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(Download pdf) Understanding Biology 4Th 4Th Edition Kenneth A Mason full chapter pdf docx
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(Download pdf) Understanding Biology 4Th 4Th Edition Kenneth A Mason full chapter pdf docx
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Understanding
Biology
Fourth Edition
Kenneth A. Mason
University of Iowa
Tod Duncan
Jonathan B. Losos
William H. Danforth Distinguished University Professor and Director,
Living Earth Collaborative, Washington University
UNDERSTANDING BIOLOGY
Published by McGraw Hill LLC, 1325 Avenue of the Americas, New York, NY 10019. Copyright ©2024 by
McGraw Hill LLC. All rights reserved. Printed in the United States of America. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior
written consent of McGraw Hill LLC, including, but not limited to, in any network or other electronic storage or
transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside
the United States.
1 2 3 4 5 6 7 8 9 LWI 28 27 26 25 24 23
ISBN 978-1-266-10043-7
MHID 1-266-10043-1
All credits appearing on page or at the end of the book are considered to be an extension of
the copyright page.
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does
not indicate an endorsement by the authors or McGraw Hill LLC, and McGraw Hill LLC does not guarantee the
accuracy of the information presented at these sites.
mheducation.com/highered
Brief Contents
About the Authors iv Part V The Diversity of Life 474
Changes to This Edition vi 22 Systematics and Phylogeny 474
23 Prokaryotes and Viruses 494
Acknowledgments viii
24 Protists 520
A Learning Path to Understanding Biology ix 25 Fungi 547
Contents xv 26 Plants 568
27 Animal Diversity 593
Part I The Molecular Basis of Life 1 28 Vertebrates 625
4 Cell Structure 65
Part VII Animal Form and Function 735
5 Membranes 94
6 Energy and Metabolism 115 32 The Animal Body and How It Moves 735
7 How Cells Harvest Energy 131 33 The Nervous System 760
8 Photosynthesis 156 34 Fueling the Body’s Metabolism 789
9 Cell Communication 179 35 Maintaining Homeostasis 822
10 How Cells Divide 198 36 Reproduction and Development 861
Part III Genetics and Molecular Biology 221 Part VIII Ecology and Behavior 893
11 Sexual Reproduction and Meiosis 221 37 Behavioral Biology 893
12 Patterns of Inheritance 236 38 Ecology of Individuals and Populations 919
13 The Chromosomal Basis of Inheritance 256 39 Community Ecology and Ecosystem Dynamics 944
14 DNA: The Genetic Material 276 40 The Living World 979
15 Genes and How They Work 300
16 Control of Gene Expression 328 Appendix: Answer Key A-1
17 Biotechnology 354
Index I-1
18 Genomics 379
iii
About the Authors
Kenneth Mason has held academic positions, as a teacher and researcher, at three different major
universities. He began on the faculty of the University of Kansas, where he designed and established the
genetics lab and taught and published on the genetics of pigmentation in amphibians. At Purdue University,
he successfully developed and grew large introductory biology courses and collaborated with other faculty
in an innovative biology, chemistry, and physics course supported by the National Science Foundation. At the
University of Iowa, where his wife served as president of the university, he taught introductory biology and
Kenneth Mason human genetics. His honor society memberships include Phi Sigma, Alpha Lambda Delta, and, by vote of Purdue
pharmacy students, Phi Eta Sigma Freshman Honors Society. After eight years at the University of Iowa, Kenneth
and his wife both retired; they maintain close ties to the institution as President Emerita and Lecturer Emeritus.
Tod Duncan was formerly Associate Clinical Associate Professor at the University of Colorado Denver, where he
taught first-semester general biology and coordinated first- and second-semester general biology laboratories. He has
also taught general microbiology, virology, the biology of cancer, medical microbiology, and cell biology. A bachelor’s
degree in cell biology with an emphasis on plant molecular and cellular biology from the University of East Anglia in
Lesley Howard England led to doctoral studies in cell-cycle control and then postdoctoral research on the molecular and biochemical
mechanisms of DNA alkylation damage in vitro and in Drosophila melanogaster. Currently, he is interested in factors
affecting retention and success of incoming first-year students from diverse backgrounds. He lives in Boulder,
Colorado, with his Great Dane, Eddie.
Jonathan Losos is the William H. Danforth Distinguished University Professor in the Department of Biology at
Washington University and Director of the Living Earth Collaborative, a partnership between the university, the
Saint Louis Zoo, and the Missouri Botanical Garden. Losos’s research has focused on studying patterns of adaptive
radiation and evolutionary diversification in lizards. He is a member of the National Academy of Sciences, a fellow
of the American Academy of Arts and Science, and the recipient of several awards, including the Theodosius
Dobzhanksy and David Starr Jordan Prizes, the Edward Osborne Wilson Naturalist Award, and the Daniel Giraud
Jonathan Losos
Elliot Medal, as well as receiving fellowships from the John Guggenheim and David and Lucile Packard Foundations.
Losos has published more than 250 scientific articles and has written two books, Lizards in an Evolutionary Tree:
Ecology and Adaptive Radiation of Anoles (University of California Press, 2009) and Improbable Destinies: Fate,
Chance, and the Future of Evolution (Penguin-Random House, 2017). He is currently in the process of writing his next
book, on scientific research on the ecology and evolution of domestic cats.
iv
A Conceptual Approach
In the decade leading up to 2019, there was a gradual increase in the importance of a variety of forms of
digital instruction. The use of online education was growing, and we lived through fads like the massive open
online course. While much commentary was devoted to a “revolution” in instruction, in fact, it was a relatively
slow evolutionary process. This was completely upended by the COVID pandemic. Institutions that had never
considered online instruction were forced to move partly or entirely online. This was followed by a roller coaster
ride of on again, off again, online and in-person instruction, and hybrid models using both modes of instruction.
McGraw Hill was ideally positioned to respond to this crisis with the best online tools available from any
publisher. This has allowed us to respond to the changing needs of faculty with a variety of tools, and of course,
high-quality textbooks. One unexpected result of all of this turmoil has been the increasing importance of the
actual textbook. As students were required to do more work on their own, the quality and accessibility of the
textbook proved to be critical. While the pandemic may have revealed the importance of a high-quality textbook,
the need will continue afterward. With the emergence of “active learning” in the majors biology classroom,
the responsibility of learning basic information has moved back to the student, giving instructors the time and
opportunity to increase critical thinking and higher-level learning in their courses.
Understanding Biology fits well into this ever-changing environment in two main ways. First, the book is the
result of a thorough analysis using a variety of sources to determine what is actually being taught in most majors
biology courses across the country. This allowed us to produce a book that goes against the trend of encyclopedic
textbooks yet still has all of the material, in the appropriate depth, required for a majors biology course. This helps to
reduce cost, and makes the text less intimidating for students.
The second way that Understanding Biology is ideal for the new landscape is that it was designed from the
beginning using our knowledge of how people learn. There is a strong emphasis on concepts over disconnected
facts, and an organization that provides the student with a clear path to success in learning difficult material. Each
chapter begins with a Learning Path that introduces the major concepts for the chapter. Then within each section,
larger concepts are broken down into more specific supporting concepts. Each of these secondary concepts
comes with a learning objective that tells students what they should be able to do after completing the section.
Each section has a brief review with a question to help students think about the concepts. This organization, and
more important, the content, allows us to focus on promoting student understanding. The end-of-chapter material
includes a review aligned with the organization of the chapter, and assessment based on a modified version of
Bloom’s Taxonomy of Understand, Apply, Synthesize questions.
The art program supports this approach with clear and accessible figures, and stepped-out figures where
appropriate. This includes Scientific Thinking figures that walk a student through how a problem can be solved
experimentally. We have also moved our “Connecting the Concepts” feature to become a tool for active learning
online, which seems to be a better environment to explore the relationships of chapter material to core concepts.
With this edition we have also added a Concept Overview feature. This opens the chapter with a simple figure
containing the main higher-level concepts of the chapter organized as the top levels of a flow diagram. The diagram
is then filled out at the end of the chapter with supporting conceptual statements. The Concept Overviews are
expansions of the Learning Path in a graphic presentation. They provide students with a conceptual overview of
the chapter, and then larger concepts are broken down into more specific supporting concepts. This is particularly
helpful in the second half of the book, where we have combined some topics that might not appear to be
connected, but in fact are related.
We’re excited about the fourth edition of this innovative text, which provides a clear learning path for
a new generation of students who have to deal with unprecedented challenges. The authors have extensive
experience teaching undergraduate biology, which has provided a guide in producing a text that is up to date and
beautifully illustrated and that incorporates a conceptual approach to learning. We have worked hard to provide
explicit learning outcomes clearly tied to each section of the book, which are used as a basis for developing the
assessments. We are also excited about the continually evolving digital environment that provides unique and
engaging learning tools for modern students. We continue to work to closely integrate the text with its media
support materials to provide instructors with an excellent complement to their teaching.
vi
Part IV Evolution Part VII Animal Form and Function
Chapter 19 The section on genetic variation in populations Chapter 32 The chapter was edited for clarity. The material on
was revised reflecting new information based bone structure and development was rewritten to
on widespread genomic investigation. Genomic improve student understanding.
variation in humans is now discussed in detail, Chapter 33 The description of sensory systems, including
quantifying the extent of variation that exists receptor types, was updated to make it more
and how that variation is apportioned within and consistent and to improve student understanding.
between populations. The material on the retina was edited extensively
for clarity, and one figure was added.
Chapter 34 The section on lung function was edited for clarity.
Part V The Diversity of Life
Information was added on how lung function is
Chapter 22 Information on roots of the eukaryotic tree was assessed. The cardiac cycle was edited for clarity
revised to reflect changes in the classification of and student understanding.
the protists. Chapter 35 The material on hormones was edited to provide
Chapter 23 The chapter was edited to reflect new information a better focus on structure–function relationships.
on the organization of prokaryotic cells, including The material on fluid balance was edited to
compartmentalization. The material on prokaryotic emphasize homeostatic mechanisms. The section
genetics was compressed, and the figures were on adaptive immunity was rewritten to include
edited. New material on SARS-CoV-2 was added, more history of vaccination and a more worldwide
including a figure showing the virus life cycle. perspective. Material on vaccination and how
Chapter 24 Many changes were made to the chapter to the immune system responds was added. This
improve clarity and readability. includes a discussion of vaccination and the
Chapter 25 The chapter was edited for clarity and readability. COVID pandemic.
Chapter 26 The chapter was edited for clarity and readability. Chapter 36 The material on nuclear reprogramming was
Chapter 27 The discussion of relationships at the base of the edited to provide a better historical perspective.
phylogeny for all animals was revised to reflect The material on cloning in mammals was edited to
new understanding and debate about relationships include more detail. The material on contraception
among sponges, ctenophores, and other animals. was edited for clarity.
Additional changes were made to reflect other
changes in understanding of phylogenetic
relationships among animal taxa, such as the Part VIII Ecology and Behavior
position of chaetognaths and relationships among Chapter 37 Several Review of Concept questions were
protostome taxa. Aspects of taxonomy and natural replaced to better assess student understanding.
history were updated in line with new findings. Chapter 38 Human population trends and other timely data
Chapter 28 The discussion of human evolution was revised in were updated to stay current. Also, a new section
light of new discoveries. (38.7) was added on pandemics and human health
that covers the general topic, but extensively
Part VI Plant Form and Function details the population biology of the COVID-19
pandemic.
Chapter 29 Minor edits were made throughout for readability,
Chapter 40 Data on biosphere impacts of humans were
clarity, and accuracy.
updated to stay current.
Chapter 30 The chapter was edited for clarity and readability.
Chapter 31 The chapter was edited throughout for clarity,
accuracy, and readability.
viii viii
A Learning Path to Understanding Biology
Understanding Biology and its online assets have been carefully thought out and crafted to help students and professors work efficiently
and effectively through the material in the course, making the most of study time and furthering instructional goals.
7
Calculation of P/O Ratios Has
How Cells Harvest Energy
Changed over Time
Ever since the link was discovered between electron transport
and the proton gradient used by ATP synthase, biochemists have LEARNING OBJECTIVE 7.5.2 Explain how our understanding
attempted to determine the number of ATPs produced per NADH of the P/O ratio has changed over time.
Le arning Path feeding electrons into electron transport. This number has proved
7.1 Cells Harvest Energy from 7.5 The Total Energy Yield of to be surprisingly elusive. Early estimates were based on errone- The value for the amount of ATP synthesized per O2 molecule
Organic Compounds by Aerobic Respiration Far
ous assumptions, but we now have both theoretical and calculated reduced is called the phosphate-to-oxygen ratio (P/O ratio).
Oxidation Exceeds That of Glycolysis
values that are in agreement. Both theoretical calculations and direct measurement of this
7.2 Glycolysis Splits Glucose and 7.6 Aerobic Respiration Is value have been contentious issues. When theoretical calcula-
Yields a Small Amount of ATP Regulated by Feedback
Inhibition tions were first made, we lacked detailed knowledge of the
7.3 The Citric Acid Cycle Is the The Theoretical Yield for Eukaryotes Is respiratory chain and the mechanism for coupling electron
Oxidative Core of Cellular 7.7 Some Forms of Energy
Respiration Metabolism Do Not Require O2 30 Molecules of ATP per Glucose transport to ATP synthesis. Because redox reactions occur
7.4 Electrons Removed by 7.8 Carbohydrates Are Not the Molecule at three sites for NADH and two sites for FADH 2 , it was
Oxidation Pass Along an Only Energy Source Used by assumed that three molecules of ATP were produced per
Electron Transport Chain Heterotrophs
LEARNING OBJECTIVE 7.5.1 Calculate the number of ATP NADH and two per FADH2. We now know that assumption
produced by a cell via aerobic respiration. was overly simplistic.
Understanding that a proton gradient is the link between
ErikAgar/Getty Images The number of molecules of ATP produced by ATP synthase per electron transport and ATP synthesis changed the nature of the
molecule of glucose depends on the number of protons trans- calculations. We need to know the number of protons pumped
ported across the inner membrane and the number of protons during electron transport: 10 H+ per NADH, and 6 H+ per
C onc e pt Ove rvie w
This Concept Overview provides a diagram of the overarching concepts that are covered in this chapter. These concepts will be expanded upon
in the Concept Overview at the end of the chapter.
▲ needed per ATP synthesized. The number of protons transported
per NADH and FADH2 is 10 and 6 H+, respectively. Each ATP
synthesized requires 4 H+, leading to 10/4 = 2.5 ATP/NADH,
FADH2. Then we need to know the number of protons needed per
ATP. Because ATP synthase is a rotary motor, this calculation
depends on the number of binding sites for ATP and the number
Organisms convert chemical energy to ATP through cellular respiration
Every concept is broken down into sections that
and 6/4 = 1.5 ATP/FADH2.
Oxidizing glucose to pyruvate via glycolysis yields 2 ATP
of protons required for rotation. We know that ATP synthase has
three binding sites for ATP. If 12 protons are used per rotation,
directly, and 2 × 2.5 = 5 ATP from NADH. The oxidation of you get the value of 4 H+ per ATP used in the previous calcula-
Cellular respiration
extracts energy from
organic molecules
Glycolysis splits glucose
and yields a little ATP
The citric acid cycle
oxidizes 2-carbon
units
Oxidative phosphorylation
uses chemiosmosis to
make ATP
Energy metabolism
varies across
living systems
cover skills or ideas students should master. Learning
pyruvate to acetyl-CoA yields another 2 × 2.5 = 5 ATP from
NADH. Finally, the citric acid cycle produces 2 ATP directly,
tion. Actual measurements of the P/O ratio have been problem-
atic, but they now appear to be at most 2.5.
Introduc tion
objectives at the beginning of each section help identify
6 × 2.5 = 15 ATP from NADH, and 2 × 1.5 = 3 ATP from FADH2.
Summing all of these leads to 32 ATP for respiration (figure 7.16).
We can also calculate how efficiently respiration captures
the free energy released by the oxidation of glucose in the form of
This number is accurate for bacteria, but it does not hold ATP. The amount of free energy released by the oxidation of glu-
Life is driven by energy. All the activities carried out by organisms use energy—the swimming of bacteria, the purring of a cat, and even the thoughts
you are forming to process these words. In this chapter, we discuss the processes all cells use to obtain chemical energy from organic molecules,
which is used to synthesize ATP. Then, in chapter 8, we will examine photosynthesis, which uses light energy to make chemical energy. We consider
important concepts.
for eukaryotes, because the NADH produced in the cytoplasm by cose is 686 kcal/mol, and the free energy stored in each ATP is
the conversion of chemical energy to ATP first because all organisms—including the plant, a photosynthesizer, and the caterpillar feeding on the
plant, pictured in the photo—are capable of harvesting energy from chemical bonds. Obtaining energy via respiration is an ancient and universal Figure 7.16 Theoretical Glucose 2
process. ATP
ATP yield. The theoretical
yield of ATP harvested from 2 ATP Glycolysis
glucose by aerobic respiration
Pyruvate 2 NADH 5 ATP
totals 32 molecules. In
Assessing the Learning Path
eukaryotes this is reduced to
30 because it takes 1 ATP to
Chemiosmosis
atom represents what kind of energy? c. −ΔG and the reaction is spontaneous.
Every chapter opens with a Learning Path that walks students
Citric Acid
a. Kinetic energy Cycle 6 NADH 15
d. −ΔG and the reaction is not spontaneous.
ATP
b. Potential energy Chemiosmosis
c. Mechanical energy 5. The molecule ATP is less stable than ADP + Pi because
through the main concepts in the chapter to enable their d. Solar energy a. the negatively charged
2 FADH 2
phosphates 3 repel
ATP each other.
b. the positively charged phosphates repel each other.
2. During a redox reaction, the molecule that gains an electron is
understanding of where the material fits in the context of a. reduced and now has a higher energy level.
b. oxidized and now has a lower energy level.
c. ATP is much larger than ADP and Pi.
d. the adenine inTotal
ATP netis charged.
ATP yield = 32
(30 in eukaryotes)
6. What is activation energy?
other concepts in the chapter. A new Concept Overview
c. reduced and now has a lower energy level.
146
d. oxidized andPart
nowIIhas
Biology of the
a higher Cell level.
energy a. The thermal energy associated with random movements of
3. When a bear eats a salmon, some of the energy stored in the molecules
provides a graphical presentation of the Learning Path, salmon is used by the bear for its activities and growth. Much
of the energy originally in the salmon is dissipated as heat.
b. The energy released through breaking chemical bonds
c. The difference in free energy between reactants and
products
highlighting the main concepts in the chapter. This is an example of
a. the conversion of kinetic energy to potential energy. d. The energy required to initiate a chemical reaction
b. the Second Law of Thermodynamics. 7. Which of the following is NOT a property of an enzyme?
c. 100% efficient energy conversion. a. An enzyme reduces the activation energy of a reaction.
d. a conversion of potential energy to kinetic energy. b. An enzyme lowers the free energy of the reactants.
the rotation of which is driven directly by a gradient of protons. 3. Sodium ions (Na+) can move through channel proteins
across some biological membranes. If Na+ is present in a Optimum temperature
Rate of reaction
The flow of protons is like that of water in a hydroelectric power higher concentration on one side of a membrane, the ions for human enzyme
will tend to move across the membrane until they are equally
plant. As the flow of water driven by gravity causes a turbine to distributed on both sides of the membrane. This process
rotate and generate electric current, the proton gradient produces a. results in a gain of potential energy for the cell.
b. results in a decrease in entropy.
the energy that drives the rotation of the ATP synthase generator. c. follows the Second Law of Thermodynamics. 30 40 50
d. All of the above Temperature of reaction
4. If the products of a chemical reaction have higher free energy
4. Phosphofructokinase functions to add a phosphate group
REVIEW OF CONCEPT 7.4 than the reactants, this reaction
a. will not proceed spontaneously. to fructose-6-phosphate. This enzyme functions early in
b. will proceed spontaneously. glycolysis (refer to chapter 7). The enzyme’s active site binds
The electron transport chain receives electrons from NADH c. must have increased the total energy in the universe. to fructose and ATP. An allosteric inhibitory site can also bind
d. must have decreased the total energy in the universe. ATP when ATP levels are high.
and FADH2 and passes them down the chain to oxygen, using 5. ATP can be used to drive an endergonic reaction if a. Predict the rate of the reaction if with low ATP levels.
b. Predict the rate of the reaction if with high ATP levels.
the energy from electron transfer to pump protons across the a. ATP hydrolysis lowers the activation energy for the reaction.
b. the sum of ΔG for ATP hydrolysis and ΔG for the reaction c. Describe what is happening to the enzyme with high levels
membrane, creating an electrochemical gradient. The enzyme is negative. of ATP.
ix
Think Like a Scientist
▲
the text walk the student through How Hemorrhagic E. coli
features at the ends of
Substrate accumulation
(nmol per mg protein)
Recent years have been marked by a series of food 200
poisoning outbreaks involving hemorrhagic (producing
Filament of green algae ety of pHs with that of a different amino acid antiporter
called AdiC, which transports arginine out of cells under a by AdiC in 10 minutes at pH 9.0 with that
broad range of conditions. The results of monitoring trans- accumulated at pH 5.0. What fraction of the
port for 10 minutes are presented in the graph. low pH activity is observed at the higher pH?
low c. In a similar fashion, compare the amount of
substrate accumulated by GadC at pH 9.0
with that accumulated at pH 5.0. What
Result: The bacteria move to regions of high O2 , or regions of most fraction of the low pH activity is observed at
Outside Inside the higher pH?
active photosynthesis. These are in the purple/blue and red regions cell cell
3. Making Inferences Would you say that the GadC
of the spectrum. antiporter exhibits the same pH dependence as the
Conclusion: All wavelengths are not equally effective at promoting AdiC antiporter? If not, which antiporter is less
GABA active at nonacid pHs?
photosynthesis. The most effective constitute the action spectrum
4. Drawing Conclusions Is the glutamate-GABA
for photosynthesis. antiporter GadC active at nonacid pHs?
Further Experiments: How does the action spectrum relate to the 5. Further Analysis The GadC antiporter also
various absorption spectra in figure 8.5? Glutamate transports the amino acid glutamine (Gln). Do you
think this activity has any role to play in combating
low pH environments? How would you test this
hypothesis?
Figure 8.7 Determination of an action spectrum for
photosynthesis. Chapter 5 Membranes 111
Concept Overviews
Each Concept Overview, a new feature in Understanding Biology, 4th edition, is a graphic representation of the Learning Path that
guides students through the concepts in the chapter. Concept Overviews provide a conceptual framework of the chapter. When
concept statements are placed in the context of a flow diagram, students see relationships and connections between concepts.
Flowering plant reproductive strategies ensure their success and diversity Flowering plant reproductive strategies ensure their success and diversity
Flowering is the first step Self-pollination can be favored Flowering is the first step Double fertilization is followed Plant growth starts with Self-pollination can be favored
Double fertilization is followed Plant growth starts with
in plant reproduction by embryogenesis germination in stable environments
in plant reproduction by embryogenesis germination in stable environments
Flowering leads to gamete Fertilization Seeds play roles Germination Life spans vary Asexual reproduction
The Concept Overview that appears at the beginning of the A root–shoot A food supply
cues perennial,
growing
form from cloned
cells in the ovule
Flowering is A complete axis and a develops, the every year
Progressive Concept
procambium Emerging cloned in the lab
▲
Fertilization
produces the
endosperm and
Seeds play roles
in dispersal,
protection, and
of relevant sections. They include
bees,
butterflies,
one embryo food storage
These diagrams identify birds, and
bats
A root–shoot
axis and a
A food supply
develops, the concepts that support
radial axis are
formed
seed coat forms,
and a fruit forms
the overarching concept ▲
Primary
meristems
Stored nutrients
are essential until statements. The Each chapter’s end-of-chapter Concept Overview brings
photosynthesis
differentiate
into protoderm,
ground
can occur
Progressive Concept together all of the concept statements in the Progressive
meristem, and
procambium
Outer ovule
develops into a Overviews are available Overview diagrams to reveal a conceptual overview of the
tissues
seed coat
in the Instructor chapter. These Concept Overviews differ from “concept maps”
A fruit is the
mature ovary of
an angiosperm Resources for students in that there is a hierarchical aspect important in developing
using a printed text. a conceptual framework for the chapter.
Detailed Feedback in Connect® framework to scaffold learning, where each step models and
reinforces the learning process.
Learning is a process of iterative development, of making
The feedback for each higher-level Bloom’s question (Apply,
mistakes, reflecting, and adjusting over time. The question
Analyze, Evaluate) follows a similar process: Clarify Question,
bank and test bank in Connect® for Understanding Biology,
Gather Content, Choose Answer, Reflect on Process.
4th edition, are more than standard assessments; they are
self-contained learning experiences that systematically build
student learning over time. Unpacking the Concepts
For many students, choosing the right answer is not We’ve taken problem solving a step further. In each chapter, two
necessarily based on applying content correctly; it is more higher-level Bloom’s questions in the question and test banks
a matter of increasing their statistical odds of guessing. A are broken out by the steps of the detailed feedback. Rather than
major fault with this approach is students don’t learn how to leaving it up to the student to work through the Socratic questions,
process the information correctly, mostly because they are a second version of the question is presented in a stepwise
repeating and reinforcing their mistakes rather than reflecting format. Following the problem-solving steps, students need to
and learning from them. To help students develop problem- answer questions about earlier steps, such as “What is the key
solving skills, all higher-level Bloom’s questions in Connect concept addressed by the question?” before proceeding to
are supported with hints, to help students focus on important answer the question. A professor can choose which version of
information for answering the questions, as well as detailed the question to include in the assignment based on the problem-
feedback that walks students through the problem-solving solving skills of the students. The Unpacking the Concepts
process, using Socratic questions in a decision-tree-style questions are found under the Coursewide Content in Connect.
Quantitative Reasoning Question Bank algorithmic questions, intended to help students practice their
quantitative reasoning skills. Hints and stepped-out solutions
Under the Coursewide Content in Connect, the Quantitative
walk students through the problem-solving process.
Reasoning question bank provides more challenging
McGraw Hill
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Implementing High-Quality Online Instruction and Assessment filtering options.
through Preconfigured Courseware ■■ manipulate the order of questions or scramble questions
In consultation with the Online Learning Consortium (OLC) and and/or answers.
our certified Faculty Consultants, McGraw Hill has created pre-
configured courseware using OLC’s quality scorecard to align ■■ pin questions to a specific location within a test.
with best practices in online course delivery. This turnkey ■■ determine your preferred treatment of algorithmic
courseware contains a combination of formative assessments, questions.
summative assessments, homework, and application activities,
and can easily be customized to meet an individual’s needs ■■ choose the layout and spacing.
and course outcomes. For more information, visit https://www. ■■ add instructions and configure default settings.
mheducation.com/highered/olc.
Test Builder provides a secure interface for better protection of
Tegrity: Lectures 24/7 content and allows for just-in-time updates to flow directly into
assessments.
Create
Your Book, Your Way
McGraw Hill’s Content Collections Powered by Create® is a self-
Tegrity in Connect is a tool that makes class time available 24/7 service website that enables instructors to create custom course
by automatically capturing every lecture. With a simple one- materials—print and eBooks—by drawing upon M cGraw Hill’s
click start-and-stop process, you capture all computer screens comprehensive, cross-disciplinary content. Choose what you
and corresponding audio in a format that is easy to search, want from our high-quality textbooks, articles, and cases. C
ombine
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xv
7 How Cells Harvest Energy 131 Concept 10.3 The Eukaryotic Cell Cycle Is Complex and Highly
Organized 203
Concept 7.1 Cells Harvest Energy from Organic Compounds Concept 10.4 During Interphase, Cells Grow and Prepare for
by Oxidation 132 Mitosis 204
Concept 7.2 Glycolysis Splits Glucose and Yields a Small Amount Concept 10.5 In Mitosis, Chromosomes Segregate 205
of ATP 136
Concept 10.6 Events of the Cell Cycle Are Carefully Regulated 210
Concept 7.3 The Citric Acid Cycle Is the Oxidative Core of
Cellular Respiration 139 Concept 10.7 Cancer Is a Failure of Cell-Cycle Control 214
Concept 7.4 Electrons Removed by Oxidation Pass Along an Inquiry & Analysis 217
Electron Transport Chain 142 Retracing the Learning Path 218
Concept 7.5 The Total Energy Yield of Aerobic Respiration Far Assessing the Learning Path 219
Exceeds That of Glycolysis 146
Concept 7.6 Aerobic Respiration Is Regulated by Feedback
Concept 7.7
Inhibition 147
Some Forms of Energy Metabolism Do Not
PART III Genetics and
Require O2 148 Molecular Biology 221
Concept 7.8 Carbohydrates Are Not the Only Energy Source Used Steven P. Lynch
by Heterotrophs 149
Inquiry & Analysis 152 11 Sexual Reproduction and Meiosis 221
Retracing the Learning Path 153 Concept 11.1 Sexual Reproduction Requires Meiosis 222
Assessing the Learning Path 154 Concept 11.2 Meiosis Consists of Two Divisions with One Round
of DNA Replication 223
8 Photosynthesis 156 Concept 11.3 The Process of Meiosis Involves Intimate Interactions
Between Homologs 224
Concept 8.1 Photosynthesis Uses Sunlight to Power the Synthesis
of Organic Molecules 157 Concept 11.4 Meiosis Has Four Distinct Features 229
Concept 8.2 Experiments Revealed That Photosynthesis Is a Concept 11.5 Genetic Variation Is the Evolutionary Consequence
Chemical Process 158 of Sex 231
Concept 8.3 Pigments Capture Energy from Sunlight 160 Inquiry & Analysis 232
Concept 8.4 Photosynthetic Pigments Are Organized into Retracing the Learning Path 233
Photosystems 163 Assessing the Learning Path 234
Concept 8.5 Energy from Sunlight Is Used to Produce a Proton
Gradient 165 12 Patterns of Inheritance 236
Concept 8.6 Carbon Fixation Incorporates CO2 into Organic
Concept 12.1 Experiments Carried Out by Mendel Explain
Molecules 170
Inheritance 237
Concept 8.7 Photorespiration Short-Circuits Photosynthesis 172
Concept 12.2 Mendel’s Principle of Segregation Accounts
Inquiry & Analysis 175 for 3:1 Phenotypic Ratios 238
Retracing the Learning Path 176 Concept 12.3 Mendel’s Principle of Independent Assortment
Assessing the Learning Path 177 Asserts That Genes Segregate Independently 241
Concept 12.4 Probability Allows Us to Predict the Results of
9 Cell Communication 179 Crosses 243
Concept 9.1 The Cells of Multicellular Organisms Concept 12.5 Extending Mendel’s Model Provides a Clearer View
Communicate 180 of Genetics in Action 245
Concept 9.2 Signal Transduction Begins with Cellular Receptors 182 Concept 12.6 Genotype Dictates Phenotype by Specifying Protein
Sequences 250
Concept 9.3 Intracellular Receptors Respond to Signals by
Regulating Gene Expression 184 Inquiry & Analysis 252
Concept 9.4 Protein Kinase Receptors Respond to Signals by Retracing the Learning Path 253
Phosphorylating Proteins 185 Assessing the Learning Path 254
Concept 9.5 G Protein–Coupled Receptors Respond to Signals
Through Effector Proteins 189 13 The Chromosomal Basis
Inquiry & Analysis 194
of Inheritance 256
Retracing the Learning Path 195
Concept 13.1 Sex Linkage and the Chromosomal Theory
Assessing the Learning Path 196
of Inheritance 257
10 How Cells Divide 198 Concept 13.2 There Are Two Major Exceptions to Chromosomal
Inheritance 259
Concept 10.1 Bacterial Cell Division Is Clonal 199 Concept 13.3 Some Genes Do Not Assort Independently:
Concept 10.2 Eukaryotes Have Large, Linear Chromosomes 200 Linkage 261
xvi contents
Concept 13.4 Genetic Crosses Provide Data for Genetic Maps 263 Inquiry & Analysis 350
Concept 13.5 Changes in Chromosome Number Can Have Drastic Retracing the Learning Path 351
Effects 265 Assessing the Learning Path 352
Concept 13.6 Inheritance in Humans Can Be Studied by Analyzing
Pedigrees 267
17 Biotechnology 354
Inquiry & Analysis 272
Concept 17.1 Enzymes Allow the Creation of Recombinant
Retracing the Learning Path 273
Molecules In Vitro 355
Assessing the Learning Path 274
Concept 17.2 The Polymerase Chain Reaction Is Used to Amplify
Specific DNA Sequences 359
14 DNA: The Genetic Material 276 Concept 17.3 Molecular Tools Allow Us to Analyze and Modify
Concept 14.1 DNA Is the Genetic Material 277 Genetic Variation 362
Concept 14.2 The DNA Molecule Is a Double Helix 279 Concept 17.4 Transgenic Organisms Are Used to Analyze Gene
Function 364
Concept 14.3 Both Strands Are Copied During DNA
Replication 283 Concept 17.5 Genetic Tools Are Changing Modern Medicine 366
Concept 14.4 Prokaryotes Organize the Enzymes Used Concept 17.6 Genetic Engineering Is Used in Industry and
to Duplicate DNA 286 Agriculture 370
Concept 14.5 Eukaryotic Chromosomes Are Large and Linear 291 Inquiry & Analysis 375
Concept 14.6 Cells Repair Damaged DNA 293 Retracing the Learning Path 376
Inquiry & Analysis 296 Assessing the Learning Path 377
Retracing the Learning Path 297
Assessing the Learning Path 298 18 Genomics 379
Concept 18.1 Mapping Identifies and Locates Functional Elements
in Genomes 380
15 Genes and How They Work 300
Concept 18.2 The Modernization of DNA Sequencing Has
Concept 15.1 Experiments Have Revealed the Nature of Genes 301 Accelerated Discovery 383
Concept 15.2 The Genetic Code Relates Information in DNA Concept 18.3 Genome Projects Reveal Insights into Medicine and
and Protein 303 Agriculture 386
Concept 15.3 Prokaryotes Exhibit All the Basic Features Concept 18.4 Genome Annotation Assigns Functional Information
of Transcription 306 to Genomes 388
Concept 15.4 Eukaryotes Use Three Polymerases and Extensively Concept 18.5 Genome Comparisons Provide Information About
Modify Transcripts 309 Genomic Structure and Function 391
Concept 15.5 Eukaryotic Genes May Contain Noncoding Concept 18.6 Comparative Genomics Informs Evolutionary
Sequences 311 Biology 396
Concept 15.6 The Ribosome Is the Machine of Protein Inquiry & Analysis 400
Synthesis 313
Retracing the Learning Path 401
Concept 15.7 The Process of Translation Is Complex and
Assessing the Learning Path 402
Energy-Expensive 315
Concept 15.8 Mutations Are Heritable Changes in Genetic
Material 321
Inquiry & Analysis 324
Retracing the Learning Path 325
PART IV Evolution 404
Assessing the Learning Path 326 Tetra Images/Getty Images
contents xvii
Inquiry & Analysis 425 Concept 22.4 Taxonomy Attempts to Classify Organisms in an
Retracing the Learning Path 426 Evolutionary Context 482
Assessing the Learning Path 427 Concept 22.5 The Largest Taxa Are Domains 485
Inquiry & Analysis 490
20 The Evidence for Evolution 429 Retracing the Learning Path 491
Assessing the Learning Path 492
Concept 20.1 The Beaks of Darwin’s Finches Provide Evidence of
Natural Selection 430
Concept 20.2 Peppered Moths and Industrial Melanism Illustrate 23 Prokaryotes and Viruses 494
Natural Selection in Action 433
Concept 23.1 Prokaryotes Are the Most Ancient Organisms 495
Concept 20.3 Human-Initiated Artificial Selection Is Also a
Powerful Agent of Change 434 Concept 23.2 Prokaryotes Have an Organized but Simple
Structure 497
Concept 20.4 Fossils Provide Direct Evidence of Evolution 436
Concept 23.3 The Genetics of Prokaryotes Focuses on DNA
Concept 20.5 Anatomical Evidence for Evolution Is Extensive Transfer 501
and Persuasive 440
Concept 23.4 Prokaryotic Metabolism Is Diverse 504
Concept 20.6 Genes Carry a Molecular Record of the Evolutionary
Past 443 Concept 23.5 Bacteria Cause Important Human Diseases 505
Concept 20.7 Natural Selection Favors Convergent Evolution in Concept 23.6 Viruses Are Not Organisms 506
Similar Environments 444 Concept 23.7 Bacterial Viruses Infect by DNA Injection 510
Concept 20.8 Addressing Common Criticisms of Evolutionary Concept 23.8 Animal Viruses Infect by Endocytosis 511
Theory 446 Inquiry & Analysis 516
Inquiry & Analysis 448 Retracing the Learning Path 517
Retracing the Learning Path 449 Assessing the Learning Path 518
Assessing the Learning Path 450
24 Protists 520
21 The Origin of Species 452
Concept 24.1 Protists, the First Eukaryotes, Arose by
Concept 21.1 The Biological Species Concept Highlights Endosymbiosis 521
Reproductive Isolation 453 Concept 24.2 Protists Are a Very Diverse Group 523
Concept 21.2 Natural Selection May Reinforce Reproductive Concept 24.3 The Rough Outlines of Protist Phylogeny Are
Isolation 457 Becoming Clearer 525
Concept 21.3 Natural Selection and Genetic Drift Play Key Roles Concept 24.4 Excavata Are Flagellated Protists Lacking
in Speciation 459 Mitochondria 526
Concept 21.4 Speciation Is Influenced by Geography 460 Concept 24.5 SAR: Stramenopiles and Alveolates Exhibit Secondary
Concept 21.5 Adaptive Radiation Requires Both Speciation and Endosymbiosis 529
Habitat Diversity 462 Concept 24.6 SAR: Rhizaria Have Silicon Exoskeletons or
Concept 21.6 The Pace of Evolution Varies 467 Limestone Shells 535
Concept 21.7 Speciation and Extinction Have Molded Biodiversity Concept 24.7 Archaeplastida Are Descended from a Single
Through Time 468 Endosymbiosis Event 536
Inquiry & Analysis 470 Concept 24.8 Amoebozoa and Opisthokonta Are Closely
Retracing the Learning Path 471 Related 539
Assessing the Learning Path 472 Inquiry & Analysis 542
Retracing the Learning Path 543
Assessing the Learning Path 544
xviii contents
Concept 25.9 Basidiomycota Are the Mushroom Fungi 560 Concept 28.8 Primates Include Lemurs, Monkeys, Apes, and
Concept 25.10 Ascomycota Are the Most Diverse Phylum Humans 643
of Fungi 560 Inquiry & Analysis 650
Inquiry & Analysis 564 Retracing the Learning Path 651
Retracing the Learning Path 565 Assessing the Learning Path 652
Assessing the Learning Path 566
26 Plants 568
Concept 26.1 Land Plants Are Multicellular Autotrophs Adapted PART VI Plant Form
to Terrestrial Life 569 and Function 655
Concept 26.2 Bryophytes Have a Dominant Gametophyte
Generation 571 Susan Singer
Concept 26.3 Seedless Vascular Plants Evolved Roots, Stems, 29 Plant Form 655
and Leaves 573
Concept 29.1 Meristems Articulate the Body Plan 656
Concept 26.4 Lycophytes Have a Dominant Sporophyte
Concept 29.2 Plants Contain Three Main Tissues 659
Generation 575
Concept 29.3 Roots Have Four Growth Zones 664
Concept 26.5 Pterophytes Are Ferns and Their Relatives 576
Concept 29.4 Stems Provide Support for Aboveground Organs 669
Concept 26.6 Seed Plants Were a Key Step in Plant Evolution 579
Concept 29.5 Leaves Are a Plant’s Photosynthetic Organs 673
Concept 26.7 Gymnosperms Are Plants with “Naked Seeds” 580
Inquiry & Analysis 676
Concept 26.8 Angiosperms Are Flowering Plants 584
Retracing the Learning Path 677
Inquiry & Analysis 588
Assessing the Learning Path 678
Retracing the Learning Path 589
Assessing the Learning Path 590
30 Flowering Plant Reproduction 680
27 Animal Diversity 593 Concept 30.1 Reproduction Starts with Flowering 681
Concept 30.2 Flowers Attract Pollinators 683
Concept 27.1 The Diversity of Animal Body Plans Arose by a Series
of Evolutionary Innovations 594 Concept 30.3 Fertilization Leads to Embryogenesis 688
Concept 27.2 Molecular Data Are Clarifying the Animal Concept 30.4 Seeds Protect Angiosperm Embryos 690
Phylogenetic Tree 601 Concept 30.5 Fruits Promote Seed Dispersal 692
Concept 27.3 True Tissue Evolved in Simple Animals 603 Concept 30.6 Germination Begins Seedling Growth 693
Concept 27.4 Flatworms and Rotifers Are Very Simple Concept 30.7 Plant Life Spans Vary Widely 696
Bilaterians 605 Concept 30.8 Asexual Reproduction Is Common Among Flowering
Concept 27.5 Mollusks and Annelids Are the Largest Groups Plants 697
of Lophotrochozoans 607 Inquiry & Analysis 700
Concept 27.6 Lophophorates Are Very Simple Marine Retracing the Learning Path 701
Organisms 611
Assessing the Learning Path 702
Concept 27.7 Nematodes and Arthropods Are Both Large Groups
of Ecdysozoans 612
Concept 27.8 Deuterostomes Are Composed of Echinoderms and 31 The Living Plant 705
Chordates 617 Concept 31.1 Water Moves Through Plants Based on Potential
Inquiry & Analysis 620 Differences 706
Retracing the Learning Path 621 Concept 31.2 Roots Absorb Minerals and Water 709
Assessing the Learning Path 623 Concept 31.3 Xylem Transports Water from Root to Shoot 711
Concept 31.4 Transpiration Rate Reflects Environmental
28 Vertebrates 625 Conditions 713
Concept 31.5 Plants Are Adapted to Water Stress 715
Concept 28.1 Nonvertebrate Chordates Do Not Form Bone 626
Concept 31.6 Phloem Transports Organic Molecules 716
Concept 28.2 Almost All Chordates Are Vertebrates 627
Concept 31.7 Plants Require a Variety of Nutrients 717
Concept 28.3 Fishes Are the Earliest and Most Diverse
Vertebrates 627 Concept 31.8 Plants Use Hormones to Regulate Growth 719
Concept 28.4 Amphibians Are Moist-Skinned Descendants of the Concept 31.9 Plant Growth Is Responsive to Light 724
Early Tetrapods 632 Concept 31.10 Plant Growth Is Sensitive to Gravity 727
Concept 28.5 Reptiles Are Fully Adapted to Terrestrial Living 633 Inquiry & Analysis 730
Concept 28.6 Birds Are Essentially Flying Reptiles 637 Retracing the Learning Path 731
Concept 28.7 Mammals Are the Least Diverse of Vertebrates 640 Assessing the Learning Path 733
contents xix
PART VII Animal Form Concept 34.6 Lungs Are the Respiratory Organs of Terrestrial
Vertebrates 800
and Function 735 Concept 34.7 Oxygen and Carbon Dioxide Are Transported by
Fundamentally Different Mechanisms 803
Stockbyte/Getty Images
Concept 34.8 Circulating Blood Carries Metabolites and Gases
32 The Animal Body and How It Moves 735 to the Tissues 806
Concept 32.1 The Vertebrate Body Has a Hierarchical Concept 34.9 Vertebrate Circulatory Systems Put a Premium on
Organization 736 Efficient Circulation 808
Concept 32.2 Epithelial Tissue Covers Body Surfaces 738 Concept 34.10 The Four Chambers of the Heart Contract in
a Cycle 811
Concept 32.3 Nerve Tissue Conducts Signals Rapidly 740
Concept 34.11 The Circulatory Highway Is Composed of Arteries,
Concept 32.4 Connective Tissue Supports the Body 740
Capillaries, and Veins 814
Concept 32.5 Muscle Tissue Powers the Body’s Movements 742
Inquiry & Analysis 817
Concept 32.6 Skeletal Systems Anchor the Body’s Muscles 744
Retracing the Learning Path 818
Concept 32.7 Vertebrate Endoskeletons Are Made of Bone 745
Assessing the Learning Path 820
Concept 32.8 Muscles Contract Because Their Myofilaments
Slide 749
Concept 32.9 Animal Locomotion Takes Many Forms 753 35 Maintaining Homeostasis 822
Inquiry & Analysis 756 Concept 35.1 Homeostasis Maintains a Constant Internal
Retracing the Learning Path 757 Environment 823
Assessing the Learning Path 758 Concept 35.2 Hormones Are Chemical Messages That Direct Body
Processes 827
Concept 35.3 The Pituitary and the Hypothalamus Are the Body’s
33 The Nervous System 760 Control Centers 831
Concept 33.1 The Nervous System Directs the Body’s Actions 761 Concept 35.4 Peripheral Endocrine Glands Play Major Roles in
Concept 33.2 Neurons Maintain a Resting Potential Across the Homeostasis 834
Plasma Membrane 762 Concept 35.5 Animals Are Osmoconformers or Osmoregulators 838
Concept 33.3 Action Potentials Propagate Nerve Impulses 764 Concept 35.6 The Kidney Maintains Osmotic Homeostasis in
Concept 33.4 Synapses Are Where Neurons Communicate with Mammals 839
Other Cells 766 Concept 35.7 Hormones Control Osmoregulation 844
Concept 33.5 The Central Nervous System Includes the Brain Concept 35.8 The Immune System Defends the Body 845
and Spinal Cord 769 Concept 35.9 Cell-Mediated Immunity Involves Helper and Killer
Concept 33.6 The Peripheral Nervous System Consists of Both T Cells 850
Sensory and Motor Neurons 771 Concept 35.10 In Humoral Immunity, B Cells Produce Protective
Concept 33.7 Sensory Receptors Provide Information About the Antibodies 852
Body’s Environment 773 Inquiry & Analysis 856
Concept 33.8 Mechanoreceptors Sense Touch and Pressure 774 Retracing the Learning Path 857
Concept 33.9 Sounds and Body Position Are Sensed by Vibration Assessing the Learning Path 859
Detectors 775
Concept 33.10 Taste, Smell, and pH Senses Utilize
Chemoreceptors 778 36 Reproduction and Development 861
Concept 33.11 Vision Employs Photoreceptors to Perceive Objects Concept 36.1 Mammals Are Viviparous 862
at a Distance 779
Concept 36.2 The Human Male Reproductive System Is Typical
Inquiry & Analysis 785 of Mammals 863
Retracing the Learning Path 786 Concept 36.3 The Human Female Reproductive System Undergoes
Assessing the Learning Path 787 Cyclic Gamete Development 866
Concept 36.4 The First Step in Development Is Fertilization 871
34 Fueling the Body’s Metabolism 789 Concept 36.5 Cells of the Early Embryo Are Totipotent 874
Concept 36.6 Cleavage Leads to the Blastula Stage 878
Concept 34.1 Vertebrate Digestive Systems Are Tubular Tracts 790
Concept 36.7 Gastrulation Forms the Basic Body Plan
Concept 34.2 Food Is Processed as It Passes Through the Digestive of the Embryo 880
Tract 791
Concept 36.8 The Body’s Organs Form in Organogenesis 882
Concept 34.3 The Digestive Tract Is Regulated by the Nervous
System and Hormones 796 Concept 36.9 Human Development Takes Nine Months 885
Concept 34.4 Respiratory Systems Promote Efficient Exchange of Inquiry & Analysis 889
Gases 797 Retracing the Learning Path 890
Concept 34.5 Gills Provide for Efficient Gas Exchange in Water 798 Assessing the Learning Path 891
xx contents
PART VIII Ecology 39 Community Ecology and Ecosystem
and Behavior 893 Dynamics 944
Concept 39.1 Competition Shapes How Species Live Together in
Mike Powles/Getty Images
Communities 945
37 Behavioral Biology 893 Concept 39.2 Predator–Prey Relationships Foster Coevolution 949
Concept 37.1 An Animal’s Genome Influences Its Behavior 894 Concept 39.3 Cooperation Among Species Can Lead to
Concept 37.2 Learning Also Influences Behavior 896 Coevolution 953
Concept 37.3 Thinking Directs the Behavior of Many Animals 897 Concept 39.4 Ecological Succession Is a Consequence of Habitat
Alteration 958
Concept 37.4 Migratory Behavior Is Both Innate and Learned 898
Concept 39.5 Chemical Elements Move Through Ecosystems in
Concept 37.5 Animal Communication Plays a Key Role in Biogeochemical Cycles 959
Ecological and Social Behavior 900
Concept 39.6 Energy Flows Through Ecosystems in One
Concept 37.6 Behavior Evolves Adaptively 903 Direction 965
Concept 37.7 Behavioral Ecology Examines the Adaptive Concept 39.7 Biodiversity May Increase Ecosystem Stability 969
Significance of Behaviors 904
Inquiry & Analysis 974
Concept 37.8 Behavioral Strategies Have Evolved to Maximize
Reproductive Success 907 Retracing the Learning Path 975
Concept 37.9 Some Behaviors Decrease Fitness to Benefit Other Assessing the Learning Path 977
Individuals 909
Concept 37.10 Group Living Has Evolved in Both Insects and 40 The Living World 979
Vertebrates 912
Concept 40.1 Ecosystems Are Shaped by Sun, Wind, and
Inquiry & Analysis 914 Water 980
Retracing the Learning Path 915 Concept 40.2 Earth Has 14 Major Terrestrial Ecosystems, Called
Assessing the Learning Path 916 Biomes 984
Concept 40.3 Freshwater Habitats Occupy Less Than 2% of Earth’s
38 Ecology of Individuals and Surface 986
Concept 40.4 Marine Habitats Dominate the Earth 987
Populations 919
Concept 40.5 Humanity’s Pollution Is Severely Impacting the
Concept 38.1 Populations Are Groups of a Single Species in Biosphere 989
One Place 920
Concept 40.6 Human Activity Is Altering Earth’s Climate 991
Concept 38.2 Population Growth Depends upon Members’ Age
Inquiry & Analysis 996
and Sex 923
Retracing the Learning Path 997
Concept 38.3 Evolution Favors Life Histories That Maximize
Lifetime Reproductive Success 926 Assessing the Learning Path 999
Concept 38.4 Environment Limits Population Growth 928
Concept 38.5 Resource Availability Regulates Population Appendix: Answer Key A-1
Growth 930
Concept 38.6 Earth’s Human Population Is Growing Index I-1
Explosively 933
Concept 38.7 Pandemics and Human Health 936
Inquiry & Analysis 939
Retracing the Learning Path 940
Assessing the Learning Path 942
contents xxi
Instructors
Student Success Starts with You
1
The Science of Biology
Lea r ni ng Pa th
1.1 The Diversity of Life Is 1.4 The Study of Evolution Is a
Overwhelming Good Example of Scientific
Inquiry
1.2 Biology Is the Science of Life
1.5 A Few Important Concepts
1.3 Science Is Based on Both Form the Core of Biology
Observation and Reasoning
Concept Overview
This Concept Overview provides a diagram of the overarching concepts that are covered in this chapter. These concepts will be expanded upon
in the Concept Overview at the end of the chapter.
Biological organisms are diverse Science uses observation and reasoning Five concepts unify biology
In tr oduct ion
You are about to embark on a journey of discovery about the nature of life. Almost two centuries ago, a young English naturalist named Charles
Darwin set sail on a similar journey on board H.M.S. Beagle; the photo on this page shows a replica of this ship. Darwin’s observations during
the voyage of the Beagle influenced his development of the theory of evolution by natural selection, which has become the core of the science of
biology. Before we begin, however, let’s take a moment to think about what biology is and why it’s important.
1.1 The Diversity of Life
Is Overwhelming
Biology is the study of living things—literally the science of life.
The living world is teeming with a breathtaking variety of creatures—
whales, butterflies, mushrooms, plants, bacteria—which despite
their obvious differences share features common to all living
organisms. We will begin with a brief history of how we classify this
diversity.
Figure 1.2 The eukaryotic domain. Eukaryotes consist of most familiar organisms and many that are not. The eukaryotes can be
divided into three kingdoms: Fungi, Plantae, and Animalia. Protists are a diverse group of unicellular eukaryotic organisms with no
exclusive common ancestor.
(Protista): Dr. Stan Erlandsen and Dr. Dennis Feely/CDC; (Fungi): Russell Illig/Getty Images; (Plantae): Iconotec/Glow Images; (Animalia): Alan and Sandy Carey/
Getty Images
What does it mean to be alive? What properties define a living can be better coordinated. Although the environment
organism? These questions are not as simple as they appear, often varies considerably, organisms act to keep their
because some of the most obvious properties of living organisms interior conditions relatively constant, a process called
are also properties of many nonliving things—for example, com- homeostasis. Your body acts to maintain an internal
plexity (a computer is complex), movement (clouds move in the temperature of 37˚C (98.6˚F), however hot or cold the
sky), and response to stimulation (a soap bubble pops if you touch weather might be.
it). To appreciate why these three properties, so common among 4. Growth, development, and reproduction. All living things
living things, do not help us to define life, imagine a mushroom can grow and reproduce, although all members of a
standing next to a television: the television seems more complex species may not reproduce. Bacteria increase in size and
than the mushroom, the picture on the television screen is mov- simply split into two, as often as every 15 minutes.
ing but the mushroom just stands there, and the television Multicellular organisms grow by increasing the number of
responds to a remote-control device but the mushroom continues cells, and most produce different kinds of cells during
to just stand there—yet it is the mushroom that is alive. development.
All living things also share five more fundamental proper- 5. Heredity. All organisms possess a genetic system that is based
ties, passed down over millions of years from the first organisms on the replication and duplication of a long molecule called
to evolve on Earth: cellular organization; energy utilization; homeo- DNA (deoxyribonucleic acid). The information that determines
stasis; growth, development, and reproduction; and heredity.
1. Cellular organization. All living things are composed of one
or more cells. Often too tiny to see, cells carry out the
basic activities of living. Some cells have simple interiors,
whereas others have complex organizations, but all are able
to grow and reproduce. Many organisms possess only a
single cell, like the paramecium in figure 1.3; your body
contains about 10 trillion to 100 trillion cells (depending
on your size).
2. Energy utilization. All living things use energy. Moving,
growing, thinking—everything you do requires energy.
Where does all this energy come from? It is captured from
sunlight by plants and algae through photosynthesis. To get
the energy that powers our lives, we extract it from plants Figure 1.3 Cellular organization. This paramecium is a
or from plant-eating animals. That’s what the kingfisher is complex single-celled protist that has just ingested several yeast
doing in figure 1.4, eating a fish that ate algae. cells. Like this paramecium, many organisms consist of just a
3. Homeostasis. All living things maintain relatively con- single cell, while others are composed of trillions of cells.
stant internal conditions so that their complex processes Melba Photo Agency/Alamy Stock Photo
Figure 1.4 Energy utilization. This kingfisher obtains the Figure 1.5 Hierarchical organization of living systems.
energy it needs to move, grow, and carry out its body processes
Life is highly organized, from the simplest atoms to complex,
by eating fish. It harvests the energy from food using chemical
multicellular organisms. Along this hierarchy of structure, atoms
processes that occur within cells.
form molecules, which are used to form organelles, which in turn
Armin Floreth/imagebroker/Alamy Stock Photo
form the functional subsystems within cells. Cells are organized
into tissues, then into organs and organ systems such as the
what an individual organism will be like is contained in a code nervous system. This organization extends beyond individual
dictated by the order of the subunits making up the DNA organisms to populations, communities, ecosystems, and finally
molecule. Because DNA is passed from one generation to the the entire biosphere.
next, any change in a gene can be preserved and passed on to (organelle): Keith R. Porter/Science Source; (cell): STEVE GSCHMEISSNER/
future generations. The transmission of characteristics from SCIENCE PHOTO LIBRARY/Alamy Stock Photo; (tissue): Ed Reschke/Getty Images;
(organism): Russell Illig/Getty Images; (population): George Ostertaga/
parent to offspring is a process called heredity. All organisms
gefotostock/Alamy Stock Photo; (species top): USDA Natural Resources
interact with other organisms and the nonliving environment Conservation Service; (species bottom): U.S. Department of Agriculture (USDA);
in ways that influence their survival, and as a consequence, (community): Ryan McGinnis/Alamy Stock Photo; (ecosystem): Steven P. Lynch/
organisms evolve adaptations to their environments. McGraw Hill; (biosphere): Goddard Space Flight Center/NASA
CELLULAR LEVEL
H
N
H
N
C
O
0.2 µm 100 µm
Society Sydney
Islands Montevideo Cape of
Buenos Aires Good Hope King George’s
Port Desire Sound
Hobart
New
Straits of Magellan SOUTH Zealand
Falkland AT L A N T I C
Islands OCEAN
Cape Horn Tierra del Fuego
Figure 1.9 The five-year voyage of H.M.S. Beagle. Most of the time was spent exploring the coasts and coastal islands of
South America, such as the Galápagos Islands. Darwin’s studies of the animals of the Galápagos Islands played a key role in his
eventual development of the concept of evolution by means of natural selection.
Woodpecker Finch (Cactospiza pallida) Large Ground Finch (Geospiza magnirostris) Cactus Finch (Geospiza scandens)
Figure 1.10 Three Galápagos finches and what they eat. On the Galápagos Islands, Darwin observed 14 species of finches
that differ mainly in their beaks and feeding habits. These three finches eat very different food items, and Darwin surmised that the
shapes of their bills are evolutionary adaptations that improve their ability to eat the foods available in their specific habitats.
Molecular evidence
Millions of years ago
Figure 1.13 Homology among vertebrate limbs. The forelimbs of these five vertebrates show the ways in which the relative
proportions of the forelimb bones have changed in relation to the particular way of life of each organism.
Chimpanzee
Marmoset
Opossum
Zebrafish
Macaque
Tetradon
Elephant
Platypus
Baboon
Chicken
Human
Galago
Mouse
Fugu
Frog
Cow
Dog
Rat
Family
New World
Old World
Prosimians
Monkeys
Monkeys
Superfamily Apes
Pachyderms
Carnivores
Ungulates
Minnows
Rodents
Monotremes
Suborder Anthropoids
Puffers
Marsupials
Order Primates
Amphibians
Subclass Placentals
Birds
Fish
Class Mammals
Subphylum Vertebrates
Figure 1.14 Evolution of the vertebrate genome. Genomic scientists have recently investigated the similarity of 44 representative
regions scattered around the vertebrate genome (1% of the total genome). Moving from right to left, genomic similarity (expressed along
the top as % sequence similarity to humans) increases as taxonomic distance from humans decreases—just as Darwin’s theory predicts.
trees agree well with those derived from the fossil record, which each chapter, in the Learning Path, we use concepts that are
is strong, direct evidence of evolution. The pattern of accumulat- derived from these five most fundamental concepts.
ing DNA changes represents, in a real sense, the footprints of The five concepts are consistent with the past organization
evolutionary history. of this text and with national attempts—such as Vision and
Change—to elaborate critical biological concepts. The five funda-
REVIEW OF CONCEPT 1.4 mental concepts are (1) life is subject to chemical and physical
laws; (2) structure determines function; (3) living systems
Darwin observed differences in related organisms and pro- transform energy and matter; (4) living systems depend on infor-
posed the hypothesis of evolution by natural selection to mation transactions; and (5) evolution explains the unity and
explain these differences. The predictions generated by natural diversity of life.
selection have been tested and continue to be tested by analy-
sis of the fossil record, comparative anatomy, and even the DNA
Five Concepts Unify Biology
of living organisms.
■■ Does Darwin’s theory of evolution by natural selection LEARNING OBJECTIVE 1.5.1 Describe five unifying concepts
explain the origin of life? of biology as a science.
Number of captures of
kangaroo rats the holes were too small to allow the
kangaroo rats to enter.
other rodents
The graph displays data collected over the course of 10
the next three years as researchers monitored the number
of the smaller rodents present in the enclosures. To estimate 5
the population sizes, researchers determined how many
small rodents could be captured in a fixed interval. Data 0
were collected for each enclosure immediately after the 1988 1989 1990 1991
kangaroo rats were removed in 1988, as well as at three-month
intervals thereafter. The graph presents the relative popula-
tion size—that is, the total number of captures averaged over
the number of enclosures. (For example, if a total of 30 rats
were captured from three enclosures, the average would be
10 rats.) The data show the number of small rodents for 3. Making Inferences
several years after removal of the kangaroo rats. a. What precisely is the observed impact of
kangaroo rats on the population size of
small rodents?
Analysis b. Examine the magnitude of the difference
between the number of small rodents in the two
1. Applying Concepts plots. Is there a trend?
a. Variable. In the graph, what is the dependent 4. Drawing Conclusions Do these results support the
variable? hypothesis that kangaroo rats compete with other
b. Relative magnitude. Which of the two kinds of small rodents to limit their population sizes?
enclosures maintains the higher population of 5. Further Analysis
small rodents? Does it have kangaroo rats, or have a. Can you think of any cause other than
they been removed? competition that would explain these results?
2. Interpreting Data Suggest an experiment that could eliminate or
a. What is the average number of small rodents confirm this alternative.
in each of the two plots immediately after b. Do the populations of the two kinds of enclosures
kangaroo rats were removed? After one year? change in synchrony (that is, grow and shrink at
After two? the same times) over the course of a year? If so,
b. At what point is the difference between the two why might this happen? How would you test this
kinds of enclosures the greatest? hypothesis?
CONCEPT 1.1 The Diversity of Life Is Overwhelming CONCEPT 1.4 The Study of Evolution Is a Good
1.1.1 Biological Diversity Can Be Organized by Example of Scientific Inquiry
Evolutionary History Life on Earth is very diverse but has 1.4.1 The Idea of Evolution Existed Prior to Darwin
traditionally been grouped into six kingdoms based on shared A century before Darwin, naturalists suggested that living things had
characteristics. evolved over the course of Earth’s history.
1.4.2 Darwin Gathered Information During the Voyage of
CONCEPT 1.2 Biology Is the Science of Life the Beagle During the voyage of H.M.S. Beagle, Darwin had an
1.2.1 Life Defies Simple Definition Although life is opportunity to observe worldwide patterns of diversity.
difficult to define, living systems have eight characteristics in 1.4.3 Darwin Proposed Natural Selection as a Mechanism
common: they are capable of movement; are complex and highly for Evolution Darwin noted that species produce many offspring,
ordered; can respond to stimuli; are composed of one or more cells; of which only a limited number survive and reproduce. He proposed
use energy to accomplish work; can maintain relatively constant that individuals possessing traits that increase survival and
internal conditions (homeostasis); can grow, develop, and reproductive success become more numerous in populations over
reproduce; and can transmit genetic information to their time. This is the essence of descent with modification (natural
offspring, making them capable of evolutionary adaptation to selection). Alfred Russel Wallace independently came to the same
the environment. conclusions from his own studies.
1.2.2 Living Systems Show Hierarchical Organization 1.4.4 The Predictions of Darwin’s Theory Have Been
The hierarchical organization of living systems progresses from Well Tested Natural selection has been tested using data from
atoms to complex organisms to the entire biosphere. many fields. Among these are the fossil record; comparative anatomy
1.2.3 Novel Properties Emerge from More Complex and the study of homologous structures; and molecular data that
Organization As biological systems become more complex, provide evidence for changes in DNA and proteins over time. Taken
emergent properties arise that could not be predicted from the sum together, these findings strongly support evolution by natural
of the parts. selection.
CONCEPT 1.3 Science Is Based on Both CONCEPT 1.5 A Few Important Concepts
Observation and Reasoning Form the Core of Biology
1.3.1 The Scientific Process Involves Observation and Both 1.5.1 Five Concepts Unify Biology
Deductive and Inductive Reasoning Science is concerned 1. Life is subject to chemical and physical laws. All
with developing an increasingly accurate description of nature living systems function based on the laws of chemistry and
through observation and experimentation. Science uses deductive physics.
reasoning, applying general principles to predict specific results, and 2. Structure determines function. The function of
inductive reasoning, using specific observations to construct general macromolecules is dictated by and dependent on their
scientific principles. structure. Similarity of structure and function may indicate an
evolutionary relationship.
1.3.2 Hypothesis-Driven Science Makes and Tests
3. Living systems transform energy and matter. Living
Predictions A hypothesis is constructed based on observations,
systems have a constant need for energy, which is ultimately
and it must generate experimentally testable predictions.
provided by the Sun. The nature of life is to constantly
Experiments involve a manipulated variable and a control.
transform energy. We break down food molecules to provide
Hypotheses are rejected if their predictions cannot be verified by
energy to build up complex structures.
observation or experiment.
4. Living systems depend on information transactions.
1.3.3 Theories Are the Solid Conclusions of Science Hereditary information found in the DNA molecule is passed
Reductionism attempts to understand a complex system by on from one generation to the next. This information is read
breaking it down into its component parts, but parts may act out to produce proteins, which themselves have information
differently when isolated from the larger system. Biologists in their structures. Living systems can also acquire
construct models to explain living systems. A model provides a information about their environment.
different way to study a problem, and it may suggest experimental 5. Evolution explains the unity and diversity of life.
approaches. Scientists use the word theory in deductive and The underlying similarities in biochemistry and genetics
inductive ways: as a proposed explanation for a natural support the contention that all life evolved from a single
phenomenon and as a body of concepts that explains facts in source. The diversity found in living systems arises by
an area of study. evolutionary change.
Biological organisms are diverse Science uses observation and reasoning Five concepts unify biology
Life is classified Shared properties Living systems show Hypotheses make The process of Organisms adhere
based on shared define living hierarchical predictions that science is to chemical
evolutionary history organisms organization are tested by exemplified by and physical laws
experiments Darwin’s work
The structure of
Levels go from biological
Organisms are Organisms are atoms to Theories are Evolution is components
divided into three composed of ecosystems supported by based on determines their
domains, one or more cells extensive data evidence properties and
Bacteria, Archaea, Cellular functions
and Eukarya Living things level
use energy Complex systems Biological energy
Organismal can be reduced transformations
level to simpler parts drive life
Organisms maintain processes
homeostasis
Population
level Organisms perceive,
Living things grow express, and respond
and reproduce Ecosystem to internal and
level external information
Genetic information
passes from parent Complex All organisms
to offspring organization can share a common
lead to emergent ancestor
properties