stibundevygo ilonvfse l siwf etihthe1.1 reveals the 1(cid:16)(cid:7)(cid:13)(cid:4)T(cid:7).(cid:32)(cid:28)h(cid:7)4(cid:9)(cid:11)(cid:4)e(cid:29),(cid:11) (cid:9)(cid:30) (cid:5)C(cid:31)T(cid:26)(cid:10)(cid:11)(cid:13)r(cid:30)h(cid:25)(cid:26)(cid:26)e(cid:10)(cid:23)(cid:11) (cid:1)e2(cid:29)(cid:29)(cid:7)(cid:10) (cid:8)8(cid:12)(cid:29)o(cid:4),(cid:26)(cid:1)(cid:7)f(cid:12)(cid:13) (cid:30)U y(cid:5)(cid:8)Lsn(cid:26)(cid:7)i(cid:7)f(cid:1)ie(cid:29)t(cid:1) 6 ccoar nm beea saunrsinwge rthedin bgys —obtsheartv iisn,g by (cid:36)(cid:1)(cid:17)(cid:32)(cid:11)(cid:9)(cid:31)(cid:30)(cid:26)(cid:11)(cid:10) 1.1 ECOSYSTEM Observations Exploring Sharing ideas Inspiration PicNnao ooblttle ieacgc eistn ietnnhrgiiane tdgs ta ohatfena l.dsin tauenda rye nsodtfe .l piIfnses wtisei tahd , T(cid:35)(cid:26)(cid:10)(cid:7)(cid:11)(cid:24)(cid:34)(cid:31)(cid:11)(cid:30)(cid:1)(cid:13)(cid:1)(cid:5)(cid:28)(cid:29)(cid:4)(cid:7)(cid:4)(cid:10)(cid:5)(cid:30)(cid:1)(cid:30)(cid:26)(cid:37)(cid:11)(cid:26)(cid:11)(cid:10)(cid:10)(cid:10)(cid:6)(cid:1)(cid:1)(cid:1)(cid:33)(cid:28)(cid:8)(cid:11)(cid:7)(cid:13)(cid:13)ee COMMUNITY (cphlaannnceed) or the litBerioastukriells 14 wsciitehn otitshtesr enables provides g tish ed ypnroacmeiscs a onfd d ooninggo ibnigo.loTghye leads to Biatqhnuese wsfoteiuornn tdsoa. otWinooenr qkfouinreg st wttiooegnne tmtyh ameyro, lraey POPULATION may involve one orle mada ntoy Dfoerfimniinngga ana d qpureosbtlieomn leads to Societtyo biologists from different The dmbNbmtCoiiohosoao xdetcsrneecoeipy psk th tih ll nhtieeYanefevrootlee elu br st.lymrhls uoieU,na eu fnttg r eiewdorogxaemnhreyra.es r aAtnrcteetaiulo ss ndmtmeoodas,b istg bnaei notegr oas ftsb c ohtiuorhnreorx e es. s (cid:28)(cid:21)(cid:26)(cid:10)(cid:5)(cid:30)(cid:4)(cid:7)(cid:26)(cid:10)(cid:7)(cid:25)(cid:10)(cid:35)(cid:13)(cid:1)(cid:30)(cid:4)(cid:11)(cid:26)(cid:29)(cid:30)(cid:24)(cid:7)(cid:30)(cid:1)(cid:29)(cid:30)(cid:1)(cid:8)(cid:4)(cid:1)(cid:13)(cid:5)(cid:7)(cid:7)(cid:13)(cid:29)(cid:25)(cid:11)(cid:7)(cid:31)(cid:29)(cid:1)(cid:9)(cid:9)(cid:29)(cid:7)(cid:4)(cid:32)(cid:13)(cid:9)(cid:7)(cid:35)(cid:9)(cid:29) MOOOTIRRRUSGGGSLTAAAUINNNECI ESSLYMLSUTLEAMR Levels of biological organization Coed(cid:36)(cid:36)mxfeh(cid:1)(cid:1) (cid:15)(cid:15)(cid:7)(cid:5)psgaa(cid:11)(cid:34)ie(cid:11)(cid:11)orgy(cid:12)a(cid:10)r(cid:10)(cid:10)on ic(cid:7)(cid:6)imd(cid:30)(cid:29)n(cid:13)t(cid:13)(cid:26)(cid:26) (cid:11)(cid:30)e(cid:26)(cid:29)ve(cid:28)(cid:11)r(cid:9)(cid:30)on(cid:29)(cid:7)(cid:10)i(cid:7)lst(cid:10)v(cid:29)a(cid:10)te(cid:30)il(cid:30)c(cid:1) (cid:4)os(cid:9)(cid:1)ne orui nmsvuaoanlvlyleys GSaaD(oteonntareai ddtttsethhe iixamegnsep rtngrnaei i npoukrnagribli gmlenh s ddhgyaeeaiy p rncpstpvotatrtaoaituellloehtteeldd)nihaeaao iysescdnddsitsasssiio sl tttn,ooos rhpahraoeelyysrftjv oppseesipursooctnuomittttahhdspteeyeitvss ioeiissn;sthen S(cid:36)(cid:36)(cid:36)c(cid:1)(cid:1)(cid:1)(cid:19)(cid:16)(cid:12)(cid:21)(cid:5)ie(cid:31)(cid:11)(cid:7)(cid:26)(cid:5)(cid:29)nCfi(cid:7)(cid:23)(cid:9)(cid:26)(cid:5)(cid:9)(cid:7)t(cid:7)(cid:13)on(cid:9)i(cid:31)(cid:14)(cid:10)(cid:26)fi(cid:4)(cid:5)md(cid:13)(cid:29)(cid:30)(cid:7)(cid:25)(cid:4)c(cid:26)i(cid:29)(cid:37)mn(cid:32) (cid:30)(cid:31)(cid:26)c(cid:5)(cid:26)g(cid:26)(cid:11)(cid:11)(cid:7)(cid:7)uo(cid:1)s(cid:10)B(cid:29)(cid:10)(cid:28)(cid:33)nm(cid:29)t(cid:29)iti(cid:7)h(cid:7)o(cid:1)com(cid:1)(cid:33)(cid:30)(cid:6)(cid:7)sea(cid:7)ku(cid:30)n(cid:26)t(cid:29)(cid:30)(cid:26)ein(cid:10)(cid:8)(cid:30)li(cid:25)l(cid:1)ts(cid:29)y 14 Theory check your understanding CELL (cid:36)(cid:1)(cid:20)(cid:7)(cid:12)(cid:9)(cid:26)(cid:5)(cid:4)(cid:30)(cid:7)(cid:29)1.5 (cid:34)(cid:1)(cid:16)(cid:4)(cid:27)(cid:32)(cid:12)(cid:12)(cid:7)(cid:9)(cid:4)(cid:5)(cid:24)(cid:10)(cid:28)(cid:27)(cid:27)(cid:1)(cid:1)(cid:11)(cid:22)(cid:29)(cid:22)(cid:1)(cid:10)(cid:10)(cid:6)(cid:4)(cid:4)(cid:28)(cid:29)(cid:26)(cid:13)e(cid:7)(cid:10)(cid:28)(cid:4)(cid:9)(cid:1) CY 12I..f YDPyoroeousuv c sidurhibeno edau enhldr oes wbxta eabm niaodpblo lletegh oitesfot shb . oig.gwo. paaibnc oteuuxtrp eteer.simt.in.egn ttahle sirt uiddeya s. ORGANELLE inABtneioarpslykrzeiiltnlisng lge 1a ,ad n3dad,st 4a t,o 7, 9 rlaerlagteer to (cid:34)(cid:36)(cid:1)(cid:1)(cid:21)(cid:14)(cid:28)e(cid:24)(cid:8)(cid:11)(cid:11)x(cid:35)(cid:7)(cid:11)(cid:13)(cid:1)t(cid:12)(cid:13)(cid:21)(cid:1)(cid:10)e(cid:32)(cid:6)(cid:11)(cid:7)(cid:27)n(cid:7)(cid:7)(cid:30)(cid:1)(cid:24)s(cid:29)(cid:27)(cid:8)(cid:5)(cid:32)i(cid:1)(cid:28)(cid:7)(cid:7)(cid:11)v(cid:4)(cid:7)(cid:29)(cid:9)e(cid:13)(cid:29)(cid:11)(cid:10)(cid:13)(cid:7) (cid:1)(cid:7)(cid:28)(cid:12)t(cid:4)(cid:29)(cid:9)e(cid:5)(cid:33)(cid:26)(cid:1)(cid:10)s(cid:28)(cid:24)(cid:1)(cid:13)(cid:1)(cid:27)(cid:25)t(cid:4)(cid:4)i(cid:8)(cid:1)n(cid:22)(cid:28)(cid:10)(cid:11)(cid:28)g(cid:7)(cid:7)(cid:31)(cid:7) (cid:13)(cid:33)(cid:33)(cid:1)(cid:10)(cid:1)1(cid:1)(cid:11)(cid:1).(cid:13)2(cid:27)(cid:1) U could span more than one level of biological evaluated organization. by asking such as 34..CPhyroopmpoopthsaeeres ti hsa eny don uec xoatnr estrt ateespst ttaion hgtay.kpeo tihf edsaitsa wsiuthp pao trht ethoery . MOLECULE Dot hthee h dyaptoat hseuspips?ort if NO if YES Cell theory 1.2 Answers are available in Appendix A. ATOM and Theory of natural C selection 1.3, Ch 25 1166 UNIT # Unit Title Three New Big Picture topics have been added to the Fifth Edition: (cid:39)(cid:1)NEW! Doing Biology (cid:39)(cid:1)NEW!The Chemistry of Life (cid:39)(cid:1)(cid:8)(cid:29)(cid:22)(cid:32)(cid:24)(cid:38)(cid:1)(cid:23)(cid:30)(cid:32)(cid:1)(cid:12)(cid:26)(cid:23)(cid:22) (cid:39)(cid:1)(cid:10)(cid:22)(cid:29)(cid:22)(cid:34)(cid:26)(cid:20)(cid:1)(cid:11)(cid:29)(cid:23)(cid:30)(cid:32)(cid:28)(cid:18)(cid:34)(cid:26)(cid:30)(cid:29) www.masteringbiology.com (cid:39)(cid:1)(cid:8)(cid:36)(cid:30)(cid:27)(cid:35)(cid:34)(cid:26)(cid:30)(cid:29) (cid:39)(cid:1)NEW! Plant and Animal Form and Function (cid:39)(cid:1)(cid:8)(cid:20)(cid:30)(cid:27)(cid:30)(cid:24)(cid:38) To reinforce the book’s Big Picture Concept Maps, your professor may assign InteractiveBig Picture Concept Map tutorials. Practice for success on tests and exams Intertwined color-coded“active learning threads”are embedded in the text. The gold thread helps you to identify important ideas, and the blue thread helps you to test your understanding. Coupled reaction ADP–P + + Free energy relative to A + B (kcal/mol)7.30 Eton AesyrTgnPyUthrneecsleoiAzauesp eBldA+ePd rBeactBionG (EEExnneerdrggeyo(rrEgnelnioeceansrreiegc)aycritenioapnuctt)ion EtonA esyrgny+th reesleizaBes– PeAPdB+AAsDucPbtisvtaGrtaetde(EEnxeergrgyorenleicasree)action ABG+ Pi +ADP Energy required to synthesize AB Reactants Progress of reaction Products BlueThread Caption FIGURE 8.9 Exergonic Phosphorylation Reactions Are Coupled to Endergonic Reactions.In cells, many reactions only occur if one reactant is activated by phosphorylation. The phosphorylated reactant molecule has high enough free Questions and Exercises energy that the subsequent reaction is exergonic. In this graph, the free energy being tracked on the y-axis represents A, B, and the 7.3 kcal/mol that is released when ATP is hydrolyzed. For simplicity, the free energy in ADP and Pi is not challenge you to critically shown.∆G represents the change in free energy between the reactants and products for each indicated step. EXERCISELabel the ∆G in the uncoupled reaction and the two steps of the coupled reaction to indicate if the change examine information in is representing a positive (> 0) or negative (< 0) value. figures and tables. FIGURE8.9graphshowphosphorylationcancoupleexergonic Ifyouunderstandtheprinciplesofenergeticcoupling, Embedded andendergonicreactions.NotethatthereactionbetweenAand youshouldbeabletocompareandcontrasthowenergyis BtoproducetheproductABisendergonic—the∆Gispositive. transferred via redox reactions and ATP hydrolysis. BlueThread Butaftertheexergonictransferofaphosphategroupfrom ATP Itishardtooverstatetheimportanceofenergeticcoupling: toBoccurs,thefreeenergyofthereactantsAandBPishigh Withoutit,lifeisimpossible.Ifthecellsinyourbodycouldno Questions and enoughtomakethereactionthatformsABexergonic.Whenre- longerdrive endergonicreactionsby coupling them to exergonic The Gold Thread helps athcetanfrtemeoenleecruglyesreinleaasnedendduerrignognipchroesapchtioornylaarteiopnhoisspchoourpylleadtetdo, reaNctoiownst,h yeouq uweosutilodn d iies, wWithhiant mroinleutdeos.enzymesplayinthese Exercises encourage you identify important theendergonicreactiontomakethecombinedoverallreaction reactions? you to stop and test exergonic. concepts when reading your understanding and reviewing. check your understanding 8.3 How Enzymes Work of challenging topics. C If you understand that ... Regardlessofwhetherreactionsincellsarespontaneousornot, ⦁ When redox reactions occur, electrons change nonewouldoccuratthespeedrequiredforlifewithoutthesup- Y position. Chemical energy is based on the positions portof enzymes. How do they do it? of electrons in chemical bonds, so redox reactions Recallthattheinitialhypothesisforhowenzymesspeedup U ⦁ uAsTuPa clloy nintavionlsv ea ac lcuhsatenrg oef itnh preoet ennetgiaal teivneelyrg cyh.arged r1e8a9c4tiobnysE—mthileFi“slcohcekr-a(nindt-rkoedyu”cemdoindeCl—hawpatesrf3ir)s.tInprthopisomseoddeinl, phosphate groups. ⦁ WhenATP or phosphate groups fromATP bind thesubstrateswouldfitintoenzymesandreactinamanner CheckYour teon esrugbys.trates, they gain a great deal of potential azynmaloesgoaures tcoa taa klyesyt sb—einthge iynbserrintegd siunbtost ara ltoecskt.oIgneoththereri nwoarpdrse, ceinse- Understandingboxes orientationthat makes reactionsmore likely.Fischer’smodelalso You should be able to ... explainedwhymany enzymesarespecificforasinglereaction— ask you to work with 1.Explain why reduced molecules with many C-Hbonds specificityisaproductofthegeometryandchemicalproperties store more potential energy than oxidized molecules of the siteswhere substrates bind. the important concepts with many C-Obonds. 2.Explain why ATP has such high potential energy. Enzymes Help Reactions Clear Two Hurdles in the chapter. Answers are available in Appendix A. Recall that twohurdlesmustbecleared beforereactions can take place:Reactantsneedto(1)collideinapreciseorientationand 144 UNIT 2 Cell Structure and Function FFFFFFFFFFFFFFFFFFFFFFPPPPPPPPPPPPPPPPPPPPPPOOOOOOOOOOOOOO End-of-Chapter Blue Thread Exercises, integrated in the chapter summary, help you review the major themes of the chapter and synthesize information. Identify gaps in your understanding, then fill them T he Fift h Edition provides many opportunities for you to test yourself and off ers helpful learning strategies. Analyze: CEavna Il umataek:e Can CI rpeuatt ei:deas Bloom’s Taxonomydescribes six learning levels: Remember, Can I recognize judgments on Understand,Apply,Analyze,Evaluate,and Create. Questions in the and information underlying the relative value book span all levels, including self-testing at the higher levels to together to patterns and of ideas and generate help you develop higher-order thinking skills that will prepare you structure? information? something new? for exams. Apply: Can I use these ideas in the same Steps to Building Understanding way or in a new situation? Each chapter ends with three groups of questions that build in diffi culty: Understand: Can I explain this concept in my own words? Remember: Can I recall the key Beginby testing your basic knowledge of new information. terms and ideas? Once you’re confi dent with the basics, demonstrate your deeper understanding of the material. 16 (cid:59)(cid:44)(cid:58)(cid:59)(cid:3)(cid:64)(cid:54)(cid:60)(cid:57)(cid:3)(cid:55)(cid:57)(cid:54)(cid:41)(cid:51)(cid:44)(cid:52)(cid:20)(cid:58)(cid:54)(cid:51)(cid:61)(cid:48)(cid:53)(cid:46)(cid:3)(cid:58)(cid:50)(cid:48)(cid:51)(cid:51)(cid:58) BIOSKILL using Bloom’s taxonomy Work towards mastery of the content by answering questions that challenge you at the highest level of competency. Most students have at one time or another wondered why a particularquestiononanexamseemedsohard,whileothers t seemedeasy.Theexplanationliesinthetypeofcognitiveskills w required to answer the question. Let’s take a closer look. h NEW! BioSkill Covering Bloom’s Taxonomy helps AnswerAppendix Includes Test Your Problem-Solving Skills you to recognize question Bloom’s Taxonomy Information types using the Bloom’s Answers to all questions in the text 13. A scientific theory is not a guess—it is an idea cognitive hierarchy,and it now include the Bloom’s level being whose validity can be tested with data. Both the cell provides specific strategies to tested.You can simultaneously practice theory and the theory of evolution have been validated help you study for questions at assessingyour understanding of by large bodies of observational and experimental data. all six levels. content and recognizing Bloom’s 14. If all eukaryotes living today have a nucleus, then it is logical to conclude that the nucleus arose in levels. Combining this information with a common ancestor of all eukaryotes, indicated by the guidance in the BioSkill on Bloom’s the arrow you should have added to the figure. See Taxonomy will help you form a plan to FIGURE A1.2. If it had arisen in a common ancestor of improve your study skills. Bacteria or Archaea, then species in those groups would have had to lose the trait—an unlikely event. 15. The data set was so large and diverse that it was no longer reasonable to argue that noncellular life- forms would be discovered. 16. b NEW!End-of-chapter questions from the book are now available for your professor to assign www.masteringbiology.com as homework in MasteringBiology. Practice scientific thinking and scientific skills A unique emphasison theprocess of scientifi c discovery and experimental design teaches you how to think like a scientist as you learn fundamentalbiology concepts. Research Boxes explain how research studies are designed and RESEARCH give you additional practice interpreting data. Each Research Box QUESTION:Do horses minimize the cost of locomotion? consistently models the scientifi c method, presenting the research question, hypotheses, experimental setup,predictions, results, HYPOTHESIS:Horses choose gaits that minimize energy use at different speeds. andconclusion. 15 Research Boxes are new to the Fifth Edition. NULL HYPOTHESIS:Horses do not choose gaits based on cost of locomotion. EXPERIMENTAL SETUP: 1. Measure oxygen consumption of horses trained to walk, trot, and gallop at a range of speeds on a treadmill. Calculate energy used per distance travelled at different speeds. Oxygen mask www.masteringbiology.com Treadmill NEW! Solve It Tutorials 2. Videotape the same horses locomoting freely in the paddock, and measure the gaits and speeds they choose to use naturally. are available for homework assignments in MasteringBiology PREDICTION:For each gait, there is a range of speeds where energy andgive you an opportunity to use is minimized. Horses will favor these gaits and speeds. PREDICTION OF NULL HYPOTHESIS:There will be no correlation work like a scientist through between chosen gaits and energy consumption. a simulated investigation that RESULTS: requires you to analyze and er) interpret data. et 500 m er p 400 s e Energy/distance (joul 2130000000 SpWeeadlksi nagnd gaiTtsr octhtionsgen by Gfraelelo hpoinrsges ©1981 Nature Publishing Group Esthexampt ielneradil m secxeipenentrtaiimslt esIn nfqtrsou mgiir vtyhe eTy uodutao taar ictaohl asthn becaiers tceood na ocnnlau lssyoizomen eds .aotfa b aionldo gthye’s rmeaossot ning 1 2 3 4 5 6 7 Speed (m/s) Experimental Inquiry tutorial topics include: CdiOffNerCeLnUt SsIpOeNe:d Hs oarnsdes a cvhooido sspe egeaditss wthitaht hmiginhi menizeer geyn ecrognys uusmep atiton. (cid:57)(cid:1)What Can You Learn About the (cid:57)(cid:1)Did Natural Selection of Process of Science from Ground Finches Occur When FIGFUIGRUER 4E8 4.186.16HHorosresess M Mininimimizizee t thhee CCoosstt ooff LLooccoommoottiioonn bbyy Investigating a Cricket’s Chirp? the Environment Changed? ChCohoosoisnign gA pApprporoppriraiatete G Gaaititss.. SOSUORUCREC: EH:o Hyto,y Dt,. D F.. ,F a.,n adn dC .C R. .R T. aTyalyolro. r.1 1998811. .G Gaaiti ta anndd tthhee eenneerrggeettiiccss ooff llooccoommoottioionn i nin h hoorsrsees.s . (cid:57)(cid:1)WhichWavelengths of Light (cid:57)(cid:1)What Effect Does Auxin Have NatNQuarUetQu A2rUe9N A22T:9N I22TT:3 AI29T3–TA92I–T4V20IE4V.0E.UUsese t hthee g grarapphh t too eessttiimmaattee tthhee rreellaattiivvee eenneerrggyy Drive Photosynthesis? on Coleoptile Growth? exepxepnesnes eo fo gf aglalollpopiningg r araththeer rt hthaann ttrroottttiinngg aatt 33..55 mmeetteerrss//sseeccoonndd ( m(m/s/s).). (cid:57)(cid:1)What Is the Inheritance Pattern (cid:57)(cid:1)What Role Do Genes Play of Sex-Linked Traits? inAppetite Regulation? All of the Research Boxes cite the original (cid:57)(cid:1)Does DNA Replication Follow (cid:57)(cid:1)Can a Species’ Niche Be research paper and include a question that the Conservative,Semiconservative, Infl uenced by Interspecifi c asks you to analyze the design of the experiment or Dispersive Model? Competition? or study. (cid:57)(cid:1)How Do Calcium Ions Help to (cid:57)(cid:1)What Factors Infl uence the Prevent Polyspermy During Loss of Nutrients from a Egg Fertilization? Forest Ecosystem? Buildimportant skills scientists use toperform, evaluate, and communicate scientificresearch. NEW! Graphs and tables now include their data sources, emphasizing the research process that leads to our understanding of biological ideas. NEW!Quantitativequestions are identifi ed throughout the text, helping you practice computational problem solving and data analysis. Expanded BioSkills Appendix helps you build skills that will be important to your success in biology.At relevant points in the text, you’ll find references to the BioSkills appendix that will help you learn and practice foundational skills. BioSkillsTopics include: (cid:55)(cid:1)Using Logarithms (cid:55)(cid:1)Cell and Tissue (cid:55)(cid:1)Reading a Phylogenetic Tree Culture Methods (cid:55)(cid:1)The Metric System and (cid:55)(cid:1)Reading Chemical Structures (cid:55)(cid:1)Model Organisms Signifi cant Figures (cid:55)(cid:1)Separating and Visualizing (cid:55)(cid:1)NEW!Primary Literature (cid:55)(cid:1)Some Common Latin and Molecules and Peer Review Greek Roots Used in Biology (cid:55)(cid:1)Separating Cell Components (cid:55)(cid:1)Making Concept Maps (cid:55)(cid:1)Reading Graphs by Centrifugation (cid:55)(cid:1)NEW!Using Bloom’s (cid:55)(cid:1)Using Statistical Tests and (cid:55)(cid:1)Biological Imaging: Taxonomy Interpreting Standard Error Bars Microscopy and X-ray (cid:55)(cid:1)Combining Probabilities Crystallography You can access self-paced BioSkills activities in the Study Area, and your instructor can assign www.masteringbiology.com additional activities in MasteringBiology. Visualize biology processes and structures Acarefully crafted visual program helps you gain a better understanding ofbiology through accurate,appropriately detailed figures. NEW!Redesigned Life Spores(n) dispersed Cycle diagrams in Unit 6 by wind KARBYaOsGidAiuMmY 2n MEIOSIS aconndt 7ra hset lppr oycoeus csoems pamaroen agn d Mature spore- producing body different organisms. (n + n) 20μm Spores 10μm S 1 cm Dikaryotic OSI mbeygcienlsiu tmo g(nro +w n) n MIT Spores(n) germinate PLASMOGAMY to form hyphae n + n n Haploid(n) Dikaryotic(n + n) Diploid (2n) SUMMARY TABLE 28.3 Branch Lengths in Phylogenetic Trees 160 120 27 0.3 Graphical Symbol Meaning of Branch Lengths 9.Exhaled air 1.Inhaled air 104 104 40 40 Branch lengths arearbitrary. 8.Alveolar 2.Alveolar Emphasis is on the branching space space pattern, which estimates (in lungs) (in lungs) evolutionary relationships among populations. This is the 104 type of tree used in this book. 40 45 40 7.Blood 3.Blood entering alveolar Pulmonary circulation leaving alveolar capillaries capillaries Horizontal branch lengths show the extent of genetic difference among populations. A scale bar PO2 Aorta is included. (mm Hg) Pulmonary 0.1 P(mCmO H2g) artery Number of base Pulmonary substitutions per site vein Venae cavae Horizontal branch lengths show 104 the extent of evolutionary time 40 45 40 between nodes. A scale bar is 6le.aBvilnogo dtissue Systemic circulation 4en.tBelroinogd tissue included. capillaries capillaries 4 3 2 1 0 <40>45 Millions of years ago 5.Tissues Informativefigures help you think Visual Summary Tablespull together through complex biological processes important information in a format that in manageable steps. allows for easy comparison and review.
The list of books you might like
