Biology, 9th Edition

02010·9 MB·English

by  Kenneth A. Mason, Jonathan B. Losos & Susan R. Singer

Apago PDF Enhancer
Ninth Edition
Biology
Kenneth A. Mason
University of Iowa
Jonathan B. Losos
Apago PDF Enhancer
Harvard University
Susan R. Singer
Carleton College
based on the work of
Peter H. Raven
Director, Missouri Botanical Gardens; Engelmann
Professor of Botany, Washington University
George B. Johnson
Professor Emeritus of Biology, Washington University
rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd ii 1122//44//0099 1111::0088::1177 AAMM
Reinforced Binding
What does it mean?
This textbook is widely adopted by colleges
and universities yet it is frequently used in
high school for teaching Advanced Placement*,
honors and electives courses. Since high
schools frequently adopt for several years, it is
important that a textbook can withstand the
wear and tear of usage by multiple students.
BIOLOGY, NINTH EDITION To ensure durability, McGraw-Hill has elected
to manufacture this textbook in compliance
Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the with the “Manufacturing Standards and
Americas, New York, NY 10020. Copyright © 2011 by The McGraw-Hill Companies, Inc. All rights reserved. Specifi cations for Textbook Administrators”
Previous editions © 2008, 2007, and 2005. No part of this publication may be reproduced or distributed in (MSST) published by the National Association
any form or by any means, or stored in a database or retrieval system, without the prior written consent of of State Textbook Administrators (NASTA).
The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage The MSST manufacturing guidelines provide
or transmission, or broadcast for distance learning. minimum standards for the binding, paper type,
and other physical characteristics of a text with
Some ancillaries, including electronic and print components, may not be available to customers outside the the goal of making it more durable.
United States.
*Pre-AP, AP and Advanced Placement program
are registered trademarks of the College Entrance
This book is printed on acid-free paper.
Examination Board, which was not involved in the
production of and does not endorse these products.
1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 4 3 2 1 0
ISBN 978–0–07–893649–4
MHID 0–07–893649–7
Vice President, Editor-in-Chief: Marty Lange
Vice President, EDP: Kimberly Meriwether David
Publisher: Janice Roerig-Blong
Director of Development: Kristine Tibbetts
Director of Development: Elizabeth Sievers
Senior Developmental Editor: Lisa Brufl odt
Senior Developmental Editor: Rose M. Koos
Marketing Director: Patrick E. Reidy Apago PDF Enhancer
Lead Project Manager: Sheila M. Frank
Senior Production Supervisor: Kara Kudronowicz
Senior Media Project Manager: Tammy Juran
Senior Designer: David W. Hash
Interior Designer: Christopher Reese
(USE) Cover Image: computer generated model of DNA molecules, ©Doug Struthers/Stone/Getty Images, Inc.;
water lily, ©Chad Kleitsch/Science Faction/Corbis; Galapagos giant tortoise, ©Digital Vision/PunchStock; retrovirus,
conceptual computer artwork, ©PASIEKA/SPL/Science Photo Library/Getty Images, Inc.; studio shot of purple
Lathyrus, sweet pea fl ower, ©Polina Plotnikova/Red Cover/Getty Images, Inc.; seated Orangutan reaching up,
©Dave King/Dorling Kindersley/Getty Images, Inc.
Senior Photo Research Coordinator: Lori Hancock
Photo Research: Danny Meldung/Photo Affairs, Inc
Art Studio: Electronic Publishing Services Inc., NYC
Compositor: Electronic Publishing Services Inc., NYC
Typeface: 10/12 Janson
Printer: R. R. Donnelley
All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.
Library of Congress Cataloging-in-Publication Data
Biology / Peter H. Raven ... [et al.]. -- 9th ed.
p. cm.
Includes index.
ISBN 978–0–07–893649–4 — ISBN 0–07–893649–7 (hard copy : alk. paper) 1. Biology. I. Raven, Peter H.
QH308.2.R38 2011
570--dc22
2009034491
www.mhhe.com
rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd iiii 1122//44//0099 1111::0088::1188 AAMM
Brief Contents
Preface v 29 Protists 567
30 Green Plants 588
Guided Tour x
31 Fungi 614
Contents xxi 32 Overview of Animal Diversity 633
33 Noncoelomate Invertebrates 649
I
Part The Molecular Basis of Life 1 34 Coelomate Invertebrates 666
35 Vertebrates 693
1 The Science of Biology 1
VI
2 The Nature of Molecules and the Properties of Water 17 Part Plant Form and Function 729
3 The Chemical Building Blocks of Life 33
36 Plant Form 729
II
Part The Biology of the Cell 59 37 Vegetative Plant Development 753
38 Transport in Plants 769
4 Cell Structure 59 39 Plant Nutrition and Soils 786
5 Membranes 88 40 Plant Defense Responses 802
6 Energy and Metabolism 107 41 Sensory Systems in Plants 814
7 How Cells Harvest Energy 122 42 Plant Reproduction 839
8 Photosynthesis 147
9 Cell Communication 168 VII
Part Animal Form and Function 863
10 How Cells Divide 186 Apago PDF Enhancer
III 43 The Animal Body and Principles of Regulation 863
Part Genetic and Molecular Biology 207
44 The Nervous System 887
45 Sensory Systems 915
11 Sexual Reproduction and Meiosis 207
46 The Endocrine System 937
12 Patterns of Inheritance 221
47 The Musculoskeletal System 961
13 Chromosomes, Mapping, and the Meiosis–Inheritance
48 The Digestive System 981
Connection 239
49 The Respiratory System 1001
14 DNA: The Genetic Material 256
50 The Circulatory System 1018
15 Genes and How They Work 278
51 Osmotic Regulation and the Urinary System 1038
16 Control of Gene Expression 304
52 The Immune System 1055
17 Biotechnology 327
53 The Reproductive System 1084
18 Genomics 352
54 Animal Development 1105
19 Cellular Mechanisms & Development 372
IV VIII
Part Evolution 396 Part Ecology and Behavior 1132
20 Genes Within Populations 396 55 Behavioral Biology 1132
21 The Evidence for Evolution 417 56 Ecology of Individuals and Populations 1162
22 The Origin of Species 436 57 Community Ecology 1185
23 Systematics and the Phylogenetic Revolution 456 58 Dynamics of Ecosystems 1207
24 Genome Evolution 474 59 The Biosphere 1230
25 Evolution of Development 492 60 Conservation Biology 1256
V Appendix A A-1
Part The Diversity of Life 507
Glossary G-1
26 The Tree of Life 507
Credits C-1
27 Viruses 528
28 Prokaryotes 545 Index I-1
iii
rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd iiiiii 1111//2233//0099 33::0011::1199 PPMM
About the Authors
Kenneth Mason is a lecturer at the University of Iowa where he
teaches introductory biology. He was formerly at Purdue University
where for 6 years he was responsible for the largest introductory
biology course on campus and collaborated with chemistry and
physics faculty on an innovative new course supported by the
National Science Foundation that combined biology, chemistry,
and physics. Prior to Purdue, he was on the faculty at the University
of Kansas for 11 years, where he did research on the genetics of
pigmentation in amphibians, publishing both original work and
reviews on the topic. While there he taught a variety of courses, was
involved in curricular issues, and wrote the lab manual for an upper
division genetics laboratory course. His latest move to the University
of Iowa was precipitated by his wife’s being named president of the
University of Iowa.
Pictured left to right: Susan Rundell Singer, Jonathan Losos,
Kenneth Mason
Jonathan Losos is the Monique and Philip Lehner Professor for
Apago PDF theE Stnudhy oaf Lnatinc Aemerrica in the Department of Organismic and
Evolutionary Biology and curator of herpetology at the Museum
of Comparative Zoology at Harvard University. Losos’s research has
focused on studying patterns of adaptive radiation and evolutionary
diversifi cation in lizards. The recipient of several awards, including
the prestigious Theodosius Dobzhanksy and David Starr Jordan
Prizes, and the Edward Osborne-Wilson Naturalist Award. Losos has
published more than 100 scientifi c articles.
Susan Rundell Singer is the Laurence McKinley Gould Professor of
the Natural Sciences in the department of biology at Carleton College
in Northfi eld, Minnesota, where she has taught introductory biology,
plant biology, genetics, plant development, and developmental
genetics for 23 years. Her research interests focus on the development
and evolution of fl owering plants. Singer has authored numerous
scientifi c publications on plant development, contributed chapters
to developmental biology texts, and is actively involved with the
education eff orts of several professional societies. She received the
American Society of Plant Biology’s Excellence in Teaching Award,
serves on the National Academies Board on Science Education,
and chaired the National Research Council study committee that
produced America’s Lab Report.
iv
rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd iivv 1111//2233//0099 33::0011::1199 PPMM
Committed To Excellence
T
his edition continues the evolution of the new Raven & The revised physiology unit has been further updated
Johnson’s Biology. The author team is committed to con- to strengthen the evolutionary basis for understanding this
tinually improving the text, keeping the student and section. The single chapter on circulation and respiration has
learning foremost. We have an improved design and updated been broken into two to provide a more reasonable amount of
pedagogical features to complement the new art program and material for the student in each chapter. The coverage of tem-
completely revised content of the transformative eighth edition perature regulation has also been moved to the introductory
of Biology. This latest edition of the text maintains the clear, chapter 43: The Animal Body and Principles of Regulation to
accessible, and engaging writing style of past editions while provide a concrete example of regulation. All of this should
maintaining the clear emphasis on evolution and scientifi c enhance readability for the student as well as integrate this
inquiry that made this a leading textbook for students majoring material even closer with the rest of the text.
in biology. This emphasis on the organizing power of evolu- The entire approach throughout the text is to emphasize
tion is combined with a modern integration of the importance important biological concepts. This conceptual approach is
of cellular and molecular biology and genomics to offer our supported by an evolutionary perspective and an emphasis on
readers a text that is student-friendly while containing current scientifi c inquiry. Rather than present only dry facts, our con-
content discussed from the most modern perspective. ceptual view combines an emphasis on scientifi c inquiry.
We are committed to producing the best possible text
for both student and faculty. Lead author, Kenneth Mason Our Consistent Themes
(University of Iowa) has taught majors biology at three differ-
ent major public universities for more than 15 years. Jonathan It is important to have consistent themes that organize and
Losos (Harvard University) is at the cutting edge of evolution- unify a text. A number of themes are used throughout the book
ary biology research and has taught evAoluptiaongaryo b iolPogDy Fto Ento hunaifyn tchee brroad-ranging material that makes up modern
both biology majors and nonmajors students. Susan Rundell biology. This begins with the primary goal of this textbook to
Singer (Carleton College) has been deeply involved in science provide a comprehensive understanding of evolutionary theory
education policy issues on a national level. and the scientifi c basis for this view. We use an experimen-
The extensive nature of the revision for the eighth edi- tal framework combining both historical and contemporary
tion allowed the incorporation of the most current possible research examples to help students appreciate the progressive
content throughout. This has been continued in the ninth and integrated nature of science.
edition. Here we provide a more consistent approach to con-
Biology Is Based on an Understanding of Evolution
cepts so that the reader is not buried in detail in one chapter
and left wondering how something works in another. In all When Peter Raven and George Johnson began work on Biology
chapters, we provide a modern perspective emphasizing the in 1982 they set out to write a text that presented biology the
structure and function of macromolecules and the evolution- way they taught in their classrooms—as the product of evolu-
ary process that has led to this structure and function. tion. We bear in mind always that all biology “only makes sense
This modern approach is illustrated with two examples. in the light of evolution;” so this text is enhanced by a consis-
First, genomics are not given one chapter and otherwise i gnored. tent evolutionary theme that is woven throughout the text, and
Instead, results from the analysis of genomes are p resented in we have enhanced this theme in the ninth edition.
context across the text. It is important that these results are The enhanced evolutionary thread can be found in obvi-
provided in the context of our traditional approaches and not ous examples such as the two chapters on molecular evolution,
just lumped into a single chapter. We do not ignore the unique but can also be seen throughout the text. As each section con-
features of this approach and therefore provide two chapters siders the current state of knowledge, the “what” of biological
devoted to genomics and to genome evolution. phenomenon, they also consider how each system may have
A second example is expanded coverage of noncoding arisen by evolution, the “where it came from” of biological
RNA. It is hard to believe how rapidly miRNA have moved phenomenon.
from a mere curiosity to a major topic in gene expression. We We added an explicit phylogenetic perspective to the
have included both new text and graphics on this important understanding of animal form and function. This is most ob-
topic. The results from complete genome sequencing have vious in the numerous fi gures containing phylogenies in the
highlighted this important category of RNA that was largely form and function chapters. The diversity material is support-
ignored in past texts. ed by the most up-to-date approach to phylogenies of both
v
rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd vv 1111//2233//0099 33::0011::1199 PPMM
animals and plants. Together these current approaches add interaction of specifi c molecules, and this knowledge of life at
even more evolutionary support to a text that set the standard the molecular level has illuminated relationships that were pre-
for the integration of evolution in biology. viously unknown. Using this cutting-edge information, we more
Our approach allows evolution to be dealt with in the strongly connect the different areas of biology in this edition.
context in which it is relevant. The material throughout this One example of this integration concerns the structure
book is considered not only in terms of present structure and and function of biological molecules—an emphasis of modern
function, but how that structure and function may have arisen biology. This edition brings that focus to the entire book, using
via evolution by natural selection. this as a theme to weave together the different aspects of con-
tent material with a modern perspective. Given the enormous
Biology Uses the Methods of Scientific Inquiry
amount of information that has accumulated in recent years,
Another unifying theme within the text is that knowledge arises this emphasis on structure and function provides a necessary
from experimental work that moves us progressively forward. thread integrating these new perspectives into the fabric of the
The use of historical and experimental approaches throughout traditional biology text.
allow the student not only to see where the fi eld is now, but Although all current biology texts have added a genom-
more importantly, how we arrived here. The incredible expan- ics chapter, our text was one of the fi rst to do so. This chap-
sion of knowledge in biology has created challenges for authors ter has been updated, and we have added a chapter on the
in deciding what content to keep, and to what level an introduc- evolution of genomes. More importantly, the results from the
tory text should strive. We have tried to keep as much historical analysis of genomes and the proteomes they encode have been
context as possible and to provide this within an experimental added throughout the book wherever this information is rel-
framework consistently throughout the text. evant. This allows a more modern perspective throughout the
We use a variety of approaches to expose the student to book rather than limiting it to a few chapters. Examples, for
scientifi c inquiry. We use our new Scientifi c Thinking fi gures to instance, can be found in the diversity chapters, where classifi -
walk through an experiment and its implications. These fi gures cation of some organisms were updated based on new fi ndings
always use material that is relevant to the story being told. Data revealed by molecular techniques.
are also provided throughout the text, and other fi gures illus- This systems approach to biology also shows up at the level
trate how we arrived at our current view of the topics that make of chapter organization. We introduce genomes in the genetics
up the different sections. Students are provided with Inquiry section in the context of learning about DNA and genomics. We
Questions to stimulate thinking about the material throughout then come back to this topic with an entire chapter at the end of
the book. The questions often involve data that are presented the evolution unit where we look at the evolution of genomes,
in fi gures, but are not limited to this approachA, aplsoa legadoing thPe DF folElownedh bay na cchaepterr on the evolution of development, which
student to question the material in the text as well. leads into our unit on the diversity of organisms.
Similarly, we introduce the topic of development with
Biology Is an Integrative Science
a chapter in the genetics section, return to it in the evolution
The explosion of molecular information has reverberated unit, and dedicate chapters to it in both the plant and animal
throughout all areas of biological study. Scientists are increas- units. This layering of concepts is important because we be-
ingly able to describe complicated processes in terms of the lieve that students best understand evolution, development,
physiology, and ecology when they can reflect on the con-
nections between the microscopic and macroscopic levels of
This chapter covers one of the fastest-progressing organization.
fi elds in biology. It must cover fundamental topics We’re excited about how we moved the previous
high-quality textbook forward in a signifi cant way for a new
as well as a wide variety of real and potential
generation of students. All of us have extensive experience
applications of the technology. The chapter does teaching undergraduate biology, and we’ve used this knowl-
all of this well. There is good continuity from one edge as a guide in producing a text that is up to date, beautiful-
ly illustrated, and pedagogically sound for the student. We’ve
section to the next, which I fi nd important to
also worked to provide clear explicit learning objectives, and
make the text “readable.” more closely integrate the text with its media support mate-
rials to provide instructors with an excellent complement to
Michael Lentz
their teaching.
University of North Florida
Ken Mason, Jonathan Losos, Susan Rundell Singer
vi committed to excellence
rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd vvii 1111//2233//0099 33::0011::2200 PPMM
Cutting Edge Science Part III: Genetic and Molecular Biology
The overall organization of this section remains the same. The
Changes to the Ninth Edition
splitting of transmission genetics into two chapters allows stu-
dents to fi rst be introduced to general principles, then tie these
Part I: The Molecular Basis of Life
back to the behavior of chromosomes and the more complex
The material in this section does not change much with time.
topics related to genetic mapping.
However, we have updated it to make it more friendly to the
Content changes in the molecular genetics portion of this
student. The student is introduced to the pedagogical features
section are intended to do two things: (1) update material that is
that characterize the book here: learning objectives with vari-
the most rapidly changing in the entire book, and (2) introduce
ous levels of cognitive diffi culty, scientifi c thinking fi gures,
the idea that RNA plays a much greater role now than appre-
and an integrated approach to guide the student through
ciated in the past. The view of RNA has undergone a revolu-
complex material.
tion that is underappreciated in introductory textbooks. This
In chapter 1, the idea of emergent properties has been
has led to a complete updating of the section in chapter 16 on
clarifi ed and material added to emphasize the nonequilibrium
small RNAs complete with new graphics to go with the greatly
nature of biology. This will help introduce students to the
expanded and reorganized text. This new section should both
fundamental nature of biological systems and prepare them
introduce students to exciting new material and organize it so
for the rest of the book.
as to make it coherent with the rest of the chapter. The new
material is put into historical context and updated to distinguish
Part II: Biology of the Cell between siRNA and miRNA, and the mechanisms of RNA
The overall organization of this section was retained, but silencing. Material on the classical bacterial operons trp and lac
material on cell junctions and cell-to-cell interactions was was also refi ned for greater clarity.
moved from chapter 9 to chapter 4, where it forms a natu-
Chapter 11 — The information on meiotic cohesins and
ral conclusion to cell structure. Within chapter 4 microsome/
protection of cohesins during meiosis I was clarifi ed
peroxisome biogenesis was clarifi ed to complete the picture
and updated. This is critical for students to understand
of cell structure. The nature of trans fats is clarifi ed, a subject
how meiosis actually works as opposed to memorizing
students are likely to have been exposed to but not under-
a series of events.
stand. A brief discussion of the distribution of lipids in differ-
ent membranes was also added. Chapter 12 — The second example of epistasis, which did not
have graphical support in the eighth edition, was removed.
Chapter 7 — The organization of chapter 7 was improved for
Apago PDF EnhaThnisc alleowrs the remaining example to be explored in
greater clarity. ATP structure and function is introduced
greater detail. The organization of the explication of
earlier, and the opening summary section covering all of
Mendel’s principles was tightened to improve clarity.
respiration was removed. This allows the information to
unfold in a way that is easier to digest. A new analogy was Chapter l4 —Material on the eukaryotic replisome was
added for the mechanism of ATP synthase to make this updated and the graphics for this refi ned from the last
diffi cult enzyme more approachable. edition. Archaeal replication proteins are also introduced
to give the student a more complete view of replication.
Chapter 8 — The section on bacterial photosynthesis was
completely rewritten for clarity and accuracy. In addition Chapter 15 —Has been tightened considerably. The example
to the emphasis we always had on the experimental of sickle cell anemia was moved from chapter l3 to
history of photosynthesis, the scientifi c thinking fi gures 15, where it fi ts more naturally in a discussion of how
for chapters 7 and 8 are complementary and cross mutations affect gene function.
referenced to reinforce how we accumulate evidence for
Chapter 17 — Our goal is to help students apply what
complex phenomenon such as chemiosmosis.
they’ve learned about molecular biology to answering
Chapter 9 — The removal of the cell junction material keeps important biological questions. This chapter has been
the focus of chapter 9 on signaling through receptors, revised to balance newer technologies with approaches
making this diffi cult topic more accessible. The that continue to be used in both the research and
distribution of G protein-coupled receptor genes in education communities. RNAi applications to diseases
humans and mouse was updated. like macular degeneration and next-generation
sequencing technology are introduced by building on
Chapter 10 — The discussion of bacterial cell division was
what the student already knows about DNA replication,
updated again to refl ect the enormous change in our
transcription, and PCR.
view of this fi eld. The organization of the chapter was
tightened, by combining mitosis and cytokinesis as M Chapter 18 — Our book is unique in having two chapters
phase. Not only is this a consensus view in the fi eld, it on genomes. The fi rst extends the molecular unit to
simplifi es the overall organization for greater clarity. the scale of whole genomes, and chapter 24 focuses
committed to excellence vii
rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd vviiii 1111//2233//0099 33::0011::2200 PPMM
on comparative genomics after students have learned Part V: Diversity of Life on Earth
about evolution. This organization is core to our In revising the diversity chapters (protist, plants, and fungi) our
full integration of evolution throughout the book. emphasis was on integrating an evolutionary theme. The fungi
Chapter 18 has been revised to demonstrate the chapter was restructured to refl ect the current phylogenies while
broad relevance of genomics, from understanding the keeping species that are familiar to instructors at the fore. While
evolution of speech to identifying the source of the competitors have two plant diversity chapters, we have one. We
2001 anthrax attacks. integrated the diversity of fl owers and pollination strategies,
as well as fruit diversity into the plant unit to enable students
Chapter 19 — The material on stem cells was completely
to fully appreciate morphological diversity because they have
rewritten and updated. The content was reorganized to
already learned about plant structure and development.
put it into an even more solid historical context using
the idea of nuclear reprogramming, and how this led Chapter 26 — This chapter has been updated so instructors
to both the cloning of mammals and embryonic stem have the option of using it as a stand-alone diversity
cells. New information on induced pluripotent stem chapter if their syllabus is too crowded to include the
cells is included to keep this as current as possible. extensive coverage of diversity in the unit. Endosymbiosis
This topic is one that is of general interest and is has been consolidated in this chapter (moving some of the
another subject about which students have signifi cant content from chapter 4).
misinformation. We strove to provide clear, well-
Chapter 27 — Material on archaeal viruses was added to
organized information.
incorporate this area of active research that is often ignored.
The approach to HIV drug treatments was completely
Part IV: Evolution
redone with revised strategies and updated graphics. The
The evolution chapters were updated with new examples. A
discussions of prions and viroids were also revised.
strong emphasis on the role of experimental approaches to
studying evolutionary phenomena has been maintained and Chapter 28 — All health statistics in chapter 28 were
enhanced. updated, including information on TB, HIV and STDs.
A discussion on archaeal photosynthesis was added to
Chapter 20 — The various processes that can lead to
the section on microbial metabolism.
evolutionary change within populations are discussed
in detail. Notably, these processes are not considered Chapter 30 — Findings of several plant genome projects
in isolation, but explored through how they interact. informed the revision of the plant chapter. The remarkable
Apago PDF Endehsicacantiocn teolerrance of moss is emphasized in a Scientifi c
Chapter 21 — This chapter presents a state-of-the-art
Thinking fi gure exploring the genes involved in desiccation
discussion of the power of natural selection to
tolerance. New fi ndings on correlations between the rate
produce evolutionary change and the ever-increasing
of pollen tube growth and the origins of the angiosperms
documentation in the fossil record of evolutionary
have also been integrated into the chapter.
transitions through time. It also discusses a variety
of phenomena that only make sense if evolution has Chapter 31 — Since the previous edition, much has been
occurred and concludes with a critique of arguments learned about the evolution of fungi, fundamentally
posed against the existence of evolution. changing relationships among groups. We revised the
fungal phylogenies in this chapter to conform with
Chapter 22 — The process of speciation and evolutionary
the current understanding of fungal evolution, while
diversifi cation is considered in this chapter. It includes
contextualizing the older taxonomic groupings that may
current disagreements on how species are identifi ed and
be more familiar to some readers.
how speciation operates.
Chapters 32–34 — These chapters have been completely
Chapter 23 — An up-to-date discussion of not only how
overhauled to emphasize the latest understanding,
phylogenies are inferred, but their broad and central
synthesizing molecular and morphological information,
role in comparative biology is the focus of chapter 23.
on the phylogeny of animals. We refocused these chapters
Chapter 24 — This chapter has been revised to incorporate the to emphasize the differences in major morphological,
rapidly growing number of fully sequenced genomes in a behavioral, and ecological features that differentiate
conceptual manner. We included the paradigm-changing the major animal groups, placing a strong emphasis
fi ndings that noncoding DNA plays a critical role in on understanding the organism in the context of its
regulating DNA expression. This chapter and chapter 25 environment. Chapter 32 is an overview, which could
illustrate how we integrate both evolution and molecular be used as a standalone chapter, setting the stage for
biology throughout our text. Chapters 33 on non-coelomate animals and Chapter 34
on coelomates.
Chapter 25 — With updated examples we explore the changing
perspectives on the evolution of development. Specifi cally, Chapter 35 — This chapter on vertebrates was revised to
the fi eld is shifting away from the simplifi ed view that incorporate current ideas on vertebrate phylogeny and to
changes in regulatory regions of genes are responsible for emphasize the phylogenetic approach to understanding
the evolution of form. evolutionary diversifi cation.
viii committed to excellence
rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd vviiiiii 1111//2233//0099 33::0011::2200 PPMM
Part VI: Plant Form and Function Chapter 51 — The osmotic regulation material in this chapter
As with the animal unit we incorporated an evolutionary theme. is more coherent as a separate section without the
In the Scientifi c Thinking fi gures, as well as the text, we chal- temperature regulation material.
lenge the students to combine morphological, developmental,
Chapter 52 — This chapter was reorganized and
and molecular approaches to asking questions about plants.
restructured to emphasize the existence of innate
The goal is to help students integrate their conceptual under-
versus adaptive immunity. This replaces the old
standing over multiple levels of organization. In addition, most
paradigm of nonspecifi c versus specifi c immunity. This
of the questions at the end of the chapter are new.
reorganization and new material also emphasize the
Chapter 36 — The section on leaf development has been evolutionary basis of innate immunity, which exists in
updated to include a molecular analysis of the role of a invertebrates and vertebrates.
key gene, UNIFOLIATA, in compound leaf development.
Chapter 54 — The material on organizer function was updated.
Chapter 39 — Throughout the unit we included relevant The Scientifi c Thinking fi gure uses molecular approaches
examples to illustrate core concepts in plant biology. introduced in part III and a fi gure that was already in the
Here we added information about the effect of pH on chapter. This fi gure is much more pedagogically useful in
germination and included a Scientifi c Thinking fi gure to this repurposing than as a static fi gure and illustrates the
more fully engage the student in considering pH effects use of these fi gures.
in an agricultural context. The discussion of elevated CO
2 Part VIII: Ecology and Behavior
levels and increased temperatures on plant growth was
updated. The very complex interactions affecting carbon The ecology chapters have been revised with a particular fo-
and nitrogen content in plants is addressed at the level of cus on providing up-to-date information on current environ-
plant and cell physiology. In addition, they are discussed mental issues, both in terms of the problems that exist and the
at the ecosystem level later in the text in a more coherent potential action that can be taken to ameliorate them.
presentation of the effects of climate change.
Chapter 55 — Completely revised with a strong emphasis on
Chapter 41 — The section of phytochrome was reorganized neuroethological approaches to understanding behavioral
and updated. The emphasis is on guiding the student patterns, this chapter emphasizes modern molecular
away from the historic examples of morphological approaches to the study of behavior.
responses to different day lengths to a clear, coherent
Chapter 56 — Considers the ecology of individuals and
understanding of how red and far red light affect
Apago PDF Enhaponpuclateionrs and includes up-to-date discussion of human
the conformation of phytochrome and the signaling
population growth.
pathway it affects.
Chapter 57 — The ecology of communities is discussed in
Part VII: Animal Form and Function the context of the various ecological processes that
Several organizational changes were made to this section to mediate interactions between co-occurring species.
enhance overall coherence. The entire section was reinter- With updated examples, chapter 57 illustrates how
preted with the intent of better integrating evolution into all different processes can interact, as well as emphasizing
topics. The material on temperature regulation was moved the experimental approach to the study of ecology.
from chapter 50 (8E) to the introductory chapter 43. This
Chapter 58 — This chapter focuses on the dynamics of
both provides an illustrative example to the introduction to
ecosystems. It has been updated to emphasize current
homeostasis and removes a formerly artifi cial combination of
understanding of the how ecosystems function.
temperature control and osmotic control. Respiration and cir-
culation were made into separate chapters (49 and 50), allow- Chapter 59 — The chapter has been extensively updated to
ing for greater clarity and removing an overly long chapter provide the latest information on factors affecting the
that was a barrier to understanding. environment and human health with a clear focus on the
biosphere and current environmental threats.
Chapter 44 — The material on synaptic plasticity was rewritten
with new graphics added. And in chapter 46 the addition Chapter 60 — And fi nally, chapter 60 considers conservation
of learning objectives and our integrated pedagogical biology, emphasizing the causes of species endangerment
tools make a complex topic more approachable. A new and what can be done. Data and examples provide the
Scientifi c Thinking fi gure was added as well. latest information and thinking on conservation issues.
committed to excellence ix
rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd iixx 1111//2233//0099 33::0011::2200 PPMM