Campbell Biology: Concepts and Connections

925 Pages·2022·224.15 MB·english

by  Martha R. Taylor

This is a special edition of an established title widely used by colleges and
GLOBAL GLOBAL
universities throughout the world. Pearson published this exclusive edition
for the benefit of students outside the United States and Canada. If you
EDITION EDITION
purchased this book within the United States or Canada, you should be aware EG
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With its outstanding text–art integration, flexible organization, and comprehensive coverage of the five major
themes of biology—structure and function, information, energy and matter, interactions, and evolution
connection—Campbell Biology: Concepts & Connections is an indispensable introductory text for students.
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To organize what is a vast expanse of information, these five core themes of biology are introduced C
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in Chapter 1 and revisited in every subsequent chapter, providing students with a structured framework. o
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Starting with the correlation of structure and function (exemplified by how red pandas wrap their bushy c
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tails around themselves for warmth), proceeding through information, energy and matter, and interactions, pp
and ending with a discussion on evolution connection (depicted by how red pandas evolved coats to help tb
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them stay camouflaged), this book covers concepts that extend across all areas of biology. &e
Structured to let instructors rearrange, skip, and assign chapters based on their requirements, this book l
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Key Features eo
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• Setting the tone of each chapter, Chapter Openers and Big Ideas provide an overview of the content io
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• Connection icons within each chapter connect theory to practice, helping students apply concepts to the
Campbell Biology
world outside the classroom.
• Each module starts with a carefully crafted statement that explains, in a nutshell, the central concept of the
section.
Concepts & Connections
• Visualizing the Concept modules strategically blend text and art, enabling students to absorb tough
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concepts without feeling overwhelmed. DT
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• Checkpoint questions at the end of each module help students assess their understanding, and Try This IOT
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activities encourage them to actively engage with figures. N TENTH EDITION

• Data from all over the world has been added to make the text more globally relevant, including data on
obesity, sickle-cell disease, and diabetes.
Martha R. Taylor • Eric J. Simon • Jean L. Dickey • Kelly Hogan
Available separately for purchase is Mastering Biology for Campbell Biology: Concepts & Connections, the
teaching and learning platform that empowers instructors to personalize learning for every student. Figure D T
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Walkthrough videos and Visualizing the Concept videos bring to life the features of the text, and the k lo
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assignable Visualizing the Concept videos also help instructors assess each student’s level of understanding. y r
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When combined with Pearson’s trusted educational content, this optional suite helps deliver the desired •
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CVR_TAYL1348_10_GE_CVR_Neografia.indd 1 13/04/21 6:26 PM
Brief Contents
1 Biology: Exploring Life 42
UNIT V
Animals: Form and
UNIT I
Function
The Life of the Cell
20 Unifying Concepts of Animal
2 The Chemical Basis of Life 62
Structure and Function 458
3 The Molecules of Cells 78 LM 1,200* 21 Nutrition and Digestion 474
4 A Tour of the Cell 96
22 Gas Exchange 498
5 The Working Cell 118
23 Circulation 512
6 How Cells Harvest Chemical Energy 134
24 The Immune System 530
7 Photosynthesis: Using Light to Make Food 152
25 Control of Body Temperature and Water
Balance 550
UNIT II
26 Hormones and the Endocrine System 562
Cellular Reproduction
27 Reproduction and Embryonic Development 578
and Genetics
28 Nervous Systems 608
8 The Cellular Basis of Reproduction
29 The Senses 632
and Inheritance 170
30 How Animals Move 648
9 Patterns of Inheritance 198
10 Molecular Biology of the Gene 226
UNIT VI
11 How Genes Are Controlled 254
Plants: Form and
12 DNA Technology and Genomics 276
Function
31 Plant Structure, Growth, and
UNIT III
Reproduction 666
Concepts of Evolution
32 Plant Nutrition and Transport 688
13 How Populations Evolve 300
33 Control Systems in Plants 706
14 The Origin of Species 322
15 Tracing Evolutionary History 338 UNIT VII
Ecology
UNIT IV
34 The Biosphere: An
The Evolution of Biological
Introduction to Earth’s
Diversity Diverse Environments 724
35 Behavioral Adaptations to the
16 Microbial Life: Prokaryotes
Environment 744
and Protists 364
36 Population Ecology 768
17 The Evolution of Plant and Fungal Diversity 386
37 Communities and Ecosystems 784
18 The Evolution of Invertebrate Diversity 410
38 Conservation Biology 806
19 The Evolution of Vertebrate Diversity 434
CVR_TAYL1348_10_GE_CVR_Neografia_IFC_IBC.indd 1 06/04/21 9:30 PM
CAM PBELL
BIOLOGY
C O N C E P T S & C O N N EC T I O NS
MARTHA R. TAYLOR
TENTH
Ithaca, New York
EDITION
ERIC J. SIMON
GLOBAL New England College
EDITION
JEAN L. DICKEY
Clemson, South Carolina
KELLY HOGAN
University of North Carolina,
Chapel Hill
with contributions from
Rebecca S. Burton
Alverno College
Please contact https://support.pearson.com/getsupport/s/contactsupport with any queries on this content.

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The rights of Martha R. Taylor, Eric J. Simon, Jean L. Dickey, and Kelly Hogan to be identified as the authors of
this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

Authorized adaptation from the United States edition, entitled Campbell Biology: Concepts & Connections,10th
Edition, ISBN 978-0-13-526916-9 by Martha R. Taylor, Eric J. Simon, Jean L. Dickey, and Kelly Hogan, published by
Pearson Education © 2021.

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Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of
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British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library

ISBN 10: 1-292-40134-6
ISBN 13: 978-1-292-40134-8
eBook ISBN 13: 978-1-292-40145-4

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About the Authors
Martha R. Taylor has been teaching Kelly Hogan is a faculty member
biology for more than 35 years. She in the Department of Biology at
earned her B.A. in biology from the University of North Carolina at
Gettysburg College and her M.S. and Chapel Hill, teaching introductory
Ph.D. in science education from Cornell biology and genetics. Dr. Hogan
University. At Cornell, Dr. Taylor has teaches hundreds of students at a
served as assistant director of the Office time, using active-learning methods
of Instructional Support and has taught that incorporate educational
introductory biology for both majors technologies both inside and outside
and nonmajors. Most recently, she was a of the classroom. She received her
lecturer in the Learning Strategies Center, teaching supplemental B.S. in biology at the College of New Jersey and her Ph.D. in
biology courses. Her experience working with students in pathology at the University of North Carolina, Chapel Hill.
classrooms, in laboratories, and with tutorials has increased her Her research interests focus on how large classes can be more
commitment to helping students create their own knowledge of inclusive through evidence-based teaching methods and
and appreciation for biology. She was the author of the Student technology. As the Director of Instructional Innovation at
Study Guide for ten editions of Campbell Biology. UNC, she encourages experienced faculty to take advantage of
new professional development opportunities and inspires the
Eric J. Simon is a professor in the next generation of innovative faculty. Dr. Hogan is the author
Department of Biology and Health of Stem Cells and Cloning, Second Edition, and co-author on
Science at New England College in Campbell Essential Biology with Physiology, Sixth Edition.
Henniker, New Hampshire. He teaches
introductory biology to science majors Neil A. Campbell (1946–2004)
and nonscience majors, as well as combined the inquiring nature of a
upper-level courses in tropical marine research scientist with the soul of a
biology and careers in science. Dr. caring teacher. Over his 30 years of
Simon received a B.A. in biology and teaching introductory biology to both
computer science and an M.A. in biology science majors and nonscience majors,
from Wesleyan University, and a Ph.D. in biochemistry from many thousands of students had the
Harvard University. His research focuses on innovative ways to opportunity to learn from him and be
use technology to improve teaching and learning in the science stimulated by his enthusiasm for the
classroom. Dr. Simon also leads numerous international student study of life. While he is greatly missed
field research trips and is a Scientific Advisor to the Elephant by his many friends in the biology community, his coauthors
Conservation Center in Sayaboury, Laos. Dr. Simon is the lead remain inspired by his visionary dedication to education and are
author of the introductory nonmajors biology textbooks Campbell committed to searching for ever better ways to engage students
Essential Biology, Seventh Edition, and Campbell Essential Biology in the wonders of biology.
with Physiology, Sixth Edition, and the author of the introductory
biology textbook Biology: The Core, Third Edition.
Jean L. Dickey is Professor Emerita
of Biological Sciences at Clemson
University (Clemson, South Carolina).
After receiving her B.S. in biology from
Kent State University, she went on to
earn a Ph.D. in ecology and evolution
from Purdue University. In 1984, Dr.
Dickey joined the faculty at Clemson,
where she devoted her career to
teaching biology to nonscience majors
in a variety of courses. In addition to creating content-based
instructional materials, she developed many activities to engage
lecture and laboratory students in discussion, critical thinking,
and writing, and implemented an investigative laboratory
curriculum in general biology. Dr. Dickey is author of Laboratory
Investigations for Biology, Second Edition, and coauthor of
Campbell Essential Biology, Seventh Edition, and Campbell
Essential Biology with Physiology, Sixth Edition.
About the Authors 3
A01_TAYL1348_10_GE_FM.indd 3 15/04/21 12:13
Open up the World of Biology
NEW! Chapter Openers invite students into each chapter with a brief preview of what
will be covered to help them learn and retain information. Written in a casual style, the
Chapter Openers feature three pre-test questions that follow Bloom’s taxonomy.
4
ER
T A Tour of the Cell
AP
H
C PRE-TEST
1. Mitochondria, which break down
4.0 Microscopes reveal a startling new view of life glucose to produce cellular energy,
Imagine living 350 years ago and being told “Your body is composed awrhei lefo cuhnldo rionp _la_s_t_s_,_ w__h_ic_h_ ucseell s,
of invisibly tiny liquid-filled rooms.” Egads! What utter nonsense! sunlight to produce sugars, are
Now imagine the shock and surprise when in 1665 Robert found in ________ cells.
Hooke used a crude microscope to examine bark from an a. eukaryotic . . . plant
oak tree. Hooke called the structures he saw cellulae (“little b. animal . . . plant
rDouotmchs ”s cinie Lnatitsint )A anntodn tih vea nte Lrmee cuewlel nshtuocekk. uAs feedw ad emcoardee rse filanteedr, dec... pepulraoknkatar r.y yo.o t.ti ciac . n .i. m .. .ap elruokkaarryyoottiicc
microscope to view numerous subjects, including blood, sperm,
and pond water. He produced drawings and enthusiastic 2. What kinds of cells can you see
descriptions of his discoveries, such as the tiny “animalcules, with your unaided eye?
very prettily a-moving” he found in the scrapings from his teeth. a. only really large cells, such
A previously unknown and invisible world had been revealed. b. none
In the ensuing centuries, improvements in technology have c. most animal cells
vastly expanded our view of the microscopic world. For example, d. bacteria
an immunofluorescent light microscope revealed the specialized e. most plant and animal cells
epithelial cells that line the inner surface of blood cells (shown 3. How does the structure of a
at left). Throughout this book, you will see many micrographs phospholipid correspond to
(microscope photographs), often paired with drawings that
emphasize details. a. Its chemical makeup ensures
stuIndy t hthise cimhaapgteesr, iwne t hwisill cehxapploterer, tkheee pce inllu mlairn bda tshiast otfh elif ep.a Artss yoof ua b. tpThheaertm hiety adwbriolllep o hmrigleiacmn tibazrielas an wse .ilal aslewmayi-s
cell are actually moving and interacting. Indeed, the phenomenon of orient toward water.
life emerges from the interactions of the many components of a cell. c. The hydrophobic head will always
BIG IDEAS d. pItos inprto ttoewina radll otwhes cytoplasm.
only certain
substances to
pass.
Introduction to the The Nucleus and The Endomembrane Energy-Converting The Cytoskeleton and e. The genes it
Cell (4.1–4.4) Ribosomes (4.5–4.6) System (4.7–4.12) Organelles (4.13–4.15) Cell Surfaces (4.16–4.22) cmaorrsite sc eclol ntrol
Microscopes reveal the A cell’s genetic instructions are The endomembrane system participates Mitochondria in all eukaryotic cells The cytoskeleton and extracellular functions.
structures of cells—the housed in the nucleus and carried out in the manufacture, distribution, and and chloroplasts in plant cells function components provide support, motility,
fundamental units of life. by ribosomes. breakdown of materials. in energy processing. and functional connections.
96 A Tour of the Cell 97
4
A01_TAYL1348_10_GE_FM.indd 4 15/04/21 12:13
Build Science Literacy Skills
H1N1 flu West Nile virus S U ALIZI
1918 1996 I N
AIDS Deadliest outbreak ever; Cases documented in V G
1981 20–50 million dead in 18 months every U.S. state except Alaska
To date, 71 million infected A
with HIV; 34 million dead Severe acute THE D AT Visualizing the Data
respiratory syndrome Figures are eye-catching
2002
Major outbreak in Hong Kong; infographics designed to provide
no cases since 2004
students with a fresh approach
to understanding concepts
illustrated by quantitative
information.
H1N1 flu
2009
A combination Avian flu
of bird, swine, 1997
and human viruses Rarely occurs
Zika fever Ebola in North America
2015 1976
Transmitted by mosquitoes; Biggest outbreak from
spread via sexual contact 2014 to 2016 in West Africa
24.11 Why is herd immunity so difficult with the flu?
Scientific Thinking modules STCHIIENNKTIINFGIC flWyeuha,r oa? ndTdoh eew syhneya’t?r l gye dDta itvdaa ypcoucubi ngliaestht etehdde ba flygu at hvinaesc Ccti entnhete ela rss t cwphleaorneicn neeo d“ta tk”o nf grooewtm lve atdhcgceei nfiabraslttee ,qd tu,h aee ssrtteiao wtnisa tisni ca aF 7li.lg5yu% srieg i n2n4cifi.r1ec1aaBsne.t O iinnf tcthhreooassseee w.whhoo
for Disease Control and Prevention (CDC) suggest there is
explore how scientists use the process lseesass othnaanl vaa 5c0ci%n ec.h Faingucere t h2a4t. 1yo1uA asnhdo wyos uthr efr pieenrcdesn rte coef itvheed Uth.Se. sTehaerc vha dlueem oonf shterartde itmhamt uendiutcya. tinTgh pe eroepsulelt as boof utht hise rred-
adult population vaccinated against the influenza virus in immunity can impact their decision-making about vacci-
of science and discovery. End-of- recent years. Unlike most childhood vaccines, the flu vaccine nation. Yet changing someone’s attitude is different from
is optional for most people; thus public health specialists find changing their behavior, and we don’t know if people in
module questions prompt students itth he evlapcfcuiln teo. examine the data about who does and doesn’t get tUhnist islt mudoyr ef opleloowpleed r tehceroivueg thh aen fldu a vcatcucailnlye ,g wote ’trhee n voatc lcikineely.
A survey from 2010 of more than 4,000 adults provided to see a large change in the number of deaths caused by
to think critically. insight into why people choose not to be vaccinated. The top the influenza virus.
reason given by people not vaccinated that year was “they Currently, the flu is responsible for a lot of deaths, making
didn’t need it.” While many people feel they are healthy the top-10 list of leading causes of death in the United States.
enough to withstand the flu if they become infected, they are In 2015, over 51,000 people died from influenza and its com-
overlooking the goal of herd immunity, which is to protect plications. To put that into perspective, in that same year,
everyone. The most vulnerable people—children, the elderly, there were 80,000 deaths resulting from diabetes, and 40,000
and pregnant women—make up the majority of deaths from people died from liver disease. Still, though, many people
the flu. As we learned in our previous module, herd immunity seem to think the flu is harmless!
only prevents outbreaks if a large enough proportion of the The flu is the only leading cause of death that has an avail-
population is vaccinated. Although scientists disagree on the able vaccine, and yet year after year, low flu vaccination rates
exact percentage of the population that needs to be vacci- are a problem. As this study showed, a scientific approach
nated against influenza, some estimates suggest it is as high can help us learn about public attitudes toward the flu vac-
as 70%. Combining this information with the data in Figure cine and test solutions to improve the vaccination rate.
24.11A clearly shows the need to increase vaccination rates.
MphiinAlonnse oisnpothteayr d()i iwnsccoilnpulddineinraegrd ye ixrfep pseeeraotripcslehe i itnne ap tmuhbe filrrioc s mthae ttaehl ktehn U,e snwtia vatebisrotsiiuctyts , h oaefn rdd ? Hivnaogcw ck indnoiadwt itolheneds g iinent aeMbrvioneunntet ihsooentr adfo iirnm p2ma0ru1tni6citi?py)a natfsfe icnt tthhee sratuted yo (fr eflcue iv-
immunity. Would learning about it impact their decision about eht tub ,eniccav eht teg ot .ddeidn nyalllapu ytceah ty edhiats f ie elpeose opt emroeMht .wkcoanrkt ttoonn ndaidc eyWdu ts
whether to get the flu vaccine? For four days at a state fair in
Exploration and hAtiiuognghusl.si gFt hi2gt0ui1nr6eg, 2tthh4ae.1t t 1ethaBme s sh aaomswkeesd qa utfheewest g iqoeunne ewsrtaailos p nauss kbferloidcm bae tvfhaoerrieier atsynu odrvf a eqfytu,e ers - a) aVraec cnionta vtiancgc einnaoteuWdgh.ha pte ios phlee rtdo ipmromteucnt ietyv?en those who
discovery: participants were given information about herd immunity. b) Vaccinating animals to protect humans from infection.
Observing, asking 63%Th, we ererese kanrcohwelresd fgoeuanbdle t ahbaot umt ohsetr pde iompmleu sunritvye,y seedle, catbinogu t cde))) VVVaaacccccciiinnnaaatttiiinnnggg ocahndilulydl ttrshe ona snwed h acoth hhiliadgvrhee n rai sslrkee vafoedrry ad lh itsaiemda etshsee .w ditihseina as ey.ear.
questions, reading Participants were first asked what they
literature Percentage vaccinated10500 EExxttrreeHHmmkPaeooneenvwwaelledryy trw ll iygiiuuckk oinnaiveepnlbleliliaekkyyonn,ee u aataellysytrr v ,, seeh weUUh enyyeonnr oordtrllehiiuut kk i o emteetthsxoollyymeep ,,gg n lunaUU eentoinnnottit tdda lttydvhhtee.ai oeecctchni i cddflfle ieaeuu ndbdd avveo,,t aafieLLuccndiitkki cc.theeiiioonnllyynwee,, EoE ttithhfxx piihttssrrreee oyyrmmdteee eeaaicmllrrtyy??s mlliikkueenllyyity
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Flu season Figure 24.11B A selection of survey questions from the study
Formation and testing D2w0aw1t7wa– .1cfr8do cFm.lgu "o SEves/fltaiums/oflanute,v"s aC xoevf niIentweflru/sce ofnovzre aDr aVisgaeeca-cs1ine7 a1C8tiooennstt iCrmoola vatenerdsa. ghPetrme avmenotniogn A, Oduclttos—beUr 2n5it,e 2d0 S1t8a,t es, “What Have You Heard about the Herd?”
of hypotheses: UnFiteigdu Srtea t2e4s.11A Influenza vaccination rates for adults in the TfaRmYil yT HmIeSm Tbreyr sg,i vbienign gth sisu rsee tto o ef xspulravieny h qeureds itmiomnsu tnoit ya tfoe wth fermien, tdoso o.r
Collecting and 542 CHAPTER 24 | The Immune System
interpreting data
Feedback from
Societal benefits the scientific
Presentation of the process of
and outcomes: community: Peer-
Solving problems, reviewed publications, science in chapter 1 demonstrates
developing new replication of findings,
to students the iterative nature of
technologies consensus building
scientific research.
5
A01_TAYL1348_10_GE_FM.indd 5 15/04/21 12:13
Visualize Tough Topics
Visualizing the
Concept Modules
bring dynamic visuals Alternation of Generations and Plant Life Cycles
and text together to
walk students through
tough concepts. The
VISUALIZING AA F Feernrn L Lifiefe C Cycylcele
tenth edition features THE CONCEPT 17.3 Haploid and diploid generations alternate in plant life cycles
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pplrapponrldaotu’ndsct u’ilsnicf egilni f ceegya ceccyalhecc ,loh ett h,ho etethshree.e s Irtne.w Imtnow omgose osgnseeessnre,ae satr,ias oat niisnos ni anasl ll a tanelllor tnnenaorvntnaeavs tiaecns u icnlau rla r poaftp toaaefltrl tnapel llrsa nphn lostaswhn oftnosw. l lfnBoo.wel lB o stwehu erste hu ere Aan Aas epn sg eepgrgem, grr me,f ers erfuetsilrltuiitznillteigizns egs mmiummtoltiuistcolitseisc lialseun llaladunr l addgre a dgvmeeavlemoetploeosptpo hispny htitoney t.taoe .a MiMtoistoiss is SpSepremr msw siwmi mto ttoh eth e
plapnlatsn,t sth, eth gea gmaemtoeptohpyhtey ties itsh eth lea rlgaergr,e mr, omreo roeb ovbiovuiosu sst asgtaeg e thatth ayot uy ouun udnerdsetrasntda nd in ian dai pdliopildo izdy zgyogteo.te. ThTeh me amleale egegg ign itnh eth fee mfeamlea le
odpsfopfola ldopsflotomonphfolral wtlooetimosnnh rp ,wltaoeai ishnfit p ne ,elpyaa ich fidttac neeelpyu tyc d bttacdicelenu ytyli brte n dicnettnyh.ghlir en sneFt eta.hghhei rslFse eol ra hlnpei iswrlfsosrlo ee lnpn,iswer f socoe ledihn,kypre ceo lecpdhihkyrp llyee emceapht.r.l neel yeomaTt.t..ss neh oTTt,t.e o s shphT dt,leloa i afpah evdlnylaie afat,cve s nyaaye ,t,c cb s dhaayl,oeao cbhdusvlmoeaot eo usvim9 nfat e5 o aai 9 nl%fanil5 flaa tel%p nil oflcl teapf y oncalcaftyl llsnae c tl llse TspphrTspooephrd roooeud rpcMouhepcMeyshei toeeyssi toeiss is reevatrhiceSeheihvaoswtphi cSwhel dioihioswaf tpiet a wrphl ad iogoipafc tfeierta tyrplp haaei gpocepcfemrhrlats ylpe aeisyt.p;ce mt rthtlaesttu eohseyt.;rd t tentsettuyonh eeirdn enesygn ei n eg M idteoMvisdiFteleso evoasiFenplsrd meoatenpnti rdm lmtienzti imlztaiozyitTzstgaioohyiotsTsgeni tohiaeo sZsenn tidaye ndZsgni gv idyndodilgidegvte deo-eilvdec tese(e-e2ev lc boseln(l2ey ep)lboln dslyep) ds SpSoproesres MditevoMdiestelivoso eslpiasomn pademnntdent shtshosTizewhthse hoegnTi zeiw ah seu ham egn noeci a sdunerrham eoentloecyo.srdnerr spseIo0etltiy.ho.ssd.r 5s ypsIe0atit. hs d.ecco5y e tmaftiu seccoa tmfilu s a l gpargpomardoemudtcaeuentcasge nissugp misueprmSemprS.mepr.emTgrahmTgmeah femeet mfaeentamaglneiauglemium gagtmhartoemhoftru oaewogfntu aahwggnt ieaauhgrt m i.fieaulr mm.fil m
AA M Moossss L Lifiefe C Cycylcele hahpalopildo isdp soproesre s plapnlat n(2t n(2)n) intion tao ma umltuiclteiclleulllaurl ar ThTeh sep soproorpohpyhtey te prpordoudcuecses
byb my emioesioiss.is. spsoproorpohpyhtey.te. prpordoudcuecse ssp soproerse bsy b y ana eng egg.g.
memioesioiss iisn isnp soproanragniag.ia. EgEggg
AltAholtuhgouh gehg gegs gasn da nsdp esrpmerm
area rues uuaslulya lplyr opdruodceudc eind sine psaerpaatrea te
TheT hger egerne,e ncu, schuisohniyo ny MiMtoistoissis ClCuslutesrt eorf osfp soproanragniagia loclaotcioantiso nosn otnh et hsea msaem gea mgaemtoepthoypthey,t e,
momsso swse w see es eceo ncsoinsstsis ts In pInla pnltasn, tgs,a mgaemteest easr ea re a vaa rvieatryie otyf omf emcheacnhiasnmissm psr opmroomteo te
of ogfa mgaemtoepthoyptheyst.es. propdruodceudc ebdy bmy itmositioss.is. MMeioesioissis MaMtuartuere crocsrso-sfse-rfteilriztailitzioanti obne tbweetwene en FeFretirltizilaiztaiotnion
Embedded text MditeMovdisteielovso seilpaso nmpadenmndtent Ta hmTae hpa mgerlpeoaa g rdmlgeoaua demgcmtuaeaecemsnteat gsoesnippt ugsoehmippuryem hmtirney.m tine. SptShepetrhem fere m smfew samiwlmeai lmgetoa g tmtoah emetht aeeentg aeggngi ugignmi u in m spsoproorpohpyhteyte gamgaemtoepthoyptheyst.es.
coaches students thrthoruoguhg ah fial mfil mof owf awteart.er. ZyZgyogteo te
A Asi nsginleg-lec-eclleeldle sdp soproe re ThTeh nee nwew
through key points divdiidveidse bsy b my imtoistoiss iasn adn d SpSepremrm spsoproorpohpyhteyte
and helps address dgaedgvmaeeevmloetoeploptsop hipsny httioney t.taoe .ma umltuiclteiclleulllaurl ar ggarggomarwoemswt oefsrpt oofhrmpoyh tmteyh. teteh.e
cmoimsumnodner standings. SpSoproesre (sn )(n) SpSGoparGoamanraemgntioeugptmiouhpmyhtey tpel apnlatsn t(sn )(n) Tigpnahr Tigpoanmeahrd ofagemeued ta cmfogeuemeptaacmosemhle peataysaehltn enteay agetnnegi ugegmgiu.gm. EgEggg thTihstheT fi hesbe rrfn oeb wrarnorn ewa drcneol u tdcssol tuotessnr ts oe nrs MdietMvdoieseltivsoo esplaisno mdpa ennmtd ent
SpSoproorpohpyhteyste (s2 n(2) ng)r gorwow of ospf osrpaonrgainag.ia.
frofrmo mga gmaemtoeptohpyhteyste.s.
TphrTpoehrd oseudp csuoepcrsooe rpsoh pyhtey te SpSoproorpohpyhteyte FeFretirltizilaiztaiotnion dTihvdTeiihd vseeidi snse gibsnlye gb -lmyec -eimtcloleietslodliess zd iasy nz gaydong tdeo te
spsoproesre bsy b y dedveevloeplosp isn tion tao ma umltuiclteiclleulllaurl ar
memioesioiss iisn itnh eth e TheT hsep osrpooprhoypthey tcea ncnaontn ot spsoproorpohpyhtey.te.
spsoproanragniugmiu.m. phpothoostyonstyhnetshiezsei—ze—it isit dise pdeenpdeenndte nt
on otnh et hgea mgaemtoepthoypthey.te.
TheT htein yti ngya mgaemtoepthoypthey tseo osno on
MMeioesioissis GaGmaemtoeptohpyhteyte ZyZgyogteote Ath eAtsh p eeseg pergemg,r g mpf,er porfetrdiorliutzdicleiuzisncegisng disdinisteinggtrreoaggwtrreosasw ti,en sasd i,nne dapdn eetdhnp edet hnesendp teoslynrp.otolpyr.hoypthey te
a dai pdliopildo izdy zgyogteo.te. TheT hfee rfnesr nwse w see es ee
In pInla pnltasn, tms, emioesiioss is area rsep osrpooprhoyptheyst.es.
propdruodceusc essp osrpeosr.es. dMedviMteeovlisoteoipslso miapsne madnne t dn t ThTeh sei nsginleg-lec-eclleeldle zdy zgyogteo tdei vdiidveidse bsy b my imtoistoiss is ? What is the major difference between the moss and fern life cycles?
anadn dde dveevloeplosp isn tion tao ma umltuiclteiclleulllaurl asrp soproorpohpyhtey.te. .etyhpotemag eht fo tnednepedni dna tnanimod si
etyhporops eht ,snref nI .etyhpotemag eht si ydob tnalp tnanimod eht ,sessom nI
392 CHAPTER 17 | The Evolution of Plant and Fungal Diversity Alternation of Generations and Plant Life Cycles 393
6
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and Develop Understanding
Alternation of Generations and Plant Life Cycles
VISUALIZING AA F Feernrn L Lifiefe C Cycylcele
THE CONCEPT 17.3 Haploid and diploid generations alternate in plant life cycles
HuHmuamnasn asr ea rdei pdliopildo iidn dinivdiidvuidaulsa—ls—thatht aist ,i se,a ecahc ohf oufs u hsa hsa s THTHEE P PLALANNT TL ILFIEF EC CYCYCLELE KeKyey HaHpalopildo i(dn )(n) DiDpliopildo i(d2 n(2)n)
twtow soe stse tosf ocfh crohrmoomsoosmoemse, so,n oen fero fmro mea ecahc pha preanret n(Mt (Modoudleu le
8.182.1).2 G). aGmameteeste (ss p(sepremr man adn edg eggsg) sa)r ea rteh eth oen olyn lhya hpalopildo id A Asi nsginleg-lec-eclleeldle sdp soproe rdei vdiidveidse bsy b y ThTeh hea hpalopildo igda gmaemtoeptohpyhtey te
stasgtaeg ien itnh eth heu hmuamna lnif eli fcey ccylec.l eP. laPnlatsn thsa hvaev aen a anl taeltrenrantaiotnio n mimtoistoiss iasn adn dde dveevloeplosp s prpordoudcuecse hsa hpalopildo igda gmaemteeste s GaGmaemtoeptohpyhtey tpel apnlat n(nt )(n)
od ap n irf sodp ao d gtT nridfi s on eh idugstTdcnei c enhitcue se,hncea c rsmctae ale,hl ap esrtsumaaildlplo olpesttu oiniitldpcdoolhrtsee o inietcgd:lshr ls eeTeu g eg:alslhn la aTeung eeamrhndla ra nbdaee meridtoi rs pbidta o deoicltoisonpiitpaeo doi cldhlosonilpaee. yfi ad hlosdltaen. eyf a dtdpt.ahn e Tl teahdp.hh na Tlseaehpthp na spldeooptpr i irpoplddoooldri oripposdouildthd ocpasuy ieghgtdctaseeye egg st.ngs eee Iea ans.ngr mr aIeaeaantrem r iaoeattee niost en s ignSatigponmSao tpaoemr ote maoesr pte umo(shnlpt uy)i(hcnltteye)Miicdt.tleloeeMvuisdet.illlelosavuo seirplals ao nmrpade nmndteGntTaGhpmeTal hapemliefntle aoelt i cfnpte(oynt hc cp)(lyyenhcts)leyetseMitMositios si(ss p(sepremr maSEn paSgdEengp rged em(gg nre mg)((gnns g)))( nsb))y b my imtoistoiss.is. A Asi nsginleg-lec-eclleeldle sdp soproe rdei vdiidveidse bsy b y Sastntrede apilml uslsitntureaddt ietoennxstt s
pplrapponrldaotu’ndsct u’ilsnicf egilni f ceegya ceccyalhecc ,loh ett h,ho etethshree.e s Irtne.w Imtnow omgose osgnseeessnre,ae satr,ias oat niisnos ni anasl ll a tanelllort nnenaorvntnaeavs tiaecns u icnlau rla r poaftp toaaefltrl tnapel llrsa nphn lostaswhn oftnosw. l lfnBoo.wel lB o stwehu erste hu ere Aan Aas epn sg eepgrgem, grr me,f ers erfuetsilrltuiitznillteigizns egs mmiummtoltiuistcolitseisc lialseun llaladunr l addgre a dgvmeeavlemoetploeosptpo hispny htitoney t.taoe .a MiMtoistoiss is SpSepremr msw siwmi mto ttoh eth e through the
plapnlatsn,t sth, eth gea gmaemtoeptohpyhtey ties itsh eth lea rlgaergr,e mr, omreo roeb ovbiovuiosu sst asgtaeg e thatth ayot uy ouun udnerdsetrasntda nd in ian dai pdliopildo izdy zgyogteo.te. ThTeh me amleale egegg ign itnh eth fee mfeamlea le concept.
fodpsopfolal dpsfolotomonphfolral wtlooetimosnnh rp ,wltaoeai ishnfit p ne ,elpyaa ich fidttac neeelpyu tyc d bttacdicelenu ytyli brte n dicnettnyh.ghlir en sneFt eta.hghhei rslFse eol ra hlnpei iswrlfsosrlo ee lnpn,iswer f socoe ledihn,kypre ceo lecpdhhikyrp llyee emceapht.r.l neel yeomaTt.t..ss neh oTTt,t.e o s shphT dt,leloa i afpah evdlnylaie afat,cve s nyaaye ,t,c cb s dhaayl,oeao cbhdusvlmoeaot eo usvim9 nfat e5 o aai 9 nl%fanil5 flaa tel%p nil oflcl teapf y oncalcaftyl llsnae c tl llse TspphrTspooephrd roooeud rpcMouhepcMeyshei toeeyssi toeiss is reevatrhiceSeheihvaoswtphi cSwhel diiohioswaf tpiet a wrphl ad iogoipafc tfeierta tyrplp haaei gpocepcfemrhrlats ylpe aeisyt.p;ce mt rthtlaesttu eohseyt.;rd t tentsetutyonh eeirdn enesygn ei n eg M idteoMvisdiFteleso evoasiFenplsrd meoatenpnti rdm lmtienzti imlztaiozyitTzstgaioohyiotsTsgeni tohiaeo sZsenn tidaye ndZsgni gv idyndodilgidegvte deo-eilvdec tese(e-e2ev lc boseln(l2ey ep)lboln dslyep) ds SpSoproesres MditevoMdiestelivoso eslpiasomn pademnntdent shtshosTizewhthse hoegnTi zeiw ah seu ham egn noeci a sdunerrham eoentloecyo.srdnerr spseIo0etltiy.ho.ssd.r 5s ypsIe0atit. hs d.ecco5y e tmaftiu seccoa tmfilu s a l gpargpomardoemudtcaeuentcasge nissugp misueprmSemprS.mepr.emTgrahmTgmeah femeet mfaeentamaglneiauglemium gagtmhartoemhoftru oaewogfntu aahwggnt ieaauhgrt m i.fieaulr mm.fil m
AA M Moossss L Lifiefe C Cycylcele hahpalopildo isdp soproesre s plapnlat n(2t n(2)n) intion tao ma umltuiclteiclleulllaurl ar ThTeh sep soproorpohpyhtey te prpordoudcuecses
byb my emioesioiss.is. spsoproorpohpyhtey.te. prpordoudcuecse ssp soproerse bsy b y ana eng egg.g.
memioesioiss iisn isnp soproanragniag.ia. EgEggg
AltAholtuhgouh gehg gegs gasn da nsdp esrpmerm
area rues uuaslulya lplyr opdruodceudc eind sine psaerpaatrea te
TheT hger egerne,e ncu, schuisohniyo ny MiMtoistoissis ClCuslutesrt eorf osfp soproanragniagia loclaotcioantiso nosn otnh et hsea msaem gea mgaemtoepthoypthey,t e,
momsso swse w see es eceo ncsoinsstsis ts In pInla pnltasn, tgs,a mgaemteest easr ea re a vaa rvieatryie otyf omf emcheacnhiasnmissm psr opmroomteo te
of ogfa mgaemtoepthoyptheyst.es. propdruodceudc ebdy bmy itmositioss.is. MMeioesioissis MaMtuartuere crocsrso-sfse-rfteilriztailitzioanti obne tbweetwene en FeFretirltizilaiztaiotnion
MditeMovdisteielovso seilpaso nmpadenmndtent Ta hmTae hpa mgerlpeoaa g rdmlgeoaua demgcmtuaeaecemsnteat gsoesnippt ugsoehmippuryem hmtirney.m tine. SptShepetrhem fere m smfew samiwlmeai lmgetoa g tmtoah emetht aeeentg aeggngi ugignmi u in m spsoproorpohpyhteyte gamgaemtoepthoyptheyst.es.
thrthoruoguhg ah fial mfil mof owf awteart.er. ZyZgyogteo te
A Asi nsginleg-lec-eclleeldle sdp soproe re ThTeh nee nwew
divdiidveidse bsy b my imtoistoiss iasn adn d SpSepremrm spsoproorpohpyhteyte
dedveevloeplosp isn tion tao ma umltuiclteiclleulllaurl ar grgorwosw fsr ofrmo mth ethe
gagmaemtoeptohpyhtey.te. gagmaemtoeptohpyhtey.te.
SpSoproesre (sn )(n) SpSGoparGoamanraemgntioeugptmiouhpmyhtey tpel apnlatsn t(sn )(n) Tigpnahr Tigpoanmeahrd ofagemeued ta cmfogeuemeptaacmosemhle peataysaehltn enteay agetnnegi ugegmgiu.gm. EgEggg thTihstheT fi hesbe rrfn oeb wrarnorn ewa drcneol u tdcssol tuotessnr ts oe nrs MdietMvdoieseltivsoo esplaisno mdpa ennmtd ent
SpSoproorpohpyhteyste (s2 n(2) ng)r gorwow of ospf osrpaonrgainag.ia.
frofrmo mga gmaemtoeptohpyhteyste.s.
TphrTpoehrd oseudp csuoepcrsooe rpsoh pyhtey te SpSoproorpohpyhteyte FeFretirltizilaiztaiotnion dTihvdTeiihd vseeidi snse gibsnlye gb -lmyec -eimtcloleietslodliess zd iasy nz gaydong tdeo te
spsoproesre bsy b y dedveevloeplosp isn tion tao ma umltuiclteiclleulllaurl ar
memioesioiss iisn itnh eth e TheT hsep osrpooprhoypthey tcea ncnaontn ot spsoproorpohpyhtey.te.
spsoproanragniugmiu.m. phpothoostyonstyhnetshiezsei—ze—it isit dise pdeenpdeenndte nt
on otnh et hgea mgaemtoepthoypthey.te.
TheT htein yti ngya mgaemtoepthoypthey tseo osno on
MMeioesioissis GaGmaemtoeptohpyhteyte ZyZgyogteote Ath eAtsh p eeseg pergemg,r g mpf,er porfetrdiorliutzdicleiuzisncegisng disdinisteinggtrreoaggwtrreosasw ti,en sasd i,nne dapdn eetdhnp edet hnesendp teoslynrp.otolpyr.hoypthey te
a dai pdliopildo izdy zgyogteo.te. TheT hfee rfnesr nwse w see es ee
In pInla pnltasn, tms, emioesiioss is area rsep osrpooprhoyptheyst.es.
propdruodceusc essp osrpeosr.es. dMedviMteeovlisoteoipslso miapsne madnne t dn t ThTeh sei nsginleg-lec-eclleeldle zdy zgyogteo tdei vdiidveidse bsy b my imtoistoiss is ? What is the major difference between the moss and fern life cycles?
anadn dde dveevloeplosp isn tion tao ma umltuiclteiclleulllaurl asrp soproorpohpyhtey.te. .etyhpotemag eht fo tnednepedni dna tnanimod si
etyhporops eht ,snref nI .etyhpotemag eht si ydob tnalp tnanimod eht ,sessom nI
392 CHAPTER 17 | The Evolution of Plant and Fungal Diversity Alternation of Generations and Plant Life Cycles 393
7
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Encourage Focus on
Main headings allow
students to see the big E. coli bacterium
Gene Cloning and Editing Plasmid
picture. A cell with DNA
containing the gene
12.1 Genes can be cloned in recombinant plasmids of interest
tAhlteh mouagnhip itu mlataiyo sne eomf o lrikgea na imsmosd eorrn t hfieelidr ,c bomiopteocnhenntosl toog y, rialT pol absemgiind, (tuhseu bailolylo fgroismt i stohlea tbeasc ttweroi ukmin dEs. coofl iD) NthAa:t ➊ w iall bsaecrvtee- Bcharcotmeroiaslome ➊Ais pisloaslamteidd. ➋Tish ies oclealtle'sd D.NA
make useful products, actually dates back to the dawn of as the vector, or gene carrier, and ➋ the DNA from another
civilization. Consider such ancient practices as the use of organism (“foreign” DNA) that includes the gene that codes
A Central Concept yeast to make beer and bread, and the selective breeding for protein V (gene V) along with other, unwanted genes. The G(geennee oVf) interest DNA
of livestock, dogs, and other animals. But when people use DNA containing gene V could come from a variety of sources,
at the start of each the term biotechnology today, they are usually referring to such as a different bacterium, a plant, a nonhuman animal, ➌The plasmid is cut Examples of gene use
module helps students to DNA technology, modern laboratory techniques for with an enzyme. A gene is used
studying and manipulating genetic material. Using these ➌ The researcher treats both the plasmid and the gene V to alter bacteria
focus on one concept at methods, scientists can, for instance, extract genes from one source DNA with an enzyme that cuts DNA. An enzyme is ➍ The cell's DNA for cleaning up
organism and transfer them to another, effectively moving chosen that cleaves the plasmid in only one place. ➍ The is cut with the toxic waste.
a time. same enzyme.
genes between species as different as Escherichia coli bacteria, source DNA, which is usually much longer in sequence than
papaya, and fish. the plasmid, may be cut into many fragments, only one of Gene
of interest
In the 1970s, the field of biotechnology was advanced by which carries gene V. The figure shows the processing of
the invention of methods for making recombinant DNA just one DNA fragment and one plasmid, but actually,
in the lab. Recombinant DNA is formed millions of plasmids and DNA fragments,
when scientists combine pieces of DNA most of which do not contain gene V, ➎The targeted fragment
from two different sources—often are treated simultaneously. and plasmid DNA
different species—in vitro (in ➎ The cut DNA from both are combined. A gene for pest
a test tube) to form a single sources—the plasmid and resistance is inserted
into plants.
DNA molecule. Today, target gene—are mixed.
recombinant DNA tech- The s ingle-stranded ends
➏DNA ligase is added,
nology is widely used for of the plasmid base-pair which joins the two
genetic engineering, with the complementary DNA molecules. Genes may be inserted
the direct manipulation of ends of the target DNA into other organisms.
genes for practical purpos- fragment (see Module
Recombinant Examples of protein use
es. Scientists have geneti- 10.3 if you need a refresher DNA
cally engineered bacteria to on the DNA base-pairing plasmid Gene Insulin is
mass-produce a variety of use- rules). ➏ The enzyme DNA of interest gdiivaebne ttioc s.
ful chemicals, from cancer drugs ligase joins the two DNA mole-
to pesticides. Scientists have also cules by way of covalent bonds. This ➐The recombinant plasmid
is taken up by a bacterium
transferred genes from bacteria into enzyme, which the cell normally uses
plants and from one animal species Figure 12.1A Glowing aquarium fish (Amatitlania in DNA replication (see Module 10.4), through transformation. ➒
into another (Figure 12.1A). nigrofasciatus, a type of cichlid) produced by transferring is a “DNA pasting” enzyme that cata-
a gene originally obtained from a jellyfish (cnidarian) Recombinant
To manipulate genes in the lyzes the formation of covalent bonds bacterium Harvested
laboratory, biologists often use b acterial plasmids, small, cir- between adjacent nucleotides, joining the strands. The result- proteins
cular DNA molecules that replicate (duplicate) separately from ing plasmid is a recombinant DNA molecule. may be
the much larger bacterial chromosome (see Module 10.23). ➐ The recombinant plasmid containing the targeted gene ➑The bacterium used directly.
reproduces.
Plasmids typically carry only a few genes, can easily be trans- is mixed with bacteria. Under the right conditions, a b acterium
ferred into bacteria, and are passed from one generation to the takes up the plasmid DNA by transformation (see Module A protein is used
next. Because plasmids are easily manipulated to carry virtually 10.22). ➑ The recombinant bacterium then reproduces through to dissolved blood
clots in heart
any genes, they are key tools for DNA cloning, the production repeated cell cycles to form a clone of cells, a population of Clone attack therapy.
of many identical copies of a target segment of DNA. Through genetically identical cells. In this clone, each bacterium carries of cells
DNA cloning, scientists can mass produce many useful products. a copy of gene V. When DNA cloning involves a gene-carrying
Consider a typical genetic engineering challenge: A molecu- segment of DNA (as it does here), it is called gene cloning. In Figure 12.1B An overview of gene cloning
lar biologist at a pharmaceutical company has identified a gene our example, the biologist will eventually grow a cell clone large TRY THIS Place your finger over the gene of interest (in red)
that codes for a valuable product, a hypothetical substance enough to produce protein V in marketable quantities. at the top right of the figure. Now trace the path of that gene
called protein V. The biologist wants to manufacture the pro- ➒ Gene cloning can be used for two basic purposes. and used. For example, a protein with medical uses, such as throughout the entire process shown.
tein on a large scale. The biggest challenge in such an effort Copies of the gene itself can be the immediate product, to be insulin, can be harvested in large quantities using recombi-
is of the “needle in a haystack” variety: The gene of interest is used in additional genetic engineering projects. For example, nant bacteria.
one relatively tiny segment embedded in a much longer DNA a pest-resistance gene present in one plant species might be In the next four modules, we discuss the methods outlined
molecule. Figure 12.1B illustrates how the techniques of gene cloned and transferred into plants of another species. Other in Figure 12.1B. You may find it useful to turn back to this ? In the example shown in Figure 12.1B, what is the vector?
cloning can be used to mass produce a desired gene. times, the protein product of the cloned gene is harvested summary figure as each technique is discussed. muiretcab iloc .E na morf detalosi dimsalp A
278 CHAPTER 12 | DNA Technology and Genomics Gene Cloning and Editing 279
Figures describing
a process take students
through a series of numbered
steps keyed to explanations
in the text.
8
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