Biology. Dynamics of Life

1213 Pages·2005·143.92 MB·english

by  Alton Biggs

i s e
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A GLENCOE PROGRAM
BIOLOGY: THE DYNAMICS OF LIFE
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2 3 4 5 6 7 8 9 10 071 08 07 06 05 04 03
What is biology? . . . . xxvi Viruses, Bacteria, Protists,
and Fungi . . . . . . . . . 472
1 Biology: The Study of Life . . . . . . . . . . . . . . . .2
Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . .30 18 Viruses and Bacteria . . . . . . . . . . . . . . . . . . .474
19 Protists . . . . . . . . . . . . . . . . . . . . . . . . . . . . .502
20 Fungi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .528
Unit 6 Review . . . . . . . . . . . . . . . . . . . . . . . . .550
Ecology . . . . . . . . . . . . . 32
2 Principles of Ecology . . . . . . . . . . . . . . . . . . .34 Plants . . . . . . . . . . . . . 556
3 Communities and Biomes . . . . . . . . . . . . . . .64
21 What is a plant? . . . . . . . . . . . . . . . . . . . . . .558
4 Population Biology . . . . . . . . . . . . . . . . . . . . .90
22 The Diversity of Plants . . . . . . . . . . . . . . . . .576
5 Biological Diversity and Conservation . . . . .110
23 Plant Structure and Function . . . . . . . . . . . .604
Unit 2 Review . . . . . . . . . . . . . . . . . . . . . . . . .132
24 Reproduction in Plants . . . . . . . . . . . . . . . . .632
Unit 7 Review . . . . . . . . . . . . . . . . . . . . . . . . .664
The Life of a Cell . . . . 138 Invertebrates . . . . . . 670
6 The Chemistry of Life . . . . . . . . . . . . . . . . . .140 25 What is an animal? . . . . . . . . . . . . . . . . . . . . .672
7 A View of the Cell . . . . . . . . . . . . . . . . . . . .170 26 Sponges, Cnidarians, Flatworms,
8 Cellular Transport and the Cell Cycle . . . . . .194 and Roundworms . . . . . . . . . . . . . . . . . . . . .692
9 Energy in a Cell . . . . . . . . . . . . . . . . . . . . . .220 27 Mollusks and Segmented Worms . . . . . . . . .720
Unit 3 Review . . . . . . . . . . . . . . . . . . . . . . . . .244 28 Arthropods . . . . . . . . . . . . . . . . . . . . . . . . . .740
29 Echinoderms and Invertebrate
Chordates . . . . . . . . . . . . . . . . . . . . . . . . . . .762
Unit 8 Review . . . . . . . . . . . . . . . . . . . . . . . . .782
Genetics . . . . . . . . . . 250
10 Mendel and Meiosis . . . . . . . . . . . . . . . . . . .252 Vertebrates . . . . . . . . 790
11 DNA and Genes . . . . . . . . . . . . . . . . . . . . . .280
30 Fishes and Amphibians . . . . . . . . . . . . . . . .792
12 Patterns of Heredity and
31 Reptiles and Birds . . . . . . . . . . . . . . . . . . . . .816
Human Genetics . . . . . . . . . . . . . . . . . . . . . .308
32 Mammals . . . . . . . . . . . . . . . . . . . . . . . . . . . . .840
13 Genetic Technology . . . . . . . . . . . . . . . . . . .336
33 Animal Behavior . . . . . . . . . . . . . . . . . . . . . .858
Unit 4 Review . . . . . . . . . . . . . . . . . . . . . . . . .360
Unit 9 Review . . . . . . . . . . . . . . . . . . . . . . . . .880
The Human Body . . . 890
Change Through
34 Protection, Support, and Locomotion . . . . . .892
Time . . . . . . . . . . . . . . 366
35 The Digestive and Endocrine Systems . . . . .916
14 The History of Life . . . . . . . . . . . . . . . . . . . .368 36 The Nervous System . . . . . . . . . . . . . . . . . . . .942
15 The Theory of Evolution . . . . . . . . . . . . . . .392 37 Respiration, Circulation, and Excretion . . . . .970
16 Primate Evolution . . . . . . . . . . . . . . . . . . . . .420 38 Reproduction and Development . . . . . . . . . .994
17 Organizing Life’s Diversity . . . . . . . . . . . . . .442 39 Immunity from Disease . . . . . . . . . . . . . . . .1022
Unit 5 Review . . . . . . . . . . . . . . . . . . . . . . . . .466 Unit 10 Review . . . . . . . . . . . . . . . . . . . . . . .1048
iii
Alton Biggshas been a biology educator in Texas Peter Rillerois a professor of science education at
public schools for more than 30 years. He has a B.S. in Arizona State University West in Phoenix. He has an
natural sciences and an M.S. in biology from Texas M.A. in science education from Columbia University,
A & M University—Commerce. Mr. Biggs received an M.A. in biology from City University of New York,
NABT’s Outstanding Biology Teacher Award for and a Ph.D. in science education from The Ohio State
Texas in 1982 and 1985, he was the founding president University. He has taught high school biology as a
of the Texas Association of Biology Teachersin 1985, Peace Corps volunteer in Kenya and for four years as a
and in 1992 was the president of the National public school teacher in Bronx, NY. As a Fulbright
Association of Biology Teachers. Fellow, Dr. Rillero taught science methods at Akureyri
University in Iceland. As an exchange professor, he
taught biology at the National University of Costa Rica.
Whitney Crispen Haginsteaches biology at
Lexington High School in Lexington, Massachusetts.
Kathleen G. Tallmanis an Assistant Professor in
She has a B.A. and an M.A. in biological sciences from
the Biology Department at Doane College in Crete,
Mount Holyoke College and an M.A.T. from Duke
Nebraska. She has a B.A. in biology and chemistry from
University. Since 1997, she has been an instructor for
Point Loma Nazarene College and a Ph.D. in neuro-
Project STIR Technology Institute. In 1999, she was
science from The Ohio State University. In 2002,
awarded the NABT Outstanding Biology Teacher
Dr.Tallman was a participant with a team of faculty at
Award for Massachusetts, and in 1998 received NFS
Doane College who were awarded an NIH grant to
funding for development of molecular biology activities
fund undergraduate research in the biomedical sciences.
for high school students.
Dinah Zikeis an international curriculum consultant
Chris Kapickais a biology professor at Northwest
and inventor who has designed and developed educa-
Nazarene University, Nampa, Idaho, and does collabo-
tional products and three-dimensional, interactive
rative heart research with the Veteran’s Administration
graphic organizers for over thirty years. She is frequently
Hospital in Boise, Idaho. She has a B.S. in biology from
a featured speaker at national, regional, and state science
Boise State University, an M.S. in microbiology from
teachers’ conferences. As president and founder of
Washington State University, and a Ph.D. in cell physi-
Dinah-Might Adventures, L.P., Dinah is the author of
ology and pharmacology from the University of
over 100 award-winning educational publications includ-
Nevada—Reno. In 1986, she received the Presidential
ing The Big Book of Science.Dinah has a B.S. and an M.S.
Award for Science Teaching, and in 1988 was awarded
in educational curriculum and instruction from Texas
NABT’s Outstanding Biology Teacher Award.
A & M University. Dinah Zike’s Foldablesare an exclu-
sive feature of McGraw-Hill textbooks. www.dinah.com
Linda Lundgrenis a research associate in the
Mathematics, Science, and Technology Program at National Geographic Society,founded in
The University of Colorado at Denver. She taught 1888 for the increase and diffusion of geographic
biology at Bear Creek High School, Lakewood, knowledge, is the world’s largest nonprofit scientific and
Colorado, for 10 years. Ms. Lundgren has a B.A. in educational organization. The Education Division sup-
journalism and zoology from the University of ports the Society’s mission by developing innovative edu-
Massachusetts and an M.S. in zoology from The Ohio cational programs. National Geographic Society wrote
State University. In 1991, she was named Colorado the Focus Onfeatures for Biology: The Dynamics of Life,
Science Teacher of the Year. which are located on pages 1060–1091.
Contributing Author
Rebecca Johnson, Science Writer, Sioux Falls, SD
iv
Teacher Reviewers Beth Kruetzer Carol Hoffman
Hoehne High School Institute of Ecology
Cynthia Alsworth Hoehne, CO University of Georgia
Mt. Olive Attendance Center Athens, GA
Richard Lord, Jr.
Mount Olive, MS Presque Isle High School Mozell Lang
Debbie Arnold Presque Isle, ME Michigan Department of Education
Ware County School of Agricultural, Mary McNeill Michigan State University
Forestry, and Environmental Sciences Hoke County Schools Lansing, MI
Manor, GA Raeford, NC
Raymond W. McCoy, Ph.D.
Alan Ascher Lynn Miller Kinesiology Department
Port Richmond High School Leeton High School The College of William and Mary
Staten Island, NY Leeton, MO Williamsburg, VA
Donald Reid, M.S.
Janice Baulch Carol McFadden
Cypress High School
Midland Independent School District Cornell University
Cypress, CA
Midland, TX Ithaca, NY
Jo Ann Scheidt
Donna Bettinelli Dale M. J. Mueller
Helias High School
Bay Shore High School Jefferson City, MO Department of Biological Sciences
Bay Shore, NY Texas A & M University
Sidra S. Spies
College Station, TX
Beth Bodock Niceville Senior High School
Chippewa High School Niceville, FL Valerie Porter
Doylestown, OH Beverly H. St. John Biology Teacher
Eisenhower High School
Lynn M. Buttrey Milton High School
Houston, TX
Milton, FL
W. F. West High School
Gary Simone
Chehalis, WA Gary Upchurch
Robert E. Lee High School Plant Pathologist
Robert A. Di Dio, M.S. Ed., Ph.D.
Midland, TX Simone’s Plant Disease Solutions
Intermediate School 192 Corbett, OR
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Bronx, NY
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Philadelphia, PA
Columbus, OH
Mitch Harrington
Kenneth Russell Roy, Ph.D.
Slidell High School Richard Duhrkoph
K–12 Director of Science and Safety
Department of Biology
Slidell, LA
Glastonbury Public Schools
Baylor University
W. J. Hayden Waco, TX Glastonbury, CT
Hammond High School Alan Gishlick Sandra West
Hammond, IN National Center for Science Education Department of Biology
Martin Hettrich Oakland, CA Southwest Texas State University
Holy Trinity High School Elizabeth Godrick, Ph.D. San Marcos, TX
Hicksville, NY Department of Biology
Boston University Reading Consultant
Terri Hood
Boston, MA
East Union High School
William Holliday
Blue Springs, MS Paula Gregory, Ph.D.
Genetics Department Department of Curriculum
Carol Johnson Louisiana State University and Instruction
John Jay High School Health Sciences Center University of Maryland
San Antonio, TX New Orleans, LA College Park, MD
v
Teacher Advisory Board
The Teacher Advisory Board gave the authors, editorial staff, and design
team feedback on the content and design of the Student Edition. They
were instrumental in providing valuable input toward the development of the
2004 edition of Biology: The Dynamics of Life. We thank these teachers for
their hard work and creative suggestions.
Karen Booker Gilda Lyon A. C. Russell
Zebulon B. Vance High School Howard School Landstown High School
Charlotte, NC Chattanooga, TN Virginia Beach, VA
Thomas Booker Patsye Peebles Paula Weaver
Northwest School of the Arts University Lab School Seymour High School
Charlotte, NC Louisiana State University Seymour, IN
Baton Rouge, LA
Denise Kaplar Zoe Welsh
Bay Shore High School Donald E. Reid Leesville Road High School
Bay Shore, NY Anaheim Union High School Raleigh, NC
Cypress, CA
Student Advisory Board
The Student Advisory Board gave the authors, editorial staff, and design
team feedback on the design of the Student Edition. We thank these stu-
dents for their hard work and creative suggestions in making the 2004 edition
of Biology: The Dynamics of Life more student friendly.
Stanley Cockrell Caroline Hoyle McClain Murphy
Bloom Carroll High School Upper Arlington High School Westerville South High School
Carroll, OH Upper Arlington, OH Westerville, OH
Megan Graham Caitlin Kaiser Tiffani Shay
Hilliard Davidson High School Upper Arlington High School Northland High School
Hilliard, OH Upper Arlington, OH Columbus, OH
Ashley Hoffman Megan McGinty Zach Ward
Gahanna Lincoln High School Columbus Alternative High School Dublin Scioto High School
Gahanna, OH Columbus, OH Dublin, OH
Field Test Schools
Glencoe/McGraw-Hill wishes to thank the following schools that field-
tested pre-publication manuscript. They were instrumental in providing
feedback and verifying the effectiveness of this program.
Seymour High School Leesville Road High School University Lab School Moises E. Molina High School
Seymour, IN Raleigh, NC Baton Rouge, LA Dallas, TX
vi
Unit 1 Labs
Chapter 1 1.1 What is biology? . . . . . . . . . . . . .3 Internet BioLab
Biology: The Study of Life . . . 2 24
1.2 The Methods of Biology . . . . . .11
MiniLabs
What You’ll Learn:The characteristics
1.3 The Nature of Biology . . . . . . .19 6, 14, 22
of life and scientific methods
Problem-Solving Labs
16, 20
Unit 1 Review BioDigest and Standardized Test Practice . . . . . . 30
Unit 2 Labs
Design Your Own
Chapter 2 Chapter 4
BioLab
Principles of Ecology . . . . . 34 Population Biology . . . . . . . 90
58
What You’ll Learn:The aspects of an What You’ll Learn:What controls popu-
Investigate BioLabs
organism’s environment and how energy lation growth and issues in human popula-
84, 104
flows through an ecosystem tion growth
Internet BioLab
2.1 Organisms and 4.1 Population Dynamics . . . . . . . . .91
126
Their Environment . . . . . . . . . .35
4.2 Human Population . . . . . . . . . .100 MiniLabs
2.2 Nutrition and Energy Flow . . . .46 36, 54, 67, 73, 92, 102,
Chapter 5 112, 122
Chapter 3 Biological Diversity and Problem-Solving Labs
Communities and Biomes . . . 64 Conservation . . . . . . . . . . 110 37, 50, 68, 72, 95, 101,
115, 124
What You’ll Learn:What determines What You’ll Learn:What biodiversity is
where species live and the different and how it is endangered and conserved
biomes of Earth
5.1 Vanishing Species . . . . . . . . . . .111
3.1 Communities . . . . . . . . . . . . . . . .65 Units 1–2
5.2 Conservation of
Physical Science
3.2 Biomes . . . . . . . . . . . . . . . . . . . . .70
Biodiversity . . . . . . . . . . . . . . . .121
Connections
52, 53, 71, 118, 119
Unit 2 Review BioDigest andStandardized Test Practice . . . . . . . . 132
A coral reef, p. 116
vii
Steve Wolper/DRK Photo
Unit 3 Labs
Design Your Own
Chapter 6 Chapter 8
BioLab
The Chemistry of Life . . . . 140 Cellular Transport and
164
What You’ll Learn:What an atom is, the Cell Cycle . . . . . . . . . . .194
InvestigateBioLabs
188, 214 the importance of water, and the role of What You’ll Learn:How molecules
carbon compounds in organisms
Internet BioLab enter a cell and how a cell divides
238 6.1 Atoms and Their 8.1 Cellular Transport . . . . . . . . . . .195
Interactions . . . . . . . . . . . . . .141
MiniLabs
8.2 Cell Growth and
151, 155, 173, 182, 198, 6.2 Water and Diffusion . . . . . . .152
Reproduction . . . . . . . . . . . . .201
209, 226, 228, 236
Problem-Solving Labs 6.3 Life Substances . . . . . . . . . . .157 8.3 Control of the Cell Cycle . . . .211
145, 154, 176, 180, 203,
Chapter 7 Chapter 9
204, 212, 222, 235
A View of the Cell . . . . . . . 170 Energy in a Cell . . . . . . . . . 220
What You’ll Learn:All the parts of a cell What You’ll Learn:The importance of
and how eukaryotes differ from prokaryotes ATP to life
7.1 The Discovery of Cells . . . . . .171 9.1 The Need for Energy . . . . . . .221
7.2 The Plasma Membrane . . . . .175 9.2 Photosynthesis: Trapping
the Sun’s Energy . . . . . . . . . . . .225
7.3 Eukaryotic Cell Structure . . . .179
9.3 Getting Energy
to Make ATP . . . . . . . . . . . . . .231
Unit 3 Review BioDigest andStandardized Test Practice . . . . . . . . 244
An arctic fox, p. 321
Unit 4 Labs
Chapter 10 Chapter 12
Design Your Own
Mendel and Meiosis . . . . . 252 Patterns of Heredity and
BioLab
330 What You’ll Learn:The basic concepts Human Genetics . . . . . . . . .308
Investigate BioLabs of genetics and how a cell forms gametes What You’ll Learn:How traits are
302, 354 10.1 Mendel’s Laws inherited
Internet BioLab of Heredity . . . . . . . . . . . . . . .253 12.1 Mendelian Inheritance
274
10.2 Meiosis . . . . . . . . . . . . . . . . . .263 of Human Traits . . . . . . . . . . .309
MiniLabs
12.2 When Heredity Follows
254, 268, 293, 300, 310,
Chapter 11 Different Rules . . . . . . . . . . . .315
327, 343, 350
DNA and Genes . . . . . . . . 280
Problem-Solving Labs 12.3 Complex Inheritance of
262, 264, 283, 291, 299, What You’ll Learn:The structure and Human Traits . . . . . . . . . . . . . . .323
311, 318, 326, 339, 347, function of DNA and how mutations affect
353 this fundamental molecule Chapter 13
11.1 DNA: The Molecule Genetic Technology . . . . . 336
of Heredity . . . . . . . . . . . . . . .281
What You’ll Learn:How the inheritance
11.2 From DNA to Protein . . . . . . .288 of genes can be altered to benefit human life
Units 3–6
11.3 Genetic Changes . . . . . . . . . . . .296 13.1 Applied Genetics . . . . . . . . . .337
Physical Science
13.2 Recombinant DNA
Connections
Technology . . . . . . . . . . . . . . .341
146, 148, 152, 153, 171,
177, 185, 296, 369, 493, 13.3 The Human Genome . . . . . . .349
515
Unit 4 Review BioDigest andStandardized Test Practice . . . . . . . 360
viii
Eastcott/Momatiuk/Animals Animals
Unit 5 Labs
Investigate BioLabs
Chapter 14 Chapter 16
386, 436, 460
The History of Life . . . . . . .368 Primate Evolution . . . . . . . 420
Internet BioLab
What You’ll Learn:The connection What You’ll Learn:The characteristics 414
between fossils and the geologic time scale of primates and evidences for the ancestry of MiniLabs
and some theories concerning the origin of life humans
371, 376, 398, 407, 425,
14.1 The Record of Life . . . . . . . . .369 16.1 Primate Adaptation and 429, 446, 453
Evolution . . . . . . . . . . . . . . . . .421 Problem-Solving Labs
14.2 The Origin of Life . . . . . . . . . . .380
372, 384, 397, 426, 433,
16.2 Human Ancestry . . . . . . . . . . . .428
447, 456
Chapter 15
The Theory of Evolution . . .392 Chapter 17
Organizing Life’s
What You’ll Learn:The evidences for
how different life forms may have changed Diversity . . . . . . . . . . . . . 442
over time
What You’ll Learn:How organisms are
15.1 Natural Selection and the classified
Evidence for Evolution . . . . .393 17.1 Classification . . . . . . . . . . . . .443
15.2 Mechanisms of Evolution . . .404 17.2 The Six Kingdoms . . . . . . . . .450
Unit 5 Review BioDigest andStandardized Test Practice. . . . . . . . 466
Unit 6 Labs
Design Your Own
Chapter 18 Chapter 19
BioLabs
Viruses and Bacteria . . . . . 474 Protists . . . . . . . . . . . . . . 502
496, 522
What You’ll Learn:The structure, repro- What You’ll Learn:The taxonomy, char- Internet BioLab
duction, and importance of viruses and acteristics, and importance of protists 544
bacteria 19.1 The World of Protists . . . . . .503 MiniLabs
18.1 Viruses . . . . . . . . . . . . . . . . . .475 476, 490, 506, 511, 530,
19.2 Algae: Plantlike Protists . . . .510
18.2 Archaebacteria and 538
19.3 Slime Molds, Water Molds,
Eubacteria . . . . . . . . . . . . . . .484 Problem-Solving Labs
and Downy Mildews . . . . . . .517
480, 492, 508, 514, 518,
534, 542
Chapter 20
Fungi . . . . . . . . . . . . . . . . . 528
What You’ll Learn:The taxonomy, char-
acteristics, and importance of fungi
20.1 What is a fungus? . . . . . . . . . .529
20.2 The Diversity of Fungi . . . . . .535
Unit 6 Review
BioDigest andStandardized
Test Practice . . . . . . . . . . . . . . . .550
Geographic isolation, p. 409
ix
Clover fern, p. 584
St.-John’s-Wort, p. 642
Unit 7 Labs
Design Your Own
Chapter 21 Chapter 23
BioLab
What is a plant? . . . . . . . . .558 Plant Structure
570
Investigate BioLab What You’ll Learn:How plants are and Function . . . . . . . . . . . 604
658 adapted to life on land and how they are What You’ll Learn:The structure and
Internet BioLabs classified function of plant cells, tissues, and organs
598, 626 21.1 Adapting to Life on Land . . . .559 and how plants respond to their environment
MiniLabs 21.2 Survey of the Plant 23.1 Plant Cells and Tissues . . . . . . .605
561, 566, 586, 589, 608,
Kingdom . . . . . . . . . . . . . . . . .564 23.2 Roots, Stems, and Leaves . . . .612
620, 634, 657
Problem-Solving Labs 23.3 Plant Responses . . . . . . . . . . .622
563, 567, 578, 584, 611, Chapter 22
619, 624, 640, 644 The Diversity of Plants . . . 576
Chapter 24
What You’ll Learn:The characteristics Reproduction in Plants . . . .632
and importance of plants
What You’ll Learn:The life cycles of dif-
22.1 Nonvascular Plants . . . . . . . . . .577
ferent kinds of plants and the structure of a
22.2 Non-Seed Vascular Plants . . . .581 flower
24.1 Life Cycles of Mosses, Ferns,
22.3 Seed Plants . . . . . . . . . . . . . . .588
Units 7–8 and Conifers . . . . . . . . . . . . . .633
Physical Science
24.2 Flowers and Flowering . . . . .641
Connections
24.3 The Life Cycle of a
564, 655, 727, 744
Flowering Plant . . . . . . . . . . . .646
Unit 7 Review
BioDigest andStandardized
Sori, p. 586 Test Practice . . . . . . . . . . . . . . . . .664
x