Campbell biology : concepts and connections

917 Pages·2015·225.216 MB·English

by  Jane B. Reece et al.

Brief Contents
1 Biology: Exploring Life 1
UNIT V
Animals: Form and Function
UNIT I
The Life of the Cell 20 Unifying Concepts of Animal Structure
and Function 412
2 The Chemical Basis of Life 16
21 Nutrition and Digestion 428
3 The Molecules of Cells 32
22 Gas Exchange 452
4 A Tour of the Cell 50
23 Circulation 466
5 The Working Cell 72
24 The Immune System 484
6 How Cells Harvest Chemical Energy 88
25 Control of Body Temperature and Water Balance 504
7 Photosynthesis: Using Light to Make Food 106
26 Hormones and the Endocrine System 516
UNIT II 27 Reproduction and Embryonic Development 532
Cellular Reproduction 28 Nervous Systems 562
and Genetics 29 The Senses 586
8 The Cellular Basis of Reproduction 30 How Animals Move 602
and Inheritance 124
UNIT VI
9 Patterns of Inheritance 152
Plants: Form and Function
10 Molecular Biology of the Gene 180
11 How Genes Are Controlled 208 31 Plant Structure, Growth,
and Reproduction 620
12 DNA Technology and Genomics 230
32 Plant Nutrition and Transport 642
UNIT III 33 Control Systems in Plants 660
Concepts of Evolution
UNIT VII
13 How Populations Evolve 254
Ecology
14 The Origin of Species 276
34 The Biosphere: An Introduction to
15 Tracing Evolutionary History 292
Earth’s Diverse Environments 678
35 Behavioral Adaptations to the
UNIT IV
Environment 698
The Evolution of Biological
36 Population Ecology 722
Diversity
37 Communities and Ecosystems 738
16 Microbial Life: Prokaryotes 38 Conservation Biology 760
and Protists 318
17 The Evolution of Plant and Fungal Diversity 340
18 The Evolution of Invertebrate Diversity 364
19 The Evolution of Vertebrate Diversity 388
B I OC ALM POB E L LG Y
C O N C E P T S & C O N N E C T I O N S
EE II GG HH TT HH EE DD II TT II OO NN
JANE B. REECE Berkeley, California MARTHA R. TAYLOR Ithaca, New York
ERIC J. SIMON New England College JEAN L. DICKEY Clemson University
KELLY HOGAN University of North Carolina, Chapel Hill
Bos ton Colum bus Indianap olis New Y ork San Franc isco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singagore Taipei Tokyo
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About the Authors
Jane B. Reece has worked in biology Jean L. Dickey is Professor Emerita of
publishing since 1978, when she joined Biological Sciences at Clemson Univer-
the editorial staff of Benjamin Cum- sity (Clemson, South Carolina). After
mings. Her education includes an A.B. receiving her B.S. in biology from Kent
in biology from Harvard University, State University, she went on to earn a
an M.S. in microbiology from Rutgers Ph.D. in ecology and evolution from
University, and a Ph.D. in bacteriol- Purdue University. In 1984, Dr. Dickey
ogy from the University of California, joined the faculty at Clemson, where
Berkeley. At UC Berkeley, and later as a she devoted her career to teaching biol-
postdoctoral fellow in genetics at Stan- ogy to nonscience majors in a variety
ford University, her research focused on genetic recombination of courses. In addition to creating content-based instructional
in bacteria. Dr. Reece taught biology at Middlesex County materials, she developed many activities to engage lecture and
College (New Jersey) and Queensborough Community Col- laboratory students in discussion, critical thinking, and writ-
lege (New York). During her 12 years as an editor at Benjamin ing, and implemented an investigative laboratory curriculum
Cummings, she played a major role in a number of successful in general biology. Dr. Dickey is author of Laboratory Investiga-
textbooks. She is coauthor of Campbell Biology, Tenth Edition, tions for Biology, Second Edition, and coauthor of Campbell
Campbell Biology in Focus, Campbell Essential Biology, and Essential Biology, Fifth Edition, and Campbell Essential Biology
Campbell Essential Biology with Physiology, Fourth Edition. with Physiology, Fourth Edition.
Martha R. Taylor has been teach- Kelly Hogan is a faculty member
ing biology for more than 35 years. in the Department of Biology at the
She earned her B.A. in biology from University of North Carolina at Chapel
Gettysburg College and her M.S. and Hill, teaching introductory biology and
Ph.D. in science education from Cornell introductory genetics to science majors.
University. At Cornell, she has served Dr. Hogan teaches hundreds of students
as assistant director of the Office of at a time, using active-learning methods
Instructional Support and has taught that incorporate technology such as cell
introductory biology for both majors phones as clickers, online homework,
and nonmajors. Most recently, she was a and peer evaluation tools. Dr. Hogan
lecturer in the Learning Strategies Center, teaching supplemen- received her B.S. in biology at the College of New Jersey and
tal biology courses. Her experience working with students in her Ph.D. in pathology at the University of North Carolina,
classrooms, in laboratories, and with tutorials has increased her Chapel Hill. Her research interests relate to how large classes
commitment to helping students create their own knowledge of can be more inclusive through evidence-based teaching meth-
and appreciation for biology. She has been the author of the Stu- ods and technology. She provides faculty development to other
dent Study Guide for all ten editions of Campbell Biology. instructors through peer-coaching, workshops, and mentor-
ing. Dr. Hogan is the author of Stem Cells and Cloning, Second
Eric J. Simon is a professor in the De-
Edition, and is lead moderator of the Instructor Exchange, a
partment of Biology and Health Science
site within MasteringBiology® for instructors to exchange class-
at New England College (Henniker,
room materials and ideas.
New Hampshire). He teaches introduc-
tory biology to science majors and non- Neil A. Campbell (1946–2004)
science majors, as well as upper-level combined the inquiring nature of a re-
courses in tropical marine biology and search scientist with the soul of a caring
careers in science. Dr. Simon received teacher. Over his 30 years of teaching
a B.A. in biology and computer science introductory biology to both science
and an M.A. in biology from Wesleyan majors and nonscience majors, many
University, and a Ph.D. in biochemistry from Harvard Univer- thousands of students had the oppor-
sity. His research focuses on innovative ways to use technology tunity to learn from him and be stimu-
to improve teaching and learning in the science classroom, par- lated by his enthusiasm for the study of
ticularly for nonscience majors. Dr. Simon is the lead author of life. While he is greatly missed by his
the introductory nonmajors biology textbooks Campbell Essen- many friends in the biology community, his coauthors remain
tial Biology, Fifth Edition, and Campbell Essential Biology with inspired by his visionary dedication to education and are com-
Physiology, Fourth Edition, and the author of the introductory mitted to searching for ever better ways to engage students in
biology textbook Biology: The Core. the wonders of biology.
iii
About the Authors
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d tion/NJ/CHET Au: Reece Pg. No. 230 SCho /r tM/ /N Yo r/m Ka l S4DCEPSuIbGAlNis hSRiEnRgV LSIeCrIEviScS eOsLF E 8/11/13 11:15 AM
◃◃◃
ABC News Videos and
Current Events articles from
The New York Times connect
what you learn in biology
class to fascinating stories
in the news.
iivv
BIG IDEAS
◃◃◃
Gene Cloning BBiigg Ideas help you connect the
(12.1–12.5) oovveerarching concepts that are
A variety of laboratory
techniques can be used to eexxpplored in the chapter.
copy and combine DNA
molecules.
▹
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GGeettoonn edtseiacfim nmiptailvreke teloyr s am cnaa itnnc dhbi eva i udDsuNeadAl. 16.5 II nn B mioafinyl mnatsu raarl een cvioromnmpelnetxs, parsoskoarcyioatetsi aottnacsh o f microbabcteersia can also form on implanted medical devices such as
tto surfaces in highly organized colonies called catheters, replacement joints, or pacemakers. The complex-
CONNECTION bbiofilms. A biofilm may consist of one or several ity of biofilms makes these infections especially difficult to
sspecies of prokaryotes, and it may include protists defeat. Antibiotics may not be able to penetrate beyond the
aaannd fungi as well. Biofilms can form on almost any outer layer of cells, leaving much of the community intact.
▹ support, including rocks, soil, organic material (including For example, some biofilm bacteria produce an enzyme that
living tissue), metal, and plastic. You have a biofilm on your breaks down penicillin faster than it can diffuse inward.
Genomics teeth—dental plaque is a biofilm that can cause tooth decay. Biofilms that form in the environment can be difficult to
(12.17–12.21) Bamiopfillem, os nc atnh ee vsuenrf afocrem of w stiathgonuatn at wsoaltiedr .foundation, for ex- eervaedryic yaetea,r t toroy.i nAg v taor igeetty r oidf ionfd buisot-ries spend billions of dollars
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making the biofilm extremely difficult to dislodge. For exam- pipes may survive chlorination,
ple, if you don’t scrub your shower, you could find a biofilm the most common method of en-
growing around the drain—running water alone is not strong suring that drinking water does
enough to wash it away. As the biofilm gets larger and more not contain any harmful micro-
complex, it becomes a “city” of microbes. Communicating by organisms. For example, biofilms
chemical signals, members of the community coordinate the of Vibrio cholera, the bacterium
division of labor, defense against invaders, and other activi- that causes cholera, found in water ▲ Figure 16.5 A biofilm
ties. Channels in the biofilm allow nutrients to reach cells in pipes were capable of withstanding fouling the insides of a pipe
the interior and allow wastes to leave, and a variety of envi- levels of chlorine 10 to 20 times higher than the concentrations
ronments develop within it. routinely used to chlorinate drinking water.
Biofilms are common among bacteria that cause disease in
htiuomnsa anrse. oFftore nin tshtaen rcees,u elta ro fi nbfieocfitlimon-sf oarnmdi unrgi nbaarcyte trriaac. tC iynsfteicc- ? Why are biofilms difficult to eradicate?
fibrosis patients are vulnerable to pneumonia caused by bac- laiborcimitna tne.mvelfirpo iyba meh st lfloec r ofoir reetynai le rhett uootn ei hgtn ;irteahrtteon hecpa em ootr fk sceitcsn matlsfibouibs
teria that form biofilms in their lungs. Biofilms of harmful eht pu ekam taht sllec eht dna ,no sediser ti ecafrus eht ot skcits mlfioib ehT ●
222333111
EVOLUTION
1 C/M/Y/K S4DCESIGAN SRERVLICIESS OLF E 8/11/13 11:15 AM CONNECTION ◃◃
Evolution Connection
modules present
10.19 Emerging viruses threaten human health
concrete examples
EEEmmerging viruses are ones that seem ttoo bbuurrsstt oonn ttoo ▼ Figure 10.19 A Hong Kong
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virus), the virus that causes AIDS (acquired
immunodeficiency syndrome). HIV ap-
peared in New York and California in the with a coherent theme
early 1980s, seemingly out of nowhere. Yet
another example is the deadly Ebola virus, for the study of life.
recognized initially in 1976 in central Africa;
it is one of several emerging viruses that causee
hemorrhagic fever, an often fatal syndrome chhaarr--
acterized by fever, vomiting, massive bleedingg,, aanndd
circulatory system collapse. A number of otheerr ddaannggeerr--
ous newly recognized viruses cause encephaliittiiss,, iinnflflaammmmaa--
tion of the brain. Onee eexxaammppllee iiss tthhee
Why are viral West Nile virus, which appeared in
diseases such a North America in 1999 and has since
spread to all 48 contiguous U.S. states.
constant threat? West Nile virus is spread primarily by
mosquitoes, which carry the virus in
blood sucked from one victim and can transfer it to another
victim. West Nile virus cases surged in 2012, especially in
Texas. Severe acute respiratory syndrome (SARS) first ap-
peared in China in 2002. Within eight months, about 8,000
people were infected, and 10% died. Researchers quickly
id ifidh if i i l k v
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4.9 The Golgi apparatus modifies, sorts, and ships cell products
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of each module helpp “Receiving” side of Golgi apparatus
you stay on track. Transport vesicle ➊
from the ER
➋
NEW and revised
art provides clear
vuinsduaelrss ttaon hde klpe yy ou ➌ Colorized, TEM 145,000×
Golgi apparatus
topics. Selected
➍
figures include
numbered steps
Transport vesicle
that are keyed to from the Golgi
explanations in
the text. “Shipping” side of Golgi apparatus
▲ Figure 4.9 The Golgi apparatus receiving, processing, and shipping products
TThe Endomembrane System 61
◃
Connecting the Concepts
activities link one biological
concept to another.
vvii
12.9 Genetically modified organisms raise health concerns
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vii
To the Student: How to use this book and MasteringgBiologgyy®
Maximize your learning ▹ Alternation of Generations and Plant Life Cycles
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346 CHAPTER 17 The Evolution of Plant and Fungal Diversity
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