Biology

1251 Pages·2008·179.22 MB·English

i s e
nteractive tudent dition
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Safety Symbols
These safety symbols are used in laboratory and field investigations in this book to indicate possible
hazards. Learn the meaning of each symbol and refer to this page often. Remember to wash your hands
thoroughly after completing lab procedures.
SAFETY SYMBOLS HAZARD EXAMPLES PRECAUTION REMEDY
Special disposal proce- certain chemicals, Do not dispose of these Dispose of wastes as
DISPOSAL dures need to be fol- living organisms materials in the sink or directed by your
lowed. trash can. teacher.
Organisms or other bacteria, fungi, blood, Avoid skin contact with Notify your teacher if
BIOLOGICAL biological materials that unpreserved tissues, these materials. Wear you suspect contact
might be harmful to plant materials mask or gloves. with material. Wash
humans hands thoroughly.
EXTREME Objects that can burn boiling liquids, hot Use proper protection Go to your teacher for
skin by being too cold plates, dry ice, liquid when handling. first aid.
TEMPERATURE or too hot nitrogen
SHARP Use of tools or glass- razor blades, pins, scal- Practice common-sense Go to your teacher for
ware that can easily pels, pointed tools, dis- behavior and follow first aid.
OBJECT puncture or slice skin secting probes, broken guidelines for use of
glass the tool.
Possible danger to ammonia, acetone, nail Make sure there is Leave foul area and
FUME respiratory tract from polish remover, heated good ventilation. Never notify your teacher
fumes sulfur, moth balls smell fumes directly. immediately.
Wear a mask.
Possible danger from improper grounding, Double-check setup Do not attempt to fix
ELECTRICAL electrical shock or burn liquid spills, short cir- with teacher. Check electrical problems.
cuits, exposed wires condition of wires Notify your teacher
and apparatus. Use immediately.
GFI-protected outlets.
Substances that can pollen, moth balls, steel Wear dust mask and Go to your teacher for
IRRITANT irritate the skin or wool, fiberglass, potas- gloves. Practice extra first aid.
mucous membranes of sium permanganate care when handling
the respiratory tract these materials.
Chemicals that can bleaches such as Wear goggles, gloves, Immediately flush the
CHEMICAL react with and destroy hydrogen peroxide; and an apron. affected area with water
tissue and other acids such as sulfuric and notify your teacher.
materials acid, hydrochloric acid;
bases such as ammo-
nia, sodium hydroxide
Substance may be poi- mercury, many metal Follow your teacher’s Always wash hands
TOXIC sonous if touched, compounds, iodine, instructions. thoroughly after use.
inhaled, or swallowed. poinsettia plant parts Go to your teacher for
first aid.
Open flame may ignite alcohol, kerosene, Avoid open flames and Notify your teacher
FLAMMABLE flammable chemicals, potassium permanga- heat when using flam- immediately. Use fire
loose clothing, or hair. nate, hair, clothing mable chemicals. safety equipment if
applicable.
Open flame in use, may hair, clothing, paper, Tie back hair and loose Always wash hands
OPEN FLAME cause fire. synthetic materials clothing. Follow teach- thoroughly after use.
er's instructions on Go to your teacher for
lighting and extinguish- first aid.
ing flames.
Eye Safety Clothing Animal Radioactivity Handwashing
Proper eye Protection Safety This symbol After the lab, wash
protection must be This symbol This symbol appears when hands with soap
worn at all times appears when sub- appears when radioactive and water before
by anyone perform- stances could stain safety of animals materials are removing goggles.
ing or observing or burn clothing. and students used.
science activities. must be ensured.
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AUTHORS
Alton Biggs (cid:127) Whitney Crispen Hagins (cid:127) William G. Holliday
Chris L. Kapicka (cid:127) Linda Lundgren (cid:127) Ann Haley MacKenzie
William D. Rogers (cid:127) Marion B. Sewer (cid:127) Dinah Zike
National Geographic
New York, New York Columbus, Ohio Chicago, Illinois Woodland Hills, California
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Biology nline
www.glencoe.com
Check out the following features on your Online Learning Center:
Study Tools End-of-Course Test Periodic Table Links
Vocabulary PuzzleMaker Career Links
Interactive Tutor Prescreened Web Links
(cid:127) Interactive tables Multilingual Science Glossary WebQuest Projects
(cid:127) Interactive timeline Study to Go Science Fair Ideas
(cid:127) Animated illustrations Online Student Edition Internet BioLabs
(cid:127) National Geographic
Visualizing animations Extensions For Teachers
Section Self-Check Quizzes Virtual Labs Teacher Bulletin Board
Chapter Test Practice Microscopy Links Teaching Today, and much more!
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Student Guide
Unit 6
Reading for Information ........................................xxiv
Scavenger Hunt .....................................................xxvii Plants .............................................................600
Investigation and Experimentation ......................xxviii
21 Introduction to Plants .....................................602
1 The Study of Life ..................................................2
22 Plant Structure and Function ...........................630
23 Reproduction in Plants ....................................660
Unit 1
Unit 7
Ecology ............................................................28
2 Principles of Ecology .........................................30
Invertebrates ...............................................688
3 Communities, Biomes, and Ecosystems .............58
24 Introduction to Animals ...................................690
4 Population Ecology ............................................90
25 Worms and Mollusks .......................................724
5 Biodiversity and Conservation .........................114
26 Arthropods ......................................................760
27 Echinoderms and Invertebrate Chordates .......790
Unit 2
Unit 8
The Cell .........................................................144
6 Chemistry in Biology .......................................146 Vertebrates ..................................................816
7 Cellular Structure and Function .......................180
28 Fishes and Amphibians ....................................818
8 Cellular Energy ................................................216
29 Reptiles and Birds ...........................................850
9 Cellular Reproduction ......................................242
30 Mammals ........................................................878

31 Animal Behavior ..............................................906
Unit 3
Unit 9
Genetics ........................................................266
The Human Body ..........................................932
10 Sexual Reproduction and Genetics ..................268
11 Complex Inheritance and Human Heredity ......294 32 Integumentary, Skeletal,
12 Molecular Genetics .........................................324 and Muscular Systems .....................................934
13 Genetics and Biotechnology ............................358 33 Nervous System ...............................................960
34 Circulatory, Respiratory,
and Excretory Systems ....................................990
Unit 4
35 Digestive and Endocrine Systems ..................1018
36 Human Reproduction and Development .......1046
History of Biological Diversity ..................388
37 Immune System .............................................1074
14 The History of Life ...........................................390
15 Evolution .........................................................416
Student Resources .....................................1104
16 Primate Evolution ............................................450
17 Organizing Life’s Diversity ...............................482 Skillbuilder Handbook ..........................................1105
Reference Handbook ............................................1120
English/Spanish Glossary .....................................1127
Unit 5 .
Index ....................................................................1173
Credits .................................................................1204
Bacteria, Viruses, Protists, and Fungi ........512
18 Bacteria and Viruses ........................................514
19 Protists ............................................................540
20 Fungi ...............................................................574
Contents in Brief iii
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Alton Biggs has been a biology educator in Texas public schools for more than
30 years. He has a BS and an MS in biology from Texas A & M University—Com-
merce. Mr. Biggs was the founding president of the Texas Association of Biology
Teachers in 1985, received NABT’s Outstanding Biology Teacher Award for Texas in
1982 and 1995, and in 1992 was the president of the National Association
of Biology Teachers.
Whitney Crispen Hagins teaches biology at Lexington High School in Lex-
ington, Massachusetts. She has a BA and an MA in biological sciences from Mount
Holyoke College and an MAT from Duke University. In 1999, she was a Massachu-
setts NABT Outstanding Biology Teacher Award recipient, and in 1998 she received
NSF funding for development of molecular biology activities. She works with the
Wisconsin Fast Plant Program to develop curriculum, and she enjoys sharing ideas
and activities in workshops at national meetings.
William G. Holliday is a science education professor at the University of
Maryland (College Park), and before 1986, a professor at the University of Calgary
(Alberta, Canada). He served as president of the National Association for Research
in Science Teaching and later as an elected board member to the National Science
Teachers Association. He has an MS in biological sciences and a PhD in science
education. Mr. Holliday’s multifaceted teaching experience totals over 40 years.
Chris L. Kapicka is a biology professor at Northwest Nazarene University in
Nampa, Idaho. She has a BS in biology from Boise State University, an MS in bacte-
riology and public health from Washington State University, and a PhD in cell and
molecular physiology and pharmacology from the University of Nevada Medical
School. In 1986, she received the Presidential Award for Science Teaching, and in
1988, she was awarded NABT’s Outstanding Biology Teacher Award.
Linda Lundgren has more than 25 years of experience teaching science at the
middle school, high school, and college levels, including ten years at Bear Creek
High School in Lakewood, Colorado. For eight years, she was a research associate in
the Department of Science and Technology at the University of Colorado at Denver.
Ms. Lund gren has a BA in journalism and zoology from the University of Massachu-
setts and an MS in zoology from The Ohio State University. In 1991, she was named
Colorado Science Teacher of the Year.
iv About the Authors
(t) Alton Biggs , (tc) Whitney Hagins , (c) William G. Holliday , (bc) Dr. Chris Kapicka, (b) Linda Lundgren
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Ann Haley MacKenzie currently teaches at Miami University in
Oxford, Ohio, where she works with future high school science teachers and
teaches a life science inquiry course. She is the editor of The American Biol-
ogy Teacher for the National Association of Biology Teachers. Dr. MacKenzie
has a BS in biology from Purdue University, an MEd in secondary education
from the University of Cincinnati, and an EdD in curriculum and instruc-
tion from the University of Cincinnati. She is a former Ohio Teacher of the
Year and Presidential Award Winner for Secondary School Science.
William D. Rogers is a faculty member in the Department of Biology
at Ball State University in Muncie, Indiana. He has a BA and an MA in biol-
ogy from Drake University. He has a Doctor of Arts in biology from Idaho
State University. He has received teaching awards for outstanding contribu-
tions to general education, and has received funding from the American
Association of Colleges and Universities to study different approaches to
science teaching.
Marion B. Sewer is an assistant professor at the Georgia Institute
of Technology, and a Georgia Cancer Coalition Distinguished Scholar. She
received a BS in biochemistry from Spelman College in 1993, and a PhD
in pharmacology from Emory University in 1998. Dr. Sewer studies how
the integration of various signaling pathways controls steroid hormone
biosynthesis.
Dinah Zike is an international curriculum consultant and inventor
who has developed educational products and three-dimensional, inter ac -
tive graphic organizers for over 30 years. As president and founder of
Dinah-Might Adventures, L.P., Dinah is the author of more than 100 award-
winning educational publications, including The Big Book of Science. Dinah
has a BS and an MS in educational curriculum and instruction from
Texas A & M University. Dinah Zike’s Foldables are an exclusive feature
of McGraw-Hill textbooks.
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sion of geographic knowledge, is the world’s largest nonprofi t scientifi c and
educational organization. The Children’s Books and Education Division of
National Geographic supports National Geographic’s mission by developing
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View author biographies at biologygmh.com.
About the Authors v
(t) Ann Haley MacKenzie , (tc) Dr. William Rogers , (bc) Dr. Marion Sewer, (b) Dinah Zike
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