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Instant download pdf Biology 10th Edition Raven Solutions Manual full chapter
Instant download pdf Biology 10th Edition Raven Solutions Manual full chapter
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RAVEN BIOLOGY, 10e
Chapter 9 combines the information in Chapters 4 and 5 to provide a story about cellular interactions.
These interactions are essential for understanding the signaling that controls gene expression. In
addition, cell-cell interactions determine the success of multicellularity and promote the development
of a fertilized egg into a normal embryo. This information should be reviewed when covering later
chapters that cover cell signaling, embryology, endocrine system, and nervous system.
SYNOPSIS
Cells of multicellular organisms must communicate with one another so that they behave as a
coordinated group of cells rather than just a bunch of independent ones. Recall the cliche “the
left hand doesn’t know what the right hand is doing.” The signals to which a cell responds are
dependent on the kinds of receptor proteins associated with that cell. If the signal is just the right
molecular shape, it and the receptor bind eliciting a response somewhere in the cell. There are
four main types of cell signaling. Direct contact and paracrine signaling are important in early
organismal development. Endocrine signaling via hormones provides widespread response in
both plants and animals. Synaptic signaling found in animal nervous systems produces more
localized responses at the chemical synapse between the neuron and the receptor cell.
Intracellular receptors are small molecules that are able to pass through the plasma membrane of
the target cell. Nitrous oxide is one example. It activates the enzyme that catalyzes synthesis of
cyclic GMP. A superfamily of steroid hormone receptors have specific DNA binding sites
normally occupied by an inhibitory protein. When the signal molecule binds to another site on
the receptor the inhibitor is released. The receptor then binds to DNA to activate or suppress a
certain gene.
There are three superfamilies of cell surface receptors. The signals associated with these
receptors bind to receptor proteins on the cell surface. Thus an extracellular signal is converted
to an intracellular signal. In chemically-gated ion channels the receptor is a transmembrane
protein that winds back and forth through the membrane several times (called a multi-pass
protein). The center of this protein forms a channel through which specific ions can pass.
Enzymatic receptors are linked to enzymes or themselves act as enzymes. Most of these are
protein kinases; they add phosphate groups to proteins. They are single pass transmembrane
proteins where the region that binds with the signal molecule is located outside the cell and the
portion that initiates enzymatic activity is found within it. G protein-linked receptors are seven-
pass transmembrane proteins that become activated when they bind to GTP. These receptors are
important because they provide the mechanism of action for over half of the therapeutic drugs
currently in use.
Second messengers are small molecules or ions that alter the shape and behavior of receptor
proteins to relay the signal message to enzymes or genes within a cell. cAMP is the most widely
used second messenger in animal cells. Ultimately the cAMP binds to A-kinase, activating it to
phosphorylate certain cell proteins. Calcium is normally sequestered outside a cell or within its
endoplasmic reticulum. With the proper G protein signal inositol triphosphate is eventually
produced, which opens calcium channels in the ER membrane. This influx of calcium triggers
many activities. In most cases, a cellular signal is too insignificant to result in an adequate
cellular response. Protein kinase cascades amplify the signal. In vision for example, a single
light-activated rhodopsin molecule activates many transducin molecules that further split 105
cyclic GMP molecules.
LEARNING OUTCOMES
There is ample evidence in the educational literature that student misconceptions of information
will inhibit the learning of concepts related to the misinformation. The following concepts
covered in Chapter 9 are commonly the subject of student misconceptions. This information on
“bioliteracy” was collected from faculty and the science education literature.
Students need to be secure in the material from the previous chapter to progress in this one.
There is a lot of new terminology. Flash cards will help the students learn this information —
making them as much as using them. Table9.2 is an invaluable summary of the chapter, but too
many students will use it as a crutch and just memorize it. It’s much better if they make their
own table(s). The best part of the learning process is in the organization and gathering of
information.
Stress the importance of protein kinases. The topic will come up again in gene expression and
regulation. It’s amazing how a simple addition of a PO4 group can do so much in a cell!
Don’t let your students confuse desmosomes and plasmodesmata. They sound similar, but are
very different structures.
Higher level assessment measures a student’s ability to use terms and concepts learned from the
lecture and the textbook. A complete understanding of biology content provides students with
the tools to synthesize new hypotheses and knowledge using the facts they have learned. The
following table provides examples of assessing a student’s ability to apply, analyze, synthesize,
and evaluate information from Chapter 9.
Application • Have students predict would happen if a chemical that blocks cAMP
were given to a culture of cells.
• Ask students to determine the chemical nature of a hormone that affects a
cell in spite of the presence of cell surface receptors for the hormone..
• Ask students to explain why insufficient calcium in the tissues affects
cell interactions.
Analysis • Ask students describe the properties of a chemical that blocks an
intracellular receptor.
• Ask students explain why certain organisms that enter cells can only
invade specific cells in an organism.
Synthesis • Ask students come up with uses of a drug that inhibits the action of
protein kinases in targeted cells.
• Ask students to come up with commercial and food preparation uses for
fungi known to degrade cell junction proteins.
• Ask students to explain how genetic modification techniques that alter G-
protein function can be used to produce new types of agricultural
animalss.
Evaluation • Ask students to compare and contrast the cell surface receptors to
proteins involved in active transport.
• Ask students to evaluate a claim about a drug that increases alertness
because it supplies phosphorus that fuels kinases of the brain cells.
• Have students explain the validity of using oral ATP supplements to
enhance cell signaling.
VISUAL RESOURCES
1. The amplification analogy in the book is very straight forward, but students will quickly
identify with the shampoo commercial where “you tell two friends and they tell two
friends ... while they see on TV one person, then two, then four, and so on. You could
also do a class demo on this, distributing note cards, rubber bands, or other small,
inexpensive objects.
2. Make models of various cell–cell interactions using plastic, paper, string, straws, etc.
Better yet, have your students make them, collect them, choose the best, and you will
have models to show in class next semester!
Molecular role playing is a fun and effective way to demonstrate complex concepts to
students. This activity asks students to demonstrate the differences between cell communication
systems. Use this activity to help students summarize and review the events of cell signaling.
Materials
• Colored markers
• Sheets of 8 ½” X 11” white paper
• Students volunteers
• 2 15’ sections of rope of twine
• Scissors
• 10 feet of thick tubing
• Ample space to move around
1. Tell students that they are to plan a play in which they will be role modeling the
mechanisms of cell to cell communication.
2. Ask them to use the rope to represent the cell membrane of an individual cell, the tubing
to depict a blood vessel, and each student will represent a cell structure involved in cell
signaling. They must use the marker and paper to label the role of each individual who is
demonstrating a cell signaling structure.
3. First, instruct the students to role play the four basic mechanisms of cell communication:
direct contact, paracrine signaling, endocrine signaling, or synaptic signaling.
4. Have the students discuss the accuracy of their role model.
5. Next, ask the students to role play intracellular receptor cell signaling.
6. Have the students discuss the accuracy of their role model.
7. Then, ask the students to role play cell surface receptor cell signaling.
8. Have the students discuss the accuracy of their role model.
9. Recap the activity by asking how such demonstrations may be useful for researchers
investigating cell signaling mechanisms.
LABORATORY IDEAS
Service learning is a strategy of teaching, learning and reflective assessment that merges the
academic curriculum with meaningful community service. As a teaching methodology, it falls
under the category of experiential education. It is a way students can carry out volunteer projects
in the community for public agencies, nonprofit agencies, civic groups, charitable organizations,
and governmental organizations. It encourages critical thinking and reinforces many of the
concepts learned in a course.
Students who have successfully mastered the content of Chapter 9 can apply their knowledge for
service learning activities in the following ways:
1. Have students talk to youth sports groups about how steroids affect cell function.
2. Have students design an electronic animated presentation on cell signaling for teachers at
local schools.
3. Have students tutor middle school or high school biology students studying cell function.
4. Have students talk to the elderly about “youth drugs” that rely on cell signaling such as
growth hormone or estrogens.
A GRANDMOTHER’S LOVE.
“Don’t be frightened, my dear; don’t tremble so. You are with a friend,
remember that; and with a relation too. Why, child,” and the eyes of the still
warm-hearted woman brimmed over with the gladdest tears that she had
known for years, “you are my grandchild!—my own, my only
granddaughter! God bless you, my poor child; and may you be the joy and
pride, instead of the grief and shame, of those who love you!”
Honor was sitting by her newly-found relation (the relation in love
though not in law, who had so generously opened to her her arms and heart)
on an old black horse-hair sofa, in a little sitting-room adjoining the bed-
chamber occupied by Colonel Norcott. The old lady—already predisposed
to like and admire her—had been greatly struck, not only with the rare
beauty, but with a certain shy and shrinking grace characteristic of her son’s
child. The touch of Honor’s small trembling hand, and the kiss of her fresh
girlish lips, had warmed Mrs. Baker’s heart to her at once. Yearningly, and
for a long while prayerfully, had she longed for a child who would, all the
days of her life, be unto her as a daughter. Her only child had never, from
the days of his boyhood, been as a son to this poor loving mother, who,
chancing to be one of the most weak and clinging of the daughters of Eve,
could not be content with such poor sympathy as the eminently trustworthy
but somewhat stern ex-lawyer was able to bestow.
“You will come and see my son, Honor? Honor! what a pretty name!”
and she stroked fondly the delicate fingers that lay within her own dry and
wrinkled palm. “He has had a bad night and is very feverish. Dr. Kempshall
says that he must be allowed to have his way, and—”
“Did he tell you everything, ma’am?” interrupted Honor; “everything
about—about—” and she hesitated painfully—“about my husband?”
Mrs. Baker both looked and felt distressed. John Beacham, whom she
knew well by repute, and partly, indeed, personally, was the one stumbling-
block, the single, but very discouraging hitch, in the new view of things
which had been opened out to her sight. Not—let me be thoroughly
understood—that this excellent matron looked with indulgent eyes upon her
prodigal’s offence; but the deed being done and ineffaceable, she trusted,
seeing that a tardy repentance had followed on the crime, that a merciful
forgiveness might be awarded to the penitent, and that Honor would
perhaps—But here the thought of John Beacham, his rights, and prejudices,
and claims, obtruded themselves, and checked the hopeful projects that
were rising up in her mind concerning her so-lately-discovered relative.
“Did he—did my father say anything about John?” Honor asked again
imploringly. She had more than reciprocated Mrs. Baker’s sudden
predilection, and the idea that more than probably, supposing that lady to be
ignorant of Mr. Beacham’s intemperance, she would withdraw her
countenance from herself, was terribly alarming. The pleasantest
peculiarities which Honor had as yet discovered in her father’s mother lay
in her extreme gentleness of manner, and the exceeding softness of her
voice. There was a refinement, too, in her manner and actions, which was
delightful to the foolish creature whose ambition not only to be that
mystical thing we call a lady, but to be able to choose her associates from
amongst the high-placed of the earth, had become, since her acquaintance
with Arthur Vavasour, almost a mania. Noticing her anxiety, Mrs. Baker
hastened, in the kindest imaginable fashion, to relieve it.
“My son,” she said with touching naïveté and simplicity, “has no secrets
from his mother now. His confession, poor fellow, has been a painful one;
but he has not now to learn that I—knowing myself to be a sinner, and
being humbly conscious of having fallen far short of the mercy of God—do
not dare to be severe and cruel upon those who have also need of pardon
from on high. It is wrong, dear child, we must acknowledge that, to lift the
hand in anger against our fellow-creatures; but”—smoothing Honor’s
golden hair tenderly—“Frederick does not deny that he gave your husband
provocation. It was a blow, too, of course—a heavy shock—to learn that his
young wife, his—but we will not revert to the painful past, my love. If—if
my poor son’s life is mercifully spared to us, we must try and make your
excellent husband think better of us all; while as for you, my dear, it will
not be hard, I hope, for you to give us a little of your love. You will be very
dear to me, Honor—”
She was interrupted by the sweetest and most welcome answer that the
girl for whose affection she was yearning could have made to her; for a pair
of loving arms were suddenly thrown around her aged neck, and Honor, in a
passion of grateful tears, exclaimed:
“How good you are to me! I shall love you very dearly—better than
anybody; and if my father lives, I think I shall be happier, far happier, than I
have ever been before.”
Mrs. Baker was too much engrossed with anxiety for her son’s health,
and with the thought of his approaching interview with Honor, to take much
notice of the latter’s slightly incongruous speech; incongruous, as
proceeding from the lips of a bride little more than three months old, and
whose apparent prospects in life were all that was bright and encouraging.
If, however, the idea struck her that there was perchance a skeleton in the
young wife’s closet, and that all things with her were not what they seemed,
the prudent old lady forbore making any inquiry, direct or indirect, into the
causes not only of Mrs. John Beacham’s burst of grateful sentiment, but of
the implied doubt thrown by that impulsive effusion upon the happiness of
her home. The time, too, which Mrs. Baker had allowed herself for this
trying conversation had more than expired; so, after a long and silent
embrace, the two women rose, and without further preparation on either
side walked slowly together—arm linked in arm, and one, the younger,
feeling very nervous, and not a little bewildered by her novel position—into
Colonel Norcott’s room.
Honor was not much accustomed to the sight of serious illness, so that
the first glimpse which she caught of her father’s face—disfigured as it was
by the blotches of fever, and surmounted by a linen bandage—filled her
with dismay. He was moaning wearily, and evidently wandering in his
mind. No revelations of tangible meaning flowed, (and experience tells us
that such secrets seldom are divulged by the delirious) from the parched lips
of Frederick Norcott. He was (in spirit) miles upon miles, and years upon
years, away from that silent bedroom where two women, one old and the
other young, watched him with anxious care. Away to the haunts of his
giddy desperate youth—away to the scenes in which his living had been
devoured—away to the distant lands where, till the wheel of Fortune turned
for him, he was well-nigh compelled to fill (figuratively speaking, of
course) his belly with the husks which the swine did eat.
For two hours and upwards he lay there tossing restlessly from side to
side, muttering incoherent sentences, and causing Honor more than once as
she bathed his fevered forehead, or held the cooling medicine to his lips, to
blush crimson for the only half-comprehended vileness of her perhaps
dying parent. At the end of those two hours a message—very softly
delivered—came to Honor, with a request from her husband to know what
she was going to do. Would Mrs. John Beacham come out into the passage
and speak to him? John asked; and thus entreated, Honor stole out on tiptoe
to meet the kind-hearted man who had in his feverish anxiety almost
counted the moments of her absence from his side.
CHAPTER XI.