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Biology 14Th Edition by Sylvia Mader Full Chapter
Biology 14Th Edition by Sylvia Mader Full Chapter
Sylvia Mader
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development of personalized microlearning assets and next-generation publication platforms.
He is currently a member of the National Association of Science Writers and several science
education associations. He has served as the keynote speaker on the development of
multimedia resources for online and hybrid science classrooms. In 2015, he won the
DevLearn HyperDrive competition for a strategy to integrate student data into the textbook
revision process.
As an author and editor, Dr. Windelspecht has over 30 reference textbooks and multiple
print and online lab manuals to his credit. He has founded several science communication
companies, including Ricochet Creative Productions, which actively develops and assesses
new technologies for the science classroom, and Inspire-EdVentures, which provides
experiential learning opportunities online and in Belize. You can learn more about Dr.
Windelspecht by visiting his website at www.windelspectrum.com.
Contributors
©Jason Carlson
Jason Carlson is a Biology Instructor at St. Cloud Technical and Community College in
Minnesota, where he teaches introductory biology, microbiology, nutrition, and human
biology. Before entering higher education, he was a middle and high school science teacher
with an education from the University of Idaho, Bemidji State University, and St. Cloud State
University. In the classroom, he supports a student-driven applied curriculum with relevant
and hands-on research and investigation.
©Dave Cox
©Gretel Guest
Preface
Making the content more relevant to the current generation of students by updating
chapter openers and themed readings to focus on issues and topics important to the
discussions that students are hearing in the world around them.
Integrating relevancy modules to supplement the format of a traditional textbook and
provide another avenue for students to engage with the content.
Redesigning the artwork to ensure it transitions to the digital world of mobile devices.
These simulations help each student learn the practical and conceptual skills needed, then
check for understanding and provide feedback. With adaptive pre-lab and post-lab
assessment available, instructors can customize each assignment.
From the instructor’s perspective, these simulations may be used in the lecture
environment to help students visualize complex scientific processes, such as DNA
technology or Gram staining, while at the same time providing a valuable connection
between the lecture and lab environments.
Page vi
Relevancy
The use of real-world examples to demonstrate the importance of biology in the lives of
students is widely recognized as an effective teaching strategy for the introductory biology
classroom. Students want to learn about the topics they are interested in. The development of
relevancy-based resources is a major focus for the authors of the Mader series of texts. Some
examples of how we have increased the relevancy content of this edition are explained in the
following paragraphs.
Relevancy Modules
A series of relevancy modules have been designed to accompany each unit in Biology. These
modules demonstrate the connections between biological content and topics that are of
interest to society as a whole. Each module consists of an introductory video, an overview of
basic scientific concepts, and then a closer look at the application of these concepts to the
topic. An infographic at the end of each module may be easily used in the lecture
environment to initiate discussion of the topic. Discussion and assessment questions, specific
to the modules, are available at the end of the module, and for automatic assessment in the
Connect platform. Below is a list of our current relevancy modules.
These modules are available as a supplementary eBook to the existing text within Connect,
and may be assigned by the instructor for use in a variety of ways in the classroom.
Slavica/Getty Images
Page vii
BioNOW Videos
The BioNOW series of videos, narrated and produced by educator Jason Carlson, provide a
relevant, applied approach that allows your students to feel they can actually do and learn
biology themselves. While tying directly to the content of your course, the videos help
students relate their daily lives to the biology you teach and then connect what they learn
back to their lives.
Each video provides an engaging and entertaining story about applying the science of
biology to a real situation or problem. Attention is taken to use tools and techniques that the
average person would have access to, so your students see the science as something they
could do and understand.
RicochetScience Website
The RicochetScience.com website, managed by Michael Windelspecht, provides updates on
news and stories that are interesting to science and nonscience majors alike. The PopScience
articles on this site provide an excellent focus for classroom discussions on topics that are
currently being debated in society. The site also features videos and tutorial animations to
assist the students in recognizing the relevancy of what they are learning in the classroom.
Page viii
Page ix
Page x
A number of the chapters in this edition now include references and links to new BioNOW
relevancy videos that have been designed to show students how the science of biology
applies to their everyday lives. In addition, a large amount of the artwork has been redesigned
for the digital environment.
Chapter 1: Biology: The Study of Life now includes the new Evolution reading “Human
Adaptation to Life at High Elevations” and an increased focus on the supergroup
classification system.
Unit 3: Evolution
Chapter 17: Speciation and Macroevolution starts with a new essay on the evolution of
whales. The chapter opener for Chapter 18: Origin and History of Life now focuses on the
evolution of the dinosaurs. Chapter 19: Taxonomy, Systematics, and Phylogeny starts with
coverage of the classification of jaguars. A new Nature of Science section explores the
evolution of classification systems over time.
Acknowledgments
Dr. Sylvia Mader is one of the icons of science education. Her dedication to her students,
coupled with her clear, concise writing style, has benefited the education of thousands of
students over the past four decades. As an educator, it is an honor to continue her legacy and
to bring her message to this newest generation of students.
As always, I had the privilege to work with a phenomenal group of people on this edition.
I would especially like to thank you, the numerous instructors who have shared emails with
me or have invited me into your classrooms, both physically and virtually, to discuss your
needs as instructors and the needs of your students. You are all dedicated and talented
teachers, and your energy and devotion to quality teaching is what drives a textbook revision.
Many dedicated and talented individuals assisted in the development of this fourteenth
edition of Biology. A special thanks to my coauthors, Jason Carlson, David Cox, and Gretel
Guest, for their hard work on this edition. I am very grateful for the help of so many
professionals at McGraw Hill who were involved in bringing this book to fruition. Therefore,
I would like to thank the following:
My product developer, Anne Winch, for her incredible ability to manage all aspects of
this project simultaneously.
Director Michelle Vogler and portfolio manager Ian Townsend, for their guidance and
for reminding me why what we do is important.
My marketing manager, Britney Ross, for placing me in contact with great instructors,
on campus and virtually, throughout this process.
My content project manager, Kelly Hart, and program manager, Angie FitzPatrick, for
guiding this project throughout the publication process.
Content licensing specialist, Lori Hancock, for the photos within this text. Biology is a
visual science, and her contributions are evident on every page.
Michael McGee and Sharon O’Donnell, who acted as my copyeditor and proofreader,
respectively, for this edition.
Jane Peden, for her behind-the-scenes work that keeps us all functioning.
Readings
THEME Evolution
Human Adaptation to Life at High Elevations 7
Metagenomics 251
The Anatomy of Speciation 298
Possible Extraterrestrial Components of RNA 314
Flu Viruses: Seasonal Versus Pandemic Flu 350
Carboniferous Forests 412
The Evolutionary History of Maize 418
Survival Mechanisms of Plants 427
Plants Can “Smell” and “Talk” to Each Other 472
Plants and Their Pollinators 488
Evolution of the Animal Body Plan 506
The Complexity of Our Evolutionary Past 562
Sexual Selection in Male Bowerbirds 801
Interactions and Coevolution 840
The Sixth Mass Extinction Event 887
Contents
Preface v
2 Basic Chemistry 19
2.1 Chemical Elements 20
2.2 Molecules and Compounds 25
2.3 Chemistry of Water 27
2.4 Acids and Bases 31
3 The Chemistry of Organic Molecules 35
3.1 Organic Molecules 36
3.2 Carbohydrates 38
3.3 Lipids 42
3.4 Proteins 46
3.5 Nucleic Acids 50
4 Cell Structure and Function 55
4.1 Cellular Level of Organization 56
4.2 Prokaryotic Cells 60
4.3 Introduction to Eukaryotic Cells 62
4.4 The Nucleus and Ribosomes 65
4.5 The Endomembrane System 67
4.6 Microbodies and Vacuoles 70
4.7 The Energy-Related Organelles 71
4.8 The Cytoskeleton 73
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illalla kotonaan.
Heinäkuun 10 p.
Ja minä jäin.
Rouva Nurhonen kiitti niistä rahoista, joita oli viime aikoina saanut
lainaksi liikkeen varoista.
— Mutta kyllä se laina minua pelottaa, jatkoi hän. Millä minä sen
maksan? Etteivät vaan herrat sen kautta joutuisi vahinkoon.
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ollenkaan lisämiestä konttoriin tarvittaisi, yksi kun vallan hyvin
ennättää työmme tehdä, niin on kovin vaikeata toista ottaa. Ja
eiköhän tuo kirjoittaja liioittelekin, sellainenhan on tavallista. Muuten
se hänelle tietysti olisi parasta jonkun aikaa työskennellä vieraassa
paikassa, ennenkuin omaan liikkeesen asettuu.
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itse tahtoisi, huomautti Kemppainen.
— No — — —
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savu, raskas huono ilma ja nautittavat juomat löysivät minussa
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tilasin uutta ja istuin tanakasti pöytämme ääressä kuin olisin ikäni
aikonut siinä pysyä.
Heinäkuun 11 p.
Nurhonen tuli.