Preview Campbell Biology Concepts and Connections by Martha R. Taylor Jean Dickey Kelly A. Hogan Eric Jeffrey Simon Rebecca S. Burton Neil A. Campbell (2022)

Preview Campbell Biology Concepts and Connections by Martha R. Taylor Jean Dickey Kelly A. Hogan Eric Jeffrey Simon Rebecca S. Burton Neil A. Campbell (2022) Preview Campbell Biology Concepts and Connections by Martha R. Taylor Jean Dickey Kelly A. Hogan Eric Jeffrey Simon Rebecca S. Burton Neil A. Campbell (2022) Preview Campbell Biology Concepts and Connections by Martha R. Taylor Jean Dickey Kelly A. Hogan Eric Jeffrey Simon Rebecca S. Burton Neil A. Campbell (2022)

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This is a special edition of an established title widely used by colleges and universities throughout the world Pearson published this exclusive edition for the benefit of students outside the United States and Canada If you purchased this book within the United States or Canada, you should be aware that it has been imported without the approval of the Publisher or Author.

With its outstanding text–art integration, flexible organization, and comprehensive coverage of the five major

themes of biology—structure and function, information, energy and matter, interactions, and evolution

connection—Campbell Biology: Concepts & Connections is an indispensable introductory text for students

To organize what is a vast expanse of information, these five core themes of biology are introduced

in Chapter 1 and revisited in every subsequent chapter, providing students with a structured framework

Starting with the correlation of structure and function (exemplified by how red pandas wrap their bushy

tails around themselves for warmth), proceeding through information, energy and matter, and interactions,

and ending with a discussion on evolution connection (depicted by how red pandas evolved coats to help

them stay camouflaged), this book covers concepts that extend across all areas of biology.

Structured to let instructors rearrange, skip, and assign chapters based on their requirements, this book can be customized to a variety of courses

Key Features

• Setting the tone of each chapter, Chapter Openers and Big Ideas provide an overview of the content

to be discussed

• Connection icons within each chapter connect theory to practice, helping students apply concepts to the

world outside the classroom.

• Each module starts with a carefully crafted statement that explains, in a nutshell, the central concept of the

section

• Visualizing the Concept modules strategically blend text and art, enabling students to absorb tough

concepts without feeling overwhelmed

• Checkpoint questions at the end of each module help students assess their understanding, and Try This

activities encourage them to actively engage with figures.

• Data from all over the world has been added to make the text more globally relevant, including data on

obesity, sickle-cell disease, and diabetes

Available separately for purchase is Mastering Biology for Campbell Biology: Concepts & Connections, the

teaching and learning platform that empowers instructors to personalize learning for every student Figure

Walkthrough videos and Visualizing the Concept videos bring to life the features of the text, and the

assignable Visualizing the Concept videos also help instructors assess each student’s level of understanding

When combined with Pearson’s trusted educational content, this optional suite helps deliver the desired

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1 Biology: Exploring Life 42

U N I T I

The Life of the Cell

2 The Chemical Basis of Life 62

3 The Molecules of Cells 78

4 A Tour of the Cell 96

5 The Working Cell 118

6 How Cells Harvest Chemical Energy 134

7 Photosynthesis: Using Light to Make Food 152

10 Molecular Biology of the Gene 226

11 How Genes Are Controlled 254

12 DNA Technology and Genomics 276

U N I T I I I

Concepts of Evolution

13 How Populations Evolve 300

14 The Origin of Species 322

15 Tracing Evolutionary History 338

17 The Evolution of Plant and Fungal Diversity 386

18 The Evolution of Invertebrate Diversity 410

19 The Evolution of Vertebrate Diversity 434

24 The Immune System 530

25 Control of Body Temperature and Water Balance 550

26 Hormones and the Endocrine System 562

27 Reproduction and Embryonic Development 578

32 Plant Nutrition and Transport 688

33 Control Systems in Plants 706

U N I T V I I

Ecology

34 The Biosphere: An

Introduction to Earth’s Diverse Environments 724

35 Behavioral Adaptations to the Environment 744

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A catalogue record for this book is available from the British Library

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About the Authors 3

About the Authors

Martha R Taylor has been teaching biology for more than 35 years She earned her B.A in biology from Gettysburg College and her M.S and Ph.D in science education from Cornell University At Cornell, Dr Taylor has served as assistant director of the Office

of Instructional Support and has taught introductory biology for both majors and nonmajors Most recently, she was a lecturer in the Learning Strategies Center, teaching supplemental

biology courses Her experience working with students in

classrooms, in laboratories, and with tutorials has increased her

commitment to helping students create their own knowledge of

and appreciation for biology She was the author of the Student

Study Guide for ten editions of Campbell Biology.

Eric J Simonis a professor in the Department of Biology and Health Science at New England College in Henniker, New Hampshire He teaches introductory biology to science majors and nonscience majors, as well as upper-level courses in tropical marine biology and careers in science Dr

Simon received a B.A in biology and computer science and an M.A in biology from Wesleyan University, and a Ph.D in biochemistry from

Harvard University His research focuses on innovative ways to

use technology to improve teaching and learning in the science

classroom Dr Simon also leads numerous international student

field research trips and is a Scientific Advisor to the Elephant

Conservation Center in Sayaboury, Laos Dr Simon is the lead

author of the introductory nonmajors biology textbooks Campbell

Essential Biology, Seventh Edition, and Campbell Essential Biology

with Physiology, Sixth Edition, and the author of the introductory

biology textbook Biology: The Core, Third Edition.

Jean L Dickeyis Professor Emerita

of Biological Sciences at Clemson University (Clemson, South Carolina)

After receiving her B.S in biology from Kent State University, she went on to earn a Ph.D in ecology and evolution from Purdue University In 1984, Dr

Dickey joined the faculty at Clemson, where she devoted her career to teaching biology to nonscience majors

in a variety of courses In addition to creating content-based

instructional materials, she developed many activities to engage

lecture and laboratory students in discussion, critical thinking,

and writing, and implemented an investigative laboratory

curriculum in general biology Dr Dickey is author of Laboratory

Investigations for Biology, Second Edition, and coauthor of

Campbell Essential Biology, Seventh Edition, and Campbell

Essential Biology with Physiology, Sixth Edition.

Kelly Hoganis a faculty member

in the Department of Biology at the University of North Carolina at Chapel Hill, teaching introductory biology and genetics Dr Hogan teaches hundreds of students at a time, using active-learning methods that incorporate educational technologies both inside and outside

of the classroom She received her B.S in biology at the College of New Jersey and her Ph.D in pathology at the University of North Carolina, Chapel Hill

Her research interests focus on how large classes can be more inclusive through evidence-based teaching methods and technology As the Director of Instructional Innovation at UNC, she encourages experienced faculty to take advantage of new professional development opportunities and inspires the next generation of innovative faculty Dr Hogan is the author

of Stem Cells and Cloning, Second Edition, and co-author on

Campbell Essential Biology with Physiology, Sixth Edition.

Neil A Campbell (1946–2004) combined the inquiring nature of a research scientist with the soul of a caring teacher Over his 30 years of teaching introductory biology to both science majors and nonscience majors, many thousands of students had the opportunity to learn from him and be stimulated by his enthusiasm for the study of life While he is greatly missed

by his many friends in the biology community, his coauthors remain inspired by his visionary dedication to education and are committed to searching for ever better ways to engage students

in the wonders of biology

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Open up the World of Biology

4

NEW! Chapter Openers invite students into each chapter with a brief preview of what will be covered to help them learn and retain information Written in a casual style, the Chapter Openers feature three pre-test questions that follow Bloom’s taxonomy

Microscopes reveal the structures of cells—the fundamental units of life.

The Nucleus and

The endomembrane system participates

in the manufacture, distribution, and breakdown of materials.

BIG IDEAS

Energy-Converting Organelles (4.13–4.15)

Mitochondria in all eukaryotic cells and chloroplasts in plant cells function

4.0Microscopes reveal a startling new view of life

Imagine living 350 years ago and being told “Your body is composed

of invisibly tiny liquid-filled rooms.” Egads! What utter nonsense!

Now imagine the shock and surprise when in 1665 Robert Hooke used a crude microscope to examine bark from an oak tree Hooke called the structures he saw cellulae (“little rooms” in Latin) and the term cell stuck A few decades later, microscope to view numerous subjects, including blood, sperm, and pond water He produced drawings and enthusiastic descriptions of his discoveries, such as the tiny “animalcules, very prettily a-moving” he found in the scrapings from his teeth

A previously unknown and invisible world had been revealed.

In the ensuing centuries, improvements in technology have vastly expanded our view of the microscopic world For example, epithelial cells that line the inner surface of blood cells (shown

at left) Throughout this book, you will see many micrographs (microscope photographs), often paired with drawings that emphasize details.

In this chapter, we will explore the cellular basis of life As you study the images in this chapter, keep in mind that the parts of a cell are actually moving and interacting Indeed, the phenomenon of life emerges from the interactions of the many components of a cell.

1 Mitochondria, which break down glucose to produce cellular energy, are found in _ cells, while chloroplasts, which use sunlight to produce sugars, are found in cells.

e most plant and animal cells

3 How does the structure of a phospholipid correspond to

a Its chemical makeup ensures that it will organize as a semi- permeable membrane.

b The hydrophilic tails will always orient toward water.

c The hydrophobic head will always point toward the cytoplasm.

d Its protein allows only certain substances to pass.

e The genes it carries control most cell

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Scientific Thinking modules

explore how scientists use the process

of science and discovery module questions prompt students

End-of-to think critically.

5

Build Science Literacy Skills

Exploration and discovery:

Observing, asking questions, reading literature

Formation and testing

of hypotheses:

Collecting and interpreting data

reviewed publications, replication of findings, consensus building

542 CHAPTER 24 | The Immune System

24.11 Why is herd immunity so difficult with the flu?

Who doesn’t get vaccinated against the flu, and why? Did you get the flu vaccine last year? The yearly data published by the Centers for Disease Control and Prevention (CDC) suggest there is less than a 50% chance that you and your friends received the seasonal vaccine Figure 24.11A shows the percent of the U.S

adult population vaccinated against the influenza virus in recent years Unlike most childhood vaccines, the flu vaccine

is optional for most people; thus public health specialists find the vaccine.

A survey from 2010 of more than 4,000 adults provided insight into why people choose not to be vaccinated The top reason given by people not vaccinated that year was “they didn’t need it.” While many people feel they are healthy enough to withstand the flu if they become infected, they are overlooking the goal of herd immunity, which is to protect everyone The most vulnerable people—children, the elderly, and pregnant women—make up the majority of deaths from the flu As we learned in our previous module, herd immunity only prevents outbreaks if a large enough proportion of the population is vaccinated Although scientists disagree on the exact percentage of the population that needs to be vaccinated against influenza, some estimates suggest it is as high

as 70% Combining this information with the data in Figure 24.11A clearly shows the need to increase vaccination rates.

An interdisciplinary research team from the University of Minnesota (including expertise in public health, statistics, and immunity Would learning about it impact their decision about whether to get the flu vaccine? For four days at a state fair in August 2016, the team asked the general public a variety of questions Figure 24.11B shows a few questions from their survey, highlighting that the same question was asked before and after participants were given information about herd immunity.

The researchers found that most people surveyed, about 63%, were knowledgeable about herd immunity, selecting

SCIENTIFIC THINKING

choice “a” from the first question in Figure 24.11B Of those who were not knowledgeable, there was a 7.5% increase in those who planned to get vaccinated, a statistically significant increase.

The value of herd immunity. The results of this search demonstrate that educating people about herd immunity can impact their decision-making about vaccination Yet changing someone’s attitude is different from changing their behavior, and we don’t know if people in this study followed through and actually got the vaccine

re-to see a large change in the number of deaths caused by the influenza virus.

Currently, the flu is responsible for a lot of deaths, making the top-10 list of leading causes of death in the United States

In 2015, over 51,000 people died from influenza and its plications To put that into perspective, in that same year, there were 80,000 deaths resulting from diabetes, and 40,000 people died from liver disease Still, though, many people seem to think the flu is harmless!

com-The flu is the only leading cause of death that has an able vaccine, and yet year after year, low flu vaccination rates are a problem As this study showed, a scientific approach can help us learn about public attitudes toward the flu vaccine and test solutions to improve the vaccination rate.

e c

w M ore people said

ey planned to

e . lly did ey actua if th to see them ack not tr id study d

? How did the intervention for participants in the study ing knowledge about herd immunity) affect the rate of flu vaccinations in Minnesota in 2016?

(receiv-Figure 24.11B A selection of survey questions from the study

“What Have You Heard about the Herd?”

TRY THIS Try giving this set of survey questions to a few friends or family members, being sure to explain herd immunity to them, too.

How likely are you to get the flu vaccine this year?

Extremely unlikely, Unlikely, Undecided, Likely, Extremely likely

What is herd immunity?

a) Vaccinating enough people to protect even those who are not vaccinated.

b) Vaccinating animals to protect humans from infection.

c) Vaccinating only those at high risk for disease.

d) Vaccinating adults and children several times within a year.

e) Vaccinating children who have already had the disease.

Participants were first asked what they knew about herd immunity.

Participants were then told the definition of herd immunity and given a short explaination about how it protects everyone, even those not vaccinated.

How likely are you to get the flu vaccine this year?

Extremely unlikely, Unlikely, Undecided, Likely, Extremely likely

Adapted from J Logan et al., “What have you HEARD about the HERD?” Does education

about local influenza vaccination coverage and herd immunity affect willingness to

vaccinate? Vaccine 25: 4118–4125 (2018).

Figure 24.11A Influenza vaccination rates for adults in the United States

2011–12 2013–14 0

Data from "Estimates of Influenza Vaccination Coverage among Adults—United States,

2017–18 Flu Season," Centers for Disease Control and Prevention, October 25, 2018, www.cdc.gov/flu/fluvaxview/coverage-1718estimates.htm

Visualizing the Data Figures are eye-catching infographics designed to provide students with a fresh approach

to understanding concepts illustrated by quantitative information.

To date, 71 million infected

with HIV; 34 million dead

H1N1 flu

1918

Deadliest outbreak ever;

20–50 million dead in 18 months

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Visualize Tough Topics

Embedded text

coaches students

through key points

and helps address

bring dynamic visuals

and text together to

walk students through

tough concepts The

tenth edition features

The ferns we see are sporophytes.

The tiny gametophyte soon disintegrates, and the sporophyte grows independently.

The single-celled zygote divides by mitosis and develops into a multicellular sporophyte.

The sporophyte produces spores by meiosis in sporangia.

A single-celled spore divides by mitosis and develops into a multicellular gametophyte.

M ito

sis an

d

de ve lop me

nt

The male gametangium produces sperm.

an egg.

The new sporophyte grows from the gametophyte.

The brown dots on this fern are clusters

of sporangia.

Mature sporophyte Cluster of sporangia

Sperm swim to the egg in the female gametangium through a film

of water.

Egg

Although eggs and sperm are usually produced in separate locations on the same gametophyte,

a variety of mechanisms promote cross-fertilization between gametophytes.

Mitosis

Fertilization

Meiosis

The sporophyte produces spores by meiosis in the sporangium.

Mitosis and development

Spores (n)

A sperm fertilizes the egg, producing

a diploid zygote.

The gametangium in

a male gametophyte produces sperm.

Sperm swim to the egg in the female gametangium through a film of water.

Gametophyte plants (n)

In plants, meiosis produces spores.

The life cycles

of all plants follow the pattern shown Be sure that you understand this diagram; then review it after studying each life cycle to see how the pattern applies.

The haploid gametophyte produces haploid gametes (sperm and eggs) by mitosis.

The sporophyte produces haploid spores

by meiosis.

Sperm (n) Egg (n)

Mito sis

M it os

an d

de lop me

nt

Spores (n)

stage in the human life cycle Plants have an alternation

of generations: The diploid and haploid stages are

distinct, multicellular bodies.

The haploid generation of a plant produces gametes

and is called the gametophyte The diploid generation produces spores and is called the sporophyte In a

plant’s life cycle, these two generations alternate in producing each other In mosses, as in all nonvascular plants, the gametophyte is the larger, more obvious stage

of the life cycle Ferns, like most plants, have a life cycle dominated by the sporophyte Today, about 95% of all plants, including all seed plants, have a dominant sporophyte in their life cycle The life cycles of all plants follow a pattern shown here.

392 CHAPTER 17 | The Evolution of Plant and Fungal Diversity

17.3 Haploid and diploid generations alternate in plant life cycles

VISUALIZING THE CONCEPT

Alternation of Generations and Plant Life Cycles

A Fern Life Cycle

The underside of the gametophyte is shown here Its actual size is only 0.5 cm across.

M ito

sis an

d

de ve lop me

nt

an egg.

of sporangia.

of water.

Egg

Mitosis

Fertilization

Meiosis

The sporophyte produces spores by meiosis in the sporangium.

Spores (n)

a diploid zygote.

The gametangium in

Sperm swim to the egg in the female gametangium through a film of water.

Gametophyte plants (n)

In plants, meiosis produces spores.

The life cycles

of all plants follow the pattern shown Be sure that you understand this diagram; then review it after studying each life cycle to see how the pattern applies.

The haploid gametophyte produces haploid gametes (sperm and eggs) by mitosis.

The sporophyte produces haploid spores

by meiosis.

Sperm (n) Egg (n)

Mito sis

M it os

an d

de lop me

nt

Spores (n)

and is called the gametophyte The diploid generation produces spores and is called the sporophyte In a

plant’s life cycle, these two generations alternate in producing each other In mosses, as in all nonvascular plants, the gametophyte is the larger, more obvious stage

of the life cycle Ferns, like most plants, have a life cycle dominated by the sporophyte Today, about 95% of all plants, including all seed plants, have a dominant sporophyte in their life cycle The life cycles of all plants follow a pattern shown here.

Alternation of Generations and Plant Life Cycles 393

In ses , the dom inant pla

nt body is ga meto phyte In fe , the sp orophyt

e yte. metoph ga of endent dep in and inant dom is

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Meiosis Fertilization

A Fern Life Cycle

The underside of the gametophyte is shown here Its actual size is only 0.5 cm across.

M ito

sis an

d

de ve lop me

nt

an egg.

of sporangia.

of water.

Egg

Mitosis

Fertilization

Meiosis

The sporophyte produces

spores by meiosis in the

sporangium.

Spores (n)

a diploid zygote.

The gametangium in

Sporophytes (2n) grow

from gametophytes.

Sporangium

The green, cushiony

moss we see consists

develops into a multicellular gametophyte.

The life cycles

of all plants follow the pattern shown Be sure that you understand

this diagram; then review it after studying

each life cycle to see how the pattern

The haploid gametophyte produces haploid gametes

(sperm and eggs) by mitosis.

The sporophyte

produces haploid spores

by meiosis.

Sperm (n) Egg (n)

Mito sis

M it os

an d

de lop me

nt

Spores (n)

The single-celled zygote divides by

mitosis and develops into a multicellular

Humans are diploid individuals—that is, each of us has

two sets of chromosomes, one from each parent (Module

8.12) Gametes (sperm and eggs) are the only haploid

and is called the gametophyte The diploid generation

produces spores and is called the sporophyte In a

plant’s life cycle, these two generations alternate in

producing each other In mosses, as in all nonvascular

plants, the gametophyte is the larger, more obvious stage

of the life cycle Ferns, like most plants, have a life cycle

dominated by the sporophyte Today, about 95% of all

plants, including all seed plants, have a dominant

sporophyte in their life cycle The life cycles of all plants

follow a pattern shown here.

392 CHAPTER 17 | The Evolution of Plant and Fungal Diversity

17.3 Haploid and diploid generations alternate in plant life cycles

M ito

sis an

d

de ve lop me

nt

an egg.

of sporangia.

of water.

Egg

Mitosis

Fertilization

Meiosis

The sporophyte produces

spores by meiosis in the

sporangium.

Spores (n)

a diploid zygote.

The gametangium in

Sporophytes (2n) grow

from gametophytes.

Sporangium

The green, cushiony

moss we see consists

develops into a multicellular gametophyte.

The life cycles

of all plants follow the pattern shown Be sure that you understand

this diagram; then review it after studying

each life cycle to see how the pattern

The haploid gametophyte produces haploid gametes

(sperm and eggs) by mitosis.

The sporophyte

produces haploid spores

by meiosis.

Sperm (n) Egg (n)

Mito sis

M it os

an d

de lop me

nt

Spores (n)

The single-celled zygote divides by

mitosis and develops into a multicellular

Humans are diploid individuals—that is, each of us has

two sets of chromosomes, one from each parent (Module

8.12) Gametes (sperm and eggs) are the only haploid

and is called the gametophyte The diploid generation

produces spores and is called the sporophyte In a

plant’s life cycle, these two generations alternate in

producing each other In mosses, as in all nonvascular

plants, the gametophyte is the larger, more obvious stage

of the life cycle Ferns, like most plants, have a life cycle

dominated by the sporophyte Today, about 95% of all

plants, including all seed plants, have a dominant

sporophyte in their life cycle The life cycles of all plants

follow a pattern shown here.

Alternation of Generations and Plant Life Cycles 393

In ses , the dom inant pla

nt body is ga meto phyte In fe , the sp orophyt

e yte. metoph ga of endent dep in and inant dom is

and Develop Understanding

Streamlined text and illustrations

step students through the concept.

7

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278 CHAPTER 12 | DNA Technology and Genomics Gene Cloning and Editing 279

Gene Cloning and Editing

Figure 12.1A Glowing aquarium fish (Amatitlania

nigrofasciatus, a type of cichlid) produced by transferring

a gene originally obtained from a jellyfish (cnidarian)

To begin, the biologist isolates two kinds of DNA: ➊ a

bacte-rial plasmid (usually from the bacterium E coli) that will serve

as the vector, or gene carrier, and ➋ the DNA from another organism (“foreign” DNA) that includes the gene that codes

for protein V (gene V) along with other, unwanted genes The DNA containing gene V could come from a variety of sources,

such as a different bacterium, a plant, a nonhuman animal,

➌ The researcher treats both the plasmid and the gene V source DNA with an enzyme that cuts DNA An enzyme is chosen that cleaves the plasmid in only one place ➍ The source DNA, which is usually much longer in sequence than the plasmid, may be cut into many fragments, only one of

which carries gene V The figure shows the processing of

just one DNA fragment and one plasmid, but actually, millions of plasmids and DNA fragments,

most of which do not contain gene V,

are treated simultaneously

➎ The cut DNA from both sources—the plasmid and target gene—are mixed

The single-stranded ends

of the plasmid base-pair with the complementary ends of the target DNA fragment (see Module 10.3 if you need a refresher

on the DNA base-pairing rules) ➏ The enzyme DNA

ligase joins the two DNA

mole-cules by way of covalent bonds This enzyme, which the cell normally uses

in DNA replication (see Module 10.4),

is a “DNA pasting” enzyme that lyzes the formation of covalent bonds between adjacent nucleotides, joining the strands The resulting plasmid is a recombinant DNA molecule.

cata-➐ The recombinant plasmid containing the targeted gene

is mixed with bacteria Under the right conditions, a bacterium takes up the plasmid DNA by transformation (see Module 10.22) ➑ The recombinant bacterium then reproduces through repeated cell cycles to form a clone of cells, a population of genetically identical cells In this clone, each bacterium carries

a copy of gene V When DNA cloning involves a gene-carrying

segment of DNA (as it does here), it is called gene cloning In our example, the biologist will eventually grow a cell clone large

enough to produce protein V in marketable quantities.

➒ Gene cloning can be used for two basic purposes

Copies of the gene itself can be the immediate product, to be used in additional genetic engineering projects For example,

a pest-resistance gene present in one plant species might be cloned and transferred into plants of another species Other times, the protein product of the cloned gene is harvested

the manipulation of organisms or their components to make useful products, actually dates back to the dawn of civilization Consider such ancient practices as the use of yeast to make beer and bread, and the selective breeding

of livestock, dogs, and other animals But when people use

the term biotechnology today, they are usually referring to

DNA technology, modern laboratory techniques for

studying and manipulating genetic material Using these methods, scientists can, for instance, extract genes from one organism and transfer them to another, effectively moving

genes between species as different as Escherichia coli bacteria,

papaya, and fish.

In the 1970s, the field of biotechnology was advanced by the invention of methods for making recombinant DNA

in the lab Recombinant DNA is formed when scientists combine pieces of DNA from two different sources—often

different species—in vitro (in

a test tube) to form a single DNA molecule Today, recombinant DNA technology is widely used for

geneti-to pesticides Scientists have also transferred genes from bacteria into plants and from one animal species into another (Figure 12.1A).

To manipulate genes in the laboratory, biologists often use bacterial plasmids, small, cir- cular DNA molecules that replicate (duplicate) separately from the much larger bacterial chromosome (see Module 10.23)

Plasmids typically carry only a few genes, can easily be ferred into bacteria, and are passed from one generation to the next Because plasmids are easily manipulated to carry virtually any genes, they are key tools for DNA cloning, the production

trans-of many identical copies trans-of a target segment trans-of DNA Through DNA cloning, scientists can mass produce many useful products.

Consider a typical genetic engineering challenge: A lar biologist at a pharmaceutical company has identified a gene that codes for a valuable product, a hypothetical substance called protein V The biologist wants to manufacture the protein on a large scale The biggest challenge in such an effort

molecu-is of the “needle in a haystack” variety: The gene of interest molecu-is one relatively tiny segment embedded in a much longer DNA molecule Figure 12.1B illustrates how the techniques of gene cloning can be used to mass produce a desired gene.

The targeted fragment and plasmid DNA are combined.

The recombinant plasmid

is taken up by a bacterium through transformation.

The bacterium reproduces.

Harvested proteins may be used directly.

Insulin is given to diabetics.

Plasmid

Bacterial chromosome

A gene is used

to alter bacteria for cleaning up toxic waste.

A gene for pest resistance is inserted into plants.

A cell with DNA containing the gene

Recombinant bacterium

Clone

of cells

Examples of protein use

Examples of gene use

Genes may be inserted into other organisms.

The cell's DNA

is cut with the same enzyme

TRY THIS Place your finger over the gene of interest (in red)

at the top right of the figure Now trace the path of that gene throughout the entire process shown.

and used For example, a protein with medical uses, such as insulin, can be harvested in large quantities using recombinant bacteria.

In the next four modules, we discuss the methods outlined

in Figure 12.1B You may find it useful to turn back to this

Encourage Focus on

A Central Concept

at the start of each

module helps students to

focus on one concept at

a time.

Main headings allow

students to see the big

in the text.

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278 CHAPTER 12 | DNA Technology and Genomics Gene Cloning and Editing 279

Gene Cloning and Editing

Figure 12.1A Glowing aquarium fish (Amatitlania

nigrofasciatus, a type of cichlid) produced by transferring

a gene originally obtained from a jellyfish (cnidarian)

To begin, the biologist isolates two kinds of DNA: ➊ a

bacte-rial plasmid (usually from the bacterium E coli) that will serve

as the vector, or gene carrier, and ➋ the DNA from another organism (“foreign” DNA) that includes the gene that codes

for protein V (gene V) along with other, unwanted genes The DNA containing gene V could come from a variety of sources,

such as a different bacterium, a plant, a nonhuman animal,

➌ The researcher treats both the plasmid and the gene V source DNA with an enzyme that cuts DNA An enzyme is

chosen that cleaves the plasmid in only one place ➍ The source DNA, which is usually much longer in sequence than

the plasmid, may be cut into many fragments, only one of

which carries gene V The figure shows the processing of

just one DNA fragment and one plasmid, but actually, millions of plasmids and DNA fragments,

most of which do not contain gene V,

are treated simultaneously

➎ The cut DNA from both sources—the plasmid and

target gene—are mixed

The single-stranded ends

of the plasmid base-pair with the complementary

ends of the target DNA fragment (see Module

10.3 if you need a refresher

on the DNA base-pairing rules) ➏ The enzyme DNA

ligase joins the two DNA

mole-cules by way of covalent bonds This enzyme, which the cell normally uses

in DNA replication (see Module 10.4),

is a “DNA pasting” enzyme that lyzes the formation of covalent bonds

cata-between adjacent nucleotides, joining the strands The ing plasmid is a recombinant DNA molecule.

result-➐ The recombinant plasmid containing the targeted gene

is mixed with bacteria Under the right conditions, a bacterium takes up the plasmid DNA by transformation (see Module

10.22) ➑ The recombinant bacterium then reproduces through repeated cell cycles to form a clone of cells, a population of

genetically identical cells In this clone, each bacterium carries

a copy of gene V When DNA cloning involves a gene-carrying

segment of DNA (as it does here), it is called gene cloning In our example, the biologist will eventually grow a cell clone large

enough to produce protein V in marketable quantities.

➒ Gene cloning can be used for two basic purposes

Copies of the gene itself can be the immediate product, to be used in additional genetic engineering projects For example,

a pest-resistance gene present in one plant species might be cloned and transferred into plants of another species Other

times, the protein product of the cloned gene is harvested

the manipulation of organisms or their components to

make useful products, actually dates back to the dawn of

civilization Consider such ancient practices as the use of

yeast to make beer and bread, and the selective breeding

of livestock, dogs, and other animals But when people use

the term biotechnology today, they are usually referring to

DNA technology, modern laboratory techniques for

studying and manipulating genetic material Using these

methods, scientists can, for instance, extract genes from one

organism and transfer them to another, effectively moving

genes between species as different as Escherichia coli bacteria,

papaya, and fish.

In the 1970s, the field of biotechnology was advanced by

the invention of methods for making recombinant DNA

in the lab Recombinant DNA is formed

when scientists combine pieces of DNA

from two different sources—often

different species—in vitro (in

a test tube) to form a single

DNA molecule Today,

recombinant DNA

tech-nology is widely used for

genetic engineering,

the direct manipulation of

genes for practical

purpos-es Scientists have

geneti-cally engineered bacteria to

mass-produce a variety of

use-ful chemicals, from cancer drugs

to pesticides Scientists have also

transferred genes from bacteria into

plants and from one animal species

into another (Figure 12.1A).

To manipulate genes in the

laboratory, biologists often use bacterial plasmids, small,

cir-cular DNA molecules that replicate (duplicate) separately from

the much larger bacterial chromosome (see Module 10.23)

Plasmids typically carry only a few genes, can easily be

trans-ferred into bacteria, and are passed from one generation to the

next Because plasmids are easily manipulated to carry virtually

any genes, they are key tools for DNA cloning, the production

of many identical copies of a target segment of DNA Through

DNA cloning, scientists can mass produce many useful products.

Consider a typical genetic engineering challenge: A

molecu-lar biologist at a pharmaceutical company has identified a gene

that codes for a valuable product, a hypothetical substance

called protein V The biologist wants to manufacture the

pro-tein on a large scale The biggest challenge in such an effort

is of the “needle in a haystack” variety: The gene of interest is

one relatively tiny segment embedded in a much longer DNA

molecule Figure 12.1B illustrates how the techniques of gene

cloning can be used to mass produce a desired gene.

The targeted fragment and plasmid DNA are combined.

The recombinant plasmid

is taken up by a bacterium through transformation.

The bacterium reproduces.

Harvested proteins may be used directly.

Insulin is given to diabetics.

Plasmid

Bacterial chromosome

A gene is used

to alter bacteria for cleaning up toxic waste.

A gene for pest resistance is inserted into plants.

A cell with DNA containing the gene

Recombinant bacterium

Clone

of cells

Examples of protein use

Examples of gene use

Genes may be inserted into other organisms.

The cell's DNA

is cut with the same enzyme

TRY THIS Place your finger over the gene of interest (in red)

at the top right of the figure Now trace the path of that gene throughout the entire process shown.

and used For example, a protein with medical uses, such as insulin, can be harvested in large quantities using recombinant bacteria.

In the next four modules, we discuss the methods outlined

in Figure 12.1B You may find it useful to turn back to this

Try This activities in every chapter encourage students to actively engage with the figures and develop positive study habits.

Key Concepts and Active Learning

Checkpoint questions

at the end of every module let students check their understanding right away.

Chapter summaries

include figures and text to help students review and check their understanding

of the chapter concepts.

9

766 CHAPTER 35 | Behavioral Adaptations to the Environment

success. Mating systems may be promiscuous, monogamous, or polygamous The needs of offspring and certainty of paternity help explain differences in mating systems and parental care by males.

Endo-crine disruptors are chemicals in the environment that may cause abnormal behavior as well as reproductive abnormalities.

Social Behavior (35.17–35.23)

behav-ior is any kind of interaction between two

or more animals.

Agonistic behavior includes threats, rituals, and sometimes combat.

inclusive fitness. Kin selection is a form of natural selection ing altruistic behavior that benefits relatives Thus, an animal can propagate its own genes by helping relatives reproduce.

behavior. In decades of fieldwork, she described many aspects of chimpanzee cognition and social behavior.

environ-mental factors.

CONNECTING THE CONCEPTS

1 Complete this map, which reviews the genetic and tal components of animal behavior and their relationship to learning.

environmen-is a product of both

most important in

both influence

examples are example is

includes

innate behavior

environment

Animal behavior (a)

learning

(d) (e) (c)

(b)

(f)

may be uses

sensitive period occurs during

For practice quizzes, BioFlix animations, MP3 tutorials, video tutors, and more study tools designed for this textbook, go to Mastering Biology.

REVIEWING THE CONCEPTS

Types and Causes of Behavior (35.1–35.3)

ecology is the study of behavior in an evolutionary context, sidering both proximate (immediate) and ultimate (evolutionary) causes of an animal’s actions Natural selection preserves behaviors that enhance fitness.

innate behaviors. Innate ior is performed a similar way fixed action pattern (FAP) is

behav-a predictbehav-able series of behav-actions triggered by a specific stimulus FAPs ensure that activities essential

to survival are performed correctly without practice.

engineering has been used to investigate genes that influence environmental factors that affect behavior.

Learning (35.4–35.11)

in behavior resulting from experience Habituation is learning to ignore a repeated, unimportant stimulus.

Imprinting is irreversible learning limited to a sensitive period in the animal’s life.

programs.

spatial learning. Kineses and taxes are simple movements in response to a stimulus Spatial learning involves using landmarks

to move through the environment.

ani-mals use external cues to move between areas.

a response. In associative learning, animals learn by associating external stimuli or their own behavior with positive or negative effects.

Animals can learn from each other.

process of perceiving, storing, integrating, and using information

Problem-solving behavior involves complex cognitive processes.

Survival and Reproductive Success (35.12–35.16)

includes identifying, obtaining, and eating food The optimal and minimize energy expenditure and risk.

between animals. Signaling in the form of sounds, scents, displays,

or touches provides means of communication.

Courtship rituals reveal the attributes of potential mates.

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Dynamic Digital Resources

Dynamic Study Modules provide students with multiple sets of questions with extensive feedback so that they can test, learn, and retest until they achieve mastery of the textbook material.

10

Key Topic Overview videos introduce

students to key concepts and vocabulary and

are created by authors Eric Simon, Jean Dickey

and Kelly Hogan All 12 videos are delivered

as a whiteboard style mini-lesson and are

accompanied by assessment so that students can

check their understanding.

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Bring Biology to Life

11

Give students extra practice with assignable Visualizing the Concept videos , which pair with the select modules in the text.

NEW! Figure Walkthroughs videos guide

students through key figures with narrated

explanations, figure markups, and questions that

reinforce important points Questions embedded

in each Figure Walkthrough encourage students to

be active participants in their learning.

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Everything Students and Instructors

Resources to help instructors plan

dynamic lectures:

• Ready-to-Go Teaching Modules help

instructors efficiently make use of the available

teaching tools for the toughest topics.

• The Instructor Exchange provides active

learning techniques from biology instructors around the

nation Co-author Kelly Hogan moderates the exchange.

12

Chapter 4: A Tour of the Cell

Big idea: The nucleus and ribosomes

Answer the following questions as you read modules 4.5–4.6:

1 DNA and its associated proteins are referred to as .

2 Which of the following cells would be preparing to divide? Briefly explain your answer.

B A

3 Complete the following table that compares rRNA to mRNA.

rRNA mRNA

Role in/part of Made in Travels to

4 Briefly describe the relationship between the nucleus and ribosomes Your answer should

include the following key terms: mRNA, rRNA, and protein synthesis.

HHMI Short Films are quality movies from the Howard Hughes Medical Institute with explorations from the discovery of the double helix

documentary-to evolution and include assignable questions.

designed to aid students in getting the most out of

their reading and are aimed at moving them from

passive learning to active learning Active Reading

Guides accompany every chapter and are available

for students to download and complete in the

Mastering Study Area.

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Need to Succeed in Mastering Biology

Learning Catalytics is a “bring your own device” (laptop, smartphone, or tablet) engagement, assessment, and classroom intelligence system that allows for active learning and discussion.

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Engage in Biology

Anytime, Anywhere

Scientific Thinking Activities

help students develop an understanding of

how scientific research is conducted.

Examples of topics include:

• What Is the Role of Peer Review in the Process

of Science?

• How Does “Citizen Science” Affect Scientific

Data Collection?

• Do the Microorganisms in Our Digestive Tract

Play a Role in Obesity?

Current Events Activities cover a wide range of biological topics to demonstrate to students how science connects to everyday life.

14

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with Mastering Biology

15

Evaluating Science in the Media Activities teach students to recognize validity, bias, purpose, and authority in everyday sources of information.

NEW Pearson eText is a simple-to-use,

mobile-optimized, personalized reading experience available

within Mastering It allows students to easily

highlight, take notes, and review key vocabulary

all in one place—even when offline Seamlessly

integrated videos and other rich media engage

students and give them access to the help they need,

when they need it.

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16 Preface

Preface

over the years and by enthusiastic feedback from the many

instructors who have used or reviewed our book, we are

delighted to present this new, Tenth Edition We authors have

worked together closely to ensure that both the book and the

supplementary material online reflect the changing needs

of today’s courses and students, as well as current progress

in biology Titled Campbell Biology: Concepts & Connections to

honor Neil Campbell’s founding role and his many

contribu-tions to biology education, this book continues to have a dual

purpose: to engage students from a wide variety of majors in

the wonders of the living world and to show them how

biol-ogy relates to their own existence and the world they inhabit

Most of these students will not become biologists themselves,

but their lives will be touched by biology every day

Under-standing the concepts of biology and their connections to

our lives is more important than ever Whether we’re

con-cerned with our own health or the health of our planet, a

familiarity with biology is essential This basic knowledge and

an appreciation for how science works have become elements

of good citizenship in an era when informed evaluations of

health issues, environmental problems, and applications of

new technology are critical

Concepts and Connections

year, but an introductory biology course is still only one

or two semesters long This book was the first introductory

biology textbook to use concept modules to help students

recognize and focus on the main ideas of each chapter The

heading of each module is a carefully crafted statement of

a key concept For example, “Helper T cells stimulate the

humoral and cell-mediated immune responses” announces

a key concept about the role of helper T cells in adaptive

im-munity (Module 24.12) Such a concept heading serves as a

focal point, and the module’s text and illustrations converge

on that concept with explanation and, often, analogies The

module text walks the student through the illustrations, just

as an instructor might do in class And in teaching a

sequen-tial process, such as the one diagrammed in Figure 24.12A, we

number the steps in the text to correspond to numbered steps

in the figure The synergy between a module’s narrative and

graphic components transforms the concept heading into an

idea with meaning to the student The checkpoint question

at the end of each module encourages students to test their

understanding as they proceed through a chapter Finally, in

the Chapter Review, all the key concept statements are listed

and briefly summarized under the overarching section titles,

explicitly reminding students of what they’ve learned

biol-ogy when they can connect it to their own lives and ests—for example, when they are able to relate science to health issues, economic problems, environmental quality, ethical controversies, and social responsibility In this edition, purple Connection icons mark the numerous application modules that go beyond the core biological concepts For example, Connection Module 32.6 describes how humans tap into plant transport mechanisms for harvesting such materials as maple syrup and latex In addition, our Evolution Connection modules, identified by green icons, connect the content of each chapter to the grand unifying theme of evo-lution, without which the study of life has no coherence For example, the Evolution Connection in Chapter 14 uses data from studies by Rosemary and Peter Grant and their students

inter-to demonstrate the continuing effects of natural selection on Darwin’s finches Explicit connections are also made between the chapter introduction and either the Evolution Connec-tion module or the Scientific Thinking module in each chap-ter And, connections are made in every chapter between key concepts and the core concepts of biology

In This Edition

rede-signed the opening of every chapter of the text, based on our own data analytics and feedback from students and instruc-tors The result is more visual, more interactive, and more engaging The opening narrative has been shortened, the Big Ideas covered in the chapter are clearly described, and pre-test questions help students prepare themselves for the new con-tent Additionally, all chapter-opening essays are now assigned

a module number, making them easier to assign and assess

A major goal of this Tenth Edition is to provide students with

an explicit framework for understanding and organizing the broad expanse of biological information presented in Concepts and Connections This framework is based on the five major

themes outlined in Vision and Change in Undergraduate Biology

Education: A Call to Action published by the American Academy

for the Advancement of Science These major themes extend across all areas of biology: evolution, the flow of information, the correlation of structure and function, the exchange of energy and matter, and the interactions and interconnections

of biological systems Chapter 1 introduces each of these themes

in a separate module Specific examples of the themes are

STRUCTURE AND FUNCTION, ENERGY AND MATTER,

INTERACTIONS, and EVOLUTION (always in module form)

CONNECTION

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Preface 17

Chapter 1 also includes an enhanced focus on the nature

of science and the process of scientific inquiry, setting the

stage for both the content of the text and the process by

which our biological knowledge has been built and

contin-ues to grow We continue this emphasis on the process of

scientific inquiry through our Scientific Thinking modules

in every chapter, which are called out with an orange icon

The concept check questions for these modules focus on

aspects of the process of science: the forming and testing of

hypotheses; experimental design; variables and controls;

the analysis of data; and the evaluation and communication

of scientific results

which were new to the Eighth Edition, have raised our

hall-mark art–text integration to a new level Visualizing the

Concept modules take challenging concepts or processes

and walk students through them in a highly visual manner,

using engaging, attractive art; clear and concise labels; and

instructor “hints” called out in light blue bubbles These

short hints emulate the one-on-one coaching an instructor

might provide to a student during office hours and help

students make key connections within the figure Examples

of Visualizing the Concept modules include Module 6.11,

Most ATP production occurs by oxidative phosphorylation;

Module 8.17, Crossing over further increases genetic

vari-ability; Module 13.14, Natural selection can alter variation

in a population in three ways; Module 28.6, Neurons

com-municate at synapses, and Module 34.18, The global water

cycle connects aquatic and terrestrial biomes

Ninth Edition, these figures present data in an infographic

form, marked by Visualizing the Data icons

TH

E DAT A

VI SU ALIZIN G These 19 eye-catching figures provide students with

a fresh approach to understanding the concepts

illustrated by graphs and numerical data Figure 10.19 maps

emergent virus outbreaks, showing that they originate

throughout the world Figure 12.17 summarizes a wealth of

bioinformatics data on genome sizes versus the number of

genes found in various species Figure 13.16 illustrates the

growing threat of antibiotic resistant bacteria Figure 21.14

allows students to directly compare caloric intake (via food)

with caloric expenditure (via exercise) Figure 30.5B shows

changes in bone mass during the human life span Figure 36.11

offers an illuminating visual comparison of the per capita and

national ecological footprints of several countries with world

average and “fair share” footprints Figure 38.3 shows graphic

evidence of global warming by tracking annual global

tempera-tures since 1880

Unit Openers That Feature Careers Related to the

connections of biology to students’ lives, each unit opener

page now includes photos of individuals whose professions

relate to the content of the unit For instance, Unit I features

a brewery owner and a solar energy engineer Unit IV trays a hatchery manager and a paleoanthropologist These examples are intended to help students see how their biology course relates to the world outside the classroom and to their own career paths

and we take pride in our book’s currency and scientific racy For this edition, as in previous editions, we have inte-grated the results of the latest scientific research throughout the book We have done this carefully and thoughtfully, recognizing that research advances can lead to new ways

accu-of looking at biological topics; such changes in perspective can necessitate organizational changes in our textbook

to better reflect the current state of a field For example, Chapter 12 uses both text and art to present the innovative CRISPR-Cas9 system for gene editing You will find a unit-by-unit account of new content and organizational improvements in the “New Content” section on pages 19–20 following this Preface

used online tutorial and assessment program for biology,

con-tinues to accompany Campbell Biology: Concepts & Connections

In addition to 170 author-created activities that help dents learn vocabulary, extend the book’s emphasis on visual learning, demonstrate the connections among key concepts (helping students grasp the big ideas), and coach students on how to interpret data, the Tenth Edition features assignable videos These videos bring this text’s Visualizing the Concept modules to life, help students learn how to evaluate sources of scientific information for reliability, and include short news videos that engage students in the many ways course con-cepts connect to the world outside the classroom Mastering

stu-Biology for Campbell stu-Biology: Concepts & Connections, Tenth

Edition, will help students to see strong connections through their text, and the additional practice available online allows instructors to capture powerful data on student performance, thereby making the most of class time

This Book’s Flexibility

Although a biology textbook’s table of contents is by design linear, biology itself is more like a web of related concepts without a single starting point or prescribed path Courses can navigate this network by starting with molecules, with ecology, or somewhere in-between, and courses can omit

topics Campbell Biology: Concepts & Connections is uniquely

suited to offer flexibility and thus serve a variety of courses

The seven units of the book are largely self-contained, and in

a number of the units, chapters can be assigned in a different order without much loss of coherence The use of numbered modules makes it easy to skip topics or reorder the presenta-tion of material

■ ■ ■

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For many students, introductory biology is the only

science course that they will take during their college

years Long after today’s students have forgotten most of

the specific content of their biology course, they will be

left with general impressions and attitudes about science

and scientists We hope that this new edition of Campbell

Biology: Concepts & Connections helps make those impres

-sions positive and supports instructors’ goals for sharing

the fun of biology In our continuing efforts to improve the

book and its supporting materials, we benefit tremendously

from instructor and student feedback, not only in formal

reviews but also via informal communication Please let us

know how we are doing and how we can improve the next

edition of the book

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Organization and New Content 19

Organization and New Content

3.6, Are we eating too much sugar? (which includes a izing the Data figure on recommended and actual sugar con-sumption), and Module 7.14, Reducing both fossil fuel use and deforestation may moderate climate change (which includes updated information on the 2015 Paris climate accord) Ori-entation diagrams help students follow the various stages of cellular respiration and photosynthesis in Chapters 6 and 7

Visual-In Chapter 6, a new organization of the modules describing the three stages of cellular respiration allows more flexibility

in reading and assigning either just the overview or both the overview plus in-depth coverage Chapter 7 opens with a new topic on harnessing biofuels in Module 7.0 Sunlight can pro-vide renewable energy for our cars

purpose of this unit is to help students understand the tionship between DNA, chromosomes, and organisms and

rela-to help students see that genetics is not purely hypothetical but connects in many important and interesting ways to their lives, human society, and other life on Earth The content has been reinforced with discussions of relevant topics, such

as DCIS (also called stage 0 breast cancer), increased use of genetically modified organisms (GMOs), recent examples of DNA profiling, information about the 2015 California mea-sles outbreak, a new infographic that charts emergent virus outbreaks, and new data on the health prospects of clones

This edition includes discussion of many recent advances in the field, such as an updated definition of the gene, and a largely new presentation of DNA technologies and bioinfor-matics, including extensive discussion in both text and art

of the CRISPR-Cas9 system, GenBank, and BLAST searches

In some cases, sections within chapters have been ized to present a more logical flow of materials Examples include an improved presentation of the genetics underlying cancer, a Visualizing the Concept module on crossing over,

reorgan-a circulreorgan-ar genetic code chreorgan-art threorgan-at should improve student understanding, and a Visualizing the Data that summarizes relevant information about different types of cancer and their survival rates Material throughout the unit has been updated

to reflect recent data, such as the latest statistics on cancer, cystic fibrosis, and Down syndrome, an improved model of ribosomes, new information about prions, expanded cov-erage of noncoding small RNAs, new human gene therapy trials, recent information about Y chromosome inheritance, and what information home tests can reveal about your genetic heritage

the basic principles of evolution and natural selection, the overwhelming evidence that supports these theories, and their relevance to all of biology—and to the lives of students

For example, a Visualizing the Data figure (13.16) illustrates

and organizational improvements in Campbell Biology:

Concepts & Connections, Tenth Edition.

cover-age of the nature of science and scientific inquiry has moved

to the forefront of Chapter 1 The first of the five modules in

this section provides a general description of data, hypothesis

formation and testing, the centrality of verifiable evidence to

science, and an explanation of scientific theories The

mod-ule describing how hypotheses can be tested using controlled

experiments includes a subsection on hypothesis testing in

humans The Scientific Thinking module entitled

Hypoth-eses can be tested using observational data, describes how

multiple lines of evidence, including DNA comparisons, have

helped resolve the classification of the red panda The process

of science is repetitive, nonlinear, and collaborative module

presents a more accurate model of the process of science that

includes four interacting circles: Exploration and Discovery;

Forming and Testing Hypotheses: Analysis and Feedback

from the Scientific Community; and Societal Benefits and

Outcomes The chapter concludes with the introduction

of five core themes that underlie all of biology: evolution;

information; structure and function; energy and matter; and

interactions

from basic chemistry and the molecules of life through

cellular structures to cellular respiration and

photosynthe-sis Throughout the Tenth Edition, the five themes

intro-duced in Chapter 1 are highlighted with specific references

Examples from Unit 1 include “Illustrating our theme of

ENERGY AND MATTER, we see that matter has been rearranged,

with an input of energy provided by sunlight” (Module 2.9);

“The flow of genetic instruction that leads to gene expression,

summarized as DNA S RNA S protein, illustrates the

interconnections among these pathways provide a clear

property of a balanced metabolism” (Module 6.15); and “The

precise arrangements of these membranes and compartments

are essential to the process of photosynthesis—a classic

The theme of evolution is featured, as it is in every chapter, in

an Evolution Connection module, such as Module 4.15,

Mito-chondria and chloroplasts evolved by endosymbiosis Two

Visualizing the Concept modules are Module 2.6, Covalent

bonds join atoms into molecules through electron sharing,

and Module 6.9, Most ATP production occurs by oxidative

phosphorylation Both use art to guide students through

these challenging topics Connection Modules emphasize the

process of science and societal interactions such as Module

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20 Organization and New Content

the growing threat of antibiotic resistance Chapter 13 also

includes a Visualizing the Concept module (13.14) on the

effects of natural selection that shows experimental data

along with hypothetical examples Chapter 14 contains an

Evolution Connection module (14.9) featuring the work of

Rosemary and Peter Grant on Darwin’s finches Modules

15.14 to 15.19 were revised to improve the flow and clarity

of the material on phylogenetics and include updates from

genomic studies and new art (for example, Figures 15.17 and

15.19A)

diversity unit surveys all life on Earth in less than a hundred

pages! Consequently, descriptions and illustrations of the

unifying characteristics of each major group of organisms,

along with a small sample of its diversity, make up the bulk

of the content Two recurring elements are interwoven with

these descriptions: evolutionary history and examples of

relevance to our everyday lives and society at large With the

rapid accumulation of molecular evidence, taxonomic

revi-sions are inevitable These changes are reflected in Chapter

16, Microbial Life, with a module and figure (16.13) on protist

supergroups, and in Chapters 18 and 19, Evolution of

Inverte-brate Diversity and Evolution of VerteInverte-brate Diversity, with

three modules about animal phylogeny (18.10, 18.11, and

19.1) The importance of metagenomics to the study of

microorganisms is highlighted in Modules 16.1 and 16.7

(prokaryotes) and 17.14 (fungi) Examples of relevance include

Candida auris, an emerging fungal pathogen of humans

(Module 17.19), and a Visualizing the Data figure (19.16) on

the evolution of human skin color

com-bines a comparative animal approach with an exploration

of human anatomy and physiology Chapter 20, Unifying

Concepts of Animal Structure and Function, opens with

Module 20.0 Evolution does not produce perfection, and the

Evolution Connection, Module 20.1 follows with a discussion

of the lengthy laryngeal nerve in giraffes By illustrating that

a structure in an ancestral organism can become adapted

to function in a descendant organism without being

“per-fected,” this example helps to combat a common student

misconception about evolution The main portion of every

chapter in this unit is devoted to detailed presentations of

human body systems, frequently illuminated by discussion

of the health consequences of disorders in those systems The

Chapter 22 opener (22.0) and Scientific Thinking module

(22.7) compare the conclusions from long term studies on

the health hazards of cigarette smoking with the very recent

research on the effects of e-cigarettes In Chapter 23,

Circula-tion, the Scientific Thinking module (23.6) discusses the

con-sequences of treating coronary artery disease with medicine

or both medicine and stents Chapter 29, The Senses,

incor-porates material on common eye conditions, glaucoma and

cataracts Visualizing the Concept modules on

osmoregula-tion (25.4) and neuronal synapses (28.6) help students better

envision big concepts Visualizing the Data figures detail data

on hypertension in the United States (23.9B), worldwide HIV

infection and treatments (24.14B), and changes in bone mass during the human life span (30.5B) Chapter 21, Nutrition and Digestion, includes a discussion of human microbiome and microbiota presents the latest FDA requirements for food nutritional labels Module 22.9, Breathing is automatically controlled, uses an equation showing the formation and dis-sociation of carbonic acid that accompanies the discussion

of how the medulla regulates breathing and illustrates that process in Figure 22.9 In Chapter 24, a new Scientific Inquiry (Module 24.11 Why is herd immunity so difficult with the flu?) provides more resources for educators who want to discuss vaccination Another new Scientific Inquiry module examines thermal image data around a mosquito feeding on warm blood (25.3) Updates in Chapter 28 reflect the current understanding about the numbers of neurons in humans (28.15) and help correct misconceptions for student about sleep (28.19)

gain an appreciation of the importance of plants, this unit presents the anatomy and physiology of angiosperms with frequent connections to the importance of plants to society

Connections modules include an improved discussion of agriculture via artificial selection on plant parts and via plant cloning in Chapter 31; discussions of organic farming, human harvesting of plant transport products (such as maple syrup and rubber), and GMOs in Chapter 32; and a discussion

of caffeine as an evolutionary adaptation that can prevent herbivory in Chapter 33 The discussion of plant nutrients is presented as a large Visualizing the Data in Module 32.7, and the presentation of the potentially confusing topic of the effect of auxin on plant cell elongation also benefits from a visual presentation (Figure 33.3B) All of these examples are meant to make the point that human society is inexorably connected to the health of plants

funda-mental principles of ecology and how these principles apply

to environmental problems The Tenth Edition features a ualizing the Concept module that explains the global water cycle (34.18) and Visualizing the Data figures that compare ecological footprints (36.11), track global temperatures since

Vis-1880 (38.3A), and illustrate the results of a study on optimal foraging theory (35.12) The new focus of Module 35.0 is on the topic of how altruism can evolve Module 35.16 has exam-ples of the effects of endocrine-disrupting chemicals on ani-mal behavior and the EPA’s progress in evaluating endocrine disruptors in pesticides as potential hazards to human health

Other content updates in this unit include human population data (36.9 and 36.10) and species at risk for extinction (38.1)

The unit-wide emphasis on climate change and ity continues in this edition with updates to the module on ecological footprints (36.11), rapid warming (38.3), rising con-centrations of greenhouse gases (38.4) and the catastrophic

sustainabil-2018 fire season (38.5) The Scientific Thinking Module 38.11 has been revised to include the presentation of a study with data, making the module more focused on science skills

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Acknowledgments 21

Acknowledgments

Con-nections is a result of the combined efforts of many

tal-ented and hardworking people, and the authors wish to extend heartfelt thanks to all those who contributed to this

and previous editions Our work on this edition was shaped by

input from the biologists acknowledged in the reviewer list on

pages 22–24, who shared with us their experiences teaching

introductory biology and provided specific suggestions for

im-proving the book Feedback from the authors of this edition’s

supplements and the unsolicited comments and suggestions

we received from many biologists and biology students were

also extremely helpful In addition, this book has benefited

in countless ways from the stimulating contacts we have had

with the coauthors of Campbell Biology, Eleventh Edition.

We wish to offer special thanks to the students and faculty

at our teaching institutions Marty Taylor thanks her students

at Cornell University for their valuable feedback on the book

Eric Simon thanks his colleagues and friends at New England

College, especially within the Division of Natural and Social

Sciences, for their continued support and assistance Jean

Dickey thanks her colleagues at Clemson University for their

expertise and support And Kelly Hogan thanks her students

for their enthusiasm and colleagues at the University of

North Carolina, Chapel Hill, for their continued support

This edition benefited significantly from the efforts of tributor Rebecca S Burton from Alverno College Using her

con-years of teaching expertise, Becky made substantial

improve-ments to her two chapters We thank Becky for bringing her

considerable talents to this edition

The superb publishing team for this edition was headed

up by content strategy manager Josh Frost and content

strat-egy director Jeanne Zalesky We cannot thank them enough

for their unstinting efforts on behalf of the book and for their

commitment to excellence in biology education We are

for-tunate to have had once again the contributions of content

development director Ginnie Simione Jutson We are

simi-larly grateful to the members of the editorial development

team—Evelyn Dahlgren, Alice Fugate and Mary Catherine

Hager—for their steadfast commitment to quality We thank

them for their thoroughness, hard work, and good humor;

the book is far better than it would have been without their

efforts Thanks also to supplements project editor Melissa

O’Conner on her oversight of the supplements program and

to the efficient and enthusiastic support she provided

This book and all the other components of the teaching package are both attractive and pedagogically effective in

large part because of the hard work and creativity of the

production professionals on our team We wish to thank

managing producer Mike Early and content producer Laura Perry We also acknowledge copy editor Joanna Dinsmore, proofreader Gina Mushynsky, and indexer Razorsharp Com-munications, Inc We again thank photo researcher Kristin Piljay for her contributions, as well as rights and permissions manager Matt Perry Integra was responsible for compo-sition, headed by production project manager Marianne Peters-Riordan, and the art house Lachina, headed by project manager Rebecca Marshall, who was responsible for oversee-ing the rendering of new and revised illustrations We also thank manufacturing overseer Stacey Weinberger

We thank Elise Lansdon for creating a beautiful and tional interior design and a stunning cover, and we are again indebted to design manager Mark Ong for his oversight and design leadership

func-The value of Campbell Biology: Concepts & Connections as

a learning tool is greatly enhanced by the hard work and creativity of the authors of the supplements that accom-

pany this book: Ed Zalisko (Instructor’s Guide and PowerPoint®

Lecture Presentations); Jean DeSaix, Kristen Miller, Justin

Shaffer, and Suann Yang (Test Bank); Dana Kurpius (Active

Reading Guide); Bob Iwan (Reading Quizzes); Cheri LaRue

(media correlator), and Brenda Hunzinger (Clicker Questions and Quiz Shows) In addition to supplements project editor

Melissa O’Conner, the editorial and production staff for the supplements program included supplements production project manager Alverne Ball (Integra), Marsha Hall (PPS), and Jennifer Hastings (PPS) And the superlative Mastering Biology program for this book would not exist without Lau-ren Fogel, Stacy Treco, Katie Foley, Sarah Jensen, Chloé Veylit, Jim Hufford, Charles Hall, Caroline Power, and David Koko-rowski and his team And a special thanks to Arl Nadel and Sarah Young-Dualan for their thoughtful work on the Visual-izing the Concepts interactive videos

For their important roles in marketing the book, we are very grateful to marketing manager Christa Pelaez and vice president of marketing Christy Lesko The members of the Pearson Science sales team have continued to help us connect with biology instructors and their teaching needs, and we thank them

Finally, we are deeply grateful to our families and friends for their support, encouragement, and patience throughout this project Our special thanks to Josie, Jason, Marnie, Alice, Jack, David, Paul, Ava, and Daniel (M.R.T.); Amanda, Reed, Forest, and my inspirations M.K., J.K., M.S., and J.J (E.J.S.);

Jessie and Katherine (J.L.D.); and Tracey, Vivian, Carolyn, Brian, Jake, and Lexi (K.H.)

Martha Taylor, Eric Simon, Jean Dickey, and Kelly Hogan

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22 Reviewers

Reviewers

Ellen Baker, Santa Monica College

Deborah Cardenas, Collin College

Marc DalPonte, Lake Land College

Tammy Dennis, Bishop State

Community College

Jean DeSaix, University of North Carolina,

Chapel Hill

Cynthia Galloway, Texas A&M University

Jan Goerrissen, Orange Coast College

Christopher Haynes, Shelton State

Andrew Hinton, San Diego City College

Duane Hinton, Washburn University

Brenda Hunzinger, Lake Land College

Robert Iwan, Inver Hills Community College

Cheri LaRue, University of Arkansas, Fayetteville

Barbara Lax, Community College of

Allegheny County

Brenda Leady, University of Toledo

Sheryl Love, Temple University

David Luther, George Mason University

Steven MacKie, Pima County

Community College

Thaddeus McRae, Broward Community College

Kristen Miller, University of Georgia

Debbie Misencik, Community College of

Allegheny County

Justin Shaffer, University of California, Irvine

Erica Sharar, Santiago Canyon College

Patricia Steinke, San Jacinto College Central

Jennifer Stueckle, West Virginia University

Sukanya Subramanian, Collin County

Community College

Brad Williamson, University of Kansas

Suann Yang, Presbyterian College

Edward Zalisko, Blackburn College

Media Review Panel, Ninth

Edition

Bob Iwan, Inver Hills Community College

Cheri LaRue, University of Arkansas

Linda Logdberg

Lindsay Rush, Quinnipiac University

Sukanya Subramanian, Collin County Community

Reviewers of Previous Editions

Michael Abbott, Westminster College

Tanveer Abidi, Kean University

Daryl Adams, Mankato State University

Dawn Adrian Adams, Baylor University

Olushola Adeyeye, Duquesne University

Shylaja Akkaraju, Bronx Community College

Felix Akojie, Paducah Community College

Dan Alex, Chabot College

John Aliff, Georgia Perimeter College

Sylvester Allred, Northern Arizona University

Jane Aloi-Horlings, Saddleback College

Loren Ammerman, University of Texas at Arlington

Dennis Anderson, Oklahoma City

Community College

Marjay Anderson, Howard University Steven Armstrong, Tarrant County College Bert Atsma, Union County College Yael Avissar, Rhode Island College Gail Baker, LaGuardia Community College Caroline Ballard, Rock Valley College Andrei Barkovskii, Georgia College and

State University

Mark Barnby, Ohlone College Chris Barnhart, University of San Diego Stephen Barnhart, Santa Rosa Junior College William Barstow, University of Georgia Kirk A Bartholomew, Central Connecticut State

Richard Bliss, Yuba College Lawrence Blumer, Morehouse College Dennis Bogyo, Valdosta State University Lisa K Bonneau, Metropolitan Community

College, Blue River

Mehdi Borhan, Johnson County

Suffolk County Community College

Paul Boyer, University of Wisconsin William Bradshaw, Brigham Young University Agnello Braganza, Chabot College

James Bray, Blackburn College Peggy Brickman, University of Georgia Chris Brinegar, San Jose State University Chad Brommer, Emory University Charles Brown, Santa Rosa Junior College Stephen T Brown, Los Angeles Mission College Carole Browne, Wake Forest University Delia Brownson, University of Texas at Austin

and Austin Community College

Becky Brown-Watson, Santa Rosa Junior College Michael Bucher, College of San Mateo

Virginia Buckner, Johnson County

Los Angeles

George Cain, University of Iowa

Beth Campbell, Itawamba Community College John Campbell, Northern Oklahoma College John Capeheart, University of Houston, Downtown James Cappuccino, Rockland Community College

M Carabelli, Broward Community College Jocelyn Cash, Central Piedmont

Community College

Cathryn Cates, Tyler Junior College Russell Centanni, Boise State University David Chambers, Northeastern University Ruth Chesnut, Eastern Illinois University Vic Chow, San Francisco City College Van Christman, Ricks College Craig Clifford, Northeastern State University,

Robert Creek, Western Kentucky University Hillary Cressey, George Mason University Norma Criley, Illinois Wesleyan University Jessica Crowe, South Georgia College Mitch Cruzan, Portland State University Judy Daniels, Monroe Community College Michael Davis, Central Connecticut

State University

Pat Davis, East Central Community College Lewis Deaton, University of Louisiana Lawrence DeFilippi, Lurleen B Wallace College James Dekloe, Solano Community College Veronique Delesalle, Gettysburg College Loren Denney, Southwest Missouri

California, Riverside

Thomas Emmel, University of Florida Cindy Erwin, City College of San Francisco Gerald Esch, Wake Forest University Nora Espinoza, Clemson University David Essar, Winona State University Cory Etchberger, Longview Community College Nancy Eyster-Smith, Bentley College

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Reviewers 23

William Ezell, University of North Carolina

at Pembroke

Laurie Faber, Grand Rapids Community College

Terence Farrell, Stetson University

Shannon Kuchel Fehlberg, Colorado

Christian University

Jerry Feldman, University of California, Santa Cruz

Eugene Fenster, Longview Community College

Dino Fiabane, Community College of

Philadelphia

Kathleen Fisher, San Diego State University

Edward Fliss, St Louis Community College,

Karen E Francl, Radford University

Robert Frankis, College of Charleston

James French, Rutgers University

Bernard Frye, University of Texas at Arlington

Anne Galbraith, University of Wisconsin

Robert Galbraith, Crafton Hills College

Rosa Gambier, State University of New York,

George Garcia, University of Texas at Austin

Linda Gardner, San Diego Mesa College

Sandi Gardner, Triton College

Gail Gasparich, Towson University

Janet Gaston, Troy University

Shelley Gaudia, Lane Community College

Douglas Gayou, University of Missouri

at Columbia

Robert Gendron, Indiana University

of Pennsylvania

Bagie George, Georgia Gwinnett College

Rebecca German, University of Cincinnati

Grant Gerrish, University of Hawaii

Julie Gibbs, College of DuPage

Frank Gilliam, Marshall University

Patricia Glas, The Citadel Military College

of South Carolina

David Glenn-Lewin, Wichita State University

Robert Grammer, Belmont University

Laura Grayson-Roselli, Burlington County College

Peggy Green, Broward Community College

Miriam L Greenberg, Wayne State University

Jennifer Greenwood, University of Tennessee

at Martin

Sylvia Greer, City University of New York

Eileen Gregory, Rollins College

Dana Griffin, University of Florida

Richard Groover, J Sargeant Reynolds

Community College

Peggy Guthrie, University of Central Oklahoma

Maggie Haag, University of Alberta

Richard Haas, California State University, Fresno

Joel Hagen, Radford University

Martin Hahn, William Paterson College

Leah Haimo, University of California, Riverside

James Hampton, Salt Lake Community College

Blanche Haning, North Carolina State University

Richard Hanke, Rose State College

Laszlo Hanzely, Northern Illinois University

David Harbster, Paradise Valley

Community College

Sig Harden, Troy University Montgomery

Reba Harrell, Hinds Community College

Jim Harris, Utah Valley Community College

Mary Harris, Louisiana State University

Chris Haynes, Shelton State Community College Janet Haynes, Long Island University

Jean Helgeson, Collin County Community College Ira Herskowitz, University of California,

San Francisco

Paul Hertz, Barnard College Margaret Hicks, David Lipscomb University Jean Higgins-Fonda, Prince George’s

Community College

Duane A Hinton, Washburn University Phyllis Hirsch, East Los Angeles College William Hixon, St Ambrose University Carl Hoagstrom, Ohio Northern University Kim Hodgson, Longwood College Jon Hoekstra, Gainesville State College Kelly Hogan, University of North Carolina

at Chapel Hill

Amy Hollingsworth, The University of Akron John Holt, Michigan State University Laura Hoopes, Occidental College Lauren Howard, Norwich University Robert Howe, Suffolk University Michael Hudecki, State University of

New York, Buffalo

George Hudock, Indiana University Kris Hueftle, Pensacola Junior College Barbara Hunnicutt, Seminole Community College Brenda Hunzinger, Lake Land College

Catherine Hurlbut, Florida Community College Charles Ide, Tulane University

Mark Ikeda, San Bernardino Valley College Georgia Ineichen, Hinds Community College Robert Iwan, Inver Hills Community College Mark E Jackson, Central Connecticut

Community College

Russell Johnson, Ricks College John C Jones, Calhoun Community College Florence Juillerat, Indiana University

at Indianapolis

Tracy Kahn, University of California, Riverside Hinrich Kaiser, Victor Valley College Klaus Kalthoff, University of Texas at Austin Tom Kantz, California State University, Sacramento Jennifer Katcher, Pima Community College Judy Kaufman, Monroe Community College Marlene Kayne, The College of New Jersey Mahlon Kelly, University of Virginia Kenneth Kerrick, University of Pittsburgh

at Johnstown

Joyce Kille-Marino, College of Charleston Joanne Kilpatrick, Auburn University, Montgomery Stephen Kilpatrick, University of Pittsburgh

at Johnstown

Erica Kipp, Pace University Lee Kirkpatrick, Glendale Community College Peter Kish, Southwestern Oklahoma

State University

Cindy Klevickis, James Madison University Robert Koch, California State University, Fullerton Eliot Krause, Seton Hall University

Dubear Kroening, University of Wisconsin,

Fox Valley

Kevin Krown, San Diego State University Dana Kurpius, Elgin Community College Margaret Maile Lam, Kapiolani

Community College

MaryLynne LaMantia, Golden West College Mary Rose Lamb, University of Puget Sound Dale Lambert, Tarrant County College, Northeast Thomas Lammers, University of Wisconsin,

Oshkosh

Carmine Lanciani, University of Florida Vic Landrum, Washburn University Deborah Langsam, University of North Carolina

Community College

Laurie M Len, El Camino College Peggy Lepley, Cincinnati State University Richard Liebaert, Linn-Benton

Community College

Kevin Lien, Portland Community College Harvey Liftin, Broward Community College Ivo Lindauer, University of Northern Colorado William Lindsay, Monterey Peninsula College Kirsten Lindstrom, Santa Rosa Junior College Melanie Loo, California State University,

V Christine Minor, Clemson University Andrew Miller, Thomas University Brad Mogen, University of Wisconsin, River Falls James Moné, Millersville University

Jamie Moon, University of North Florida Juan Morata, Miami Dade College Richard Mortensen, Albion College Henry Mulcahy, Suffolk University Christopher Murphy, James Madison University Kathryn Nette, Cuyamaca College

James Newcomb, New England College Zia Nisani, Antelope Valley College James Nivison, Mid Michigan Community College Peter Nordloh, Southeastern Community College

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24 Reviewers

Stephen Novak, Boise State University

Bette Nybakken, Hartnell College

Michael O’Donnell, Trinity College

Camellia M Okpodu, Norfolk State University

Steven Oliver, Worcester State College

Karen Olmstead, University of South Dakota

Steven O’Neal, Southwestern Oklahoma

State University

Lowell Orr, Kent State University

William Outlaw, Florida State University

Phillip Pack, Woodbury University

Kevin Padian, University of California, Berkeley

Kay Pauling, Foothill College

Mark Paulissen, Northeastern State University,

Tahlequah

Debra Pearce, Northern Kentucky University

David Pearson, Bucknell University

Patricia Pearson, Western Kentucky University

Kathleen Pelkki, Saginaw Valley State University

Andrew Penniman, Georgia Perimeter College

John Peters, College of Charleston

Gary Peterson, South Dakota State University

Margaret Peterson, Concordia Lutheran College

Russell L Peterson, Indiana University of

Pennsylvania

Paula Piehl, Potomac State College

Ben Pierce, Baylor University

Jack Plaggemeyer, Little Big Horn College

Barbara Pleasants, Iowa State University

Kathryn Podwall, Nassau Community College

Judith Pottmeyer, Columbia Basin College

Donald Potts, University of California, Santa Cruz

Nirmala Prabhu, Edison Community College

Elena Pravosudova, University of Nevada, Reno

James Pru, Belleville Area College

Rongsun Pu, Kean University

Charles Pumpuni, Northern Virginia

Community College

Kimberly Puvalowski, Old Bridge High School

Rebecca Pyles, East Tennessee State University

Shanmugavel Rajendran, Baltimore City

Community College

Bob Ratterman, Jamestown Community College

James Rayburn, Jacksonville State University

Jill Raymond, Rock Valley College

Michael Read, Germanna Community College

Brian Reeder, Morehead State University

Bruce Reid, Kean College

David Reid, Blackburn College

Stephen Reinbold, Longview Community College

Erin Rempala, San Diego Mesa College

Michael Renfroe, James Madison University

Tim Revell, Mt San Antonio College

Douglas Reynolds, Central Washington

University

Fred Rhoades, Western Washington University

Ashley Rhodes, Kansas State University

John Rinehart, Eastern Oregon University

Laura Ritt, Burlington County College

Lynn Rivers, Henry Ford Community College

Bruce Robart, University of Pittsburgh

at Johnstown

Jennifer Roberts, Lewis University

Laurel Roberts, University of Pittsburgh

Lori B Robinson, Georgia College &

State University

Luis A Rodriguez, San Antonio Colleges Ursula Roese, University of New England Duane Rohlfing, University of South Carolina Jeanette Rollinger, College of the Sequoias Steven Roof, Fairmont State College Jim Rosowski, University of Nebraska Stephen Rothstein, University of California,

Douglas Schamel, University of Alaska, Fairbanks Douglas Schelhaas, University of Mary Beverly Schieltz, Wright State University Fred Schindler, Indian Hills Community College Robert Schoch, Boston University

Brian Scholtens, College of Charleston John Richard Schrock, Emporia State University Doreen J Schroeder, University of St Thomas Julie Schroer, Bismarck State College Fayla Schwartz, Everett Community College Justin Shaffer, North Carolina A&T

Brian Shmaefsky, Kingwood College Marilyn Shopper, Johnson County

Community College

Mark Shotwell, Slippery Rock University Jane Shoup, Purdue University Michele Shuster, New Mexico State University Ayesha Siddiqui, Schoolcraft College Linda Simpson, University of North Carolina

at Charlotte

Gary Smith, Tarrant County Junior College Marc Smith, Sinclair Community College Michael Smith, Western Kentucky University Phil Snider, University of Houston

Sam C Sochet, Thomas Edison Career and

Technical Education High School

Gary Sojka, Bucknell University Ralph Sorensen, Gettysburg College Ruth Sporer, Rutgers University Ashley Spring, Brevard Community College Thaxton Springfield, St Petersburg College Linda Brooke Stabler, University of Central

Community College

Gerald Summers, University of Missouri Marshall Sundberg, Louisiana State University Christopher Tabit, University of West Georgia

David Tauck, Santa Clara University Hilda Taylor, Acadia University Franklin Te, Miami Dade College Gene Thomas, Solano Community College Kenneth Thomas, Northern Essex

Community College

Kathy Thompson, Louisiana State University Laura Thurlow, Jackson Community College Anne Tokazewski, Burlington County College John Tolli, Southwestern College

Lori Tolley-Jordan, Jacksonville State University Bruce Tomlinson, State University of

New York, Fredonia

Nancy Tress, University of Pittsburgh at Titusville Jimmy Triplett, Jacksonville State University Donald Trisel, Fairmont State College Kimberly Turk, Mitchell Community College Virginia Turner, Harper College

Mike Tveten, Pima College Michael Twaddle, University of Toledo Rani Vajravelu, University of Central Florida Leslie VanderMolen, Humboldt State University Cinnamon VanPutte, Southwestern Illinois College Sarah VanVickle-Chavez, Washington University John Vaughan, Georgetown College

Martin Vaughan, Indiana University Mark Venable, Appalachian State University Ann Vernon, St Charles County

Community College

Rukmani Viswanath, Laredo Community College Frederick W Vogt, Elgin Community College Mary Beth Voltura, State University of

New York, Cortland

Jerry Waldvogel, Clemson University Robert Wallace, Ripon College Dennis Walsh, MassBay Community College Patricia Walsh, University of Delaware Lisa Weasel, Portland State University James Wee, Loyola University Harrington Wells, University of Tulsa Jennifer Wiatrowski, Pasco-Hernando

Community College

Larry Williams, University of Houston Ray S Williams, Appalachian State University Lura Williamson, University of New Orleans Sandra Winicur, Indiana University, South Bend Robert R Wise, University of Wisconsin Oshkosh Mary E Wisgirda, San Jacinto College

Mary Jo Witz, Monroe Community College Neil Woffinden, University of Pittsburgh

at Johnstown

Michael Womack, Macon State University Patrick Woolley, East Central College Maury Wrightson, Germanna Community College Tumen Wuliji, University of Nevada, Reno Mark Wygoda, McNeese State University Tony Yates, Seminole State College Jennifer J Yeh, San Francisco, California William Yurkiewicz, Millersville University

of Pennsylvania

Gregory Zagursky, Radford University Martin Zahn, Thomas Nelson Community College Edward J Zalisko, Blackburn College

David Zeigler, University of North Carolina

at Pembroke

Uko Zylstra, Calvin College

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Johannes Enroth, University of Helsinki Gilbert Evans, The American School of Dubai Chris Finlay, The University of Glasgow Caroline Formstone, King’s College London Naoki Irie, University of Tokyo

Louise Kuchel, The University of Queensland Sarita Kumar, Delhi University

Juan-Pablo Labrador, Trinity College Dublin Tasmin Lee Rymer, James Cook University Anita Malhotra, Bangor University Liana Maree, University of Western Cape

Elizabeth R Martin, D Phil

Mary McMillan, University of New England Audrey O’Grady, University of Limerick Caroline Orr, Teesside University Pushpa Sinnayah, Victoria University Katie Smith, The University of York Garth Stephenson, Deakin University Sarah Taylor, Keele University Christian van Den Branden, Vrije Universiteit Brussel Lau Quek Choon, Ngee Ann Polytechnic

Contributors

Fabrice Caudron, Queen Mary University of London

Kathryn Ford, University of Bristol

Reviewers

Mohamad Faiz Foong Abdullah, Universiti Teknologi MARA

Said Damhoureyeh, The University of Jordan

Kathryn Ford, University of Bristol

Juan-Pablo Labrador, Trinity College Dublin

Hsin-Chen Lee, National Yang Ming Chiao Tung University

Bruce Osborne, University College of Dublin

Sandra Varga, University of Lincoln

Contributors and Reviewers of the Previous Editions

Mohamad Faiz Foong Abdullah, Universiti Teknologi MARA

Laura Andreae, King’s College London

Sreeparna Banerjee, Middle East Technical University

Susan Barker, The University of Western Australia

Prasad Chunduri, The University of Queensland

Sumitra Datta, Cochin University of Science and Technology

Michael Emmerling, La Trobe University

Acknowledgments for the Global Edition

Acknowledgments for the Global Edition 25

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Water’s Life-Supporting Properties 72

2.10 Hydrogen bonds make liquid water cohesive 72

2.11 Water’s hydrogen bonds moderate temperature 72

2.12 Ice floats because it is less dense than liquid water 73

2.13 Water is the solvent of life 73

2.14 The chemistry of life is sensitive to acidic and basic conditions 74

2.15 SCIENTIFIC THINKING Scientists study the effects of rising atmospheric CO2 on coral reef ecosystems 74

2.16 EVOLUTION CONNECTION The search for extraterrestrial life centers on the search for water 75

Chapter Review 76

3 The Molecules of Cells 78

Introduction to Organic Compounds 80

3.1 Life’s molecular diversity is based on the properties of carbon 80

3.2 A few chemical groups are key to the functioning

of biological molecules 81

3.3 Cells make large molecules from a limited set of small molecules 82

Carbohydrates 83

3.4 Monosaccharides are the simplest carbohydrates 83

3.5 Two monosaccharides are linked to form a disaccharide 84

3.6 CONNECTION Are we eating too much sugar? 84

3.7 Polysaccharides are long chains of sugar units 85

Biology: The Scientific Study of Life 44

1.1 Biology is the scientific study of life 44

1.2 Biologists arrange the diversity

of life into three domains 45

1.3 VISUALIZING THE CONCEPT

In life’s hierarchy of organization, new properties emerge at each level 46

The Process of Science 48

1.4 What is science? 48

1.5 Hypotheses can be tested using

controlled experiments 49

1.6 SCIENTIFIC THINKING Hypotheses can be tested

using observational data 50

1.7 The process of science is repetitive, nonlinear, and

collaborative 50

1.8 CONNECTION Biology, technology, and society are

connected in important ways 51

Five Unifying Themes in Biology 52

1.9 Theme: Evolution is the core theme of biology 52

1.10 EVOLUTION CONNECTION Evolution is connected to

our everyday lives 54

1.11 Theme: Life depends on the flow of information 54

1.12 Theme: Structure and function are related 56

1.13 Theme: Life depends on the transfer and

transformation of energy and matter 57

1.14 Theme: Life depends on interactions within and

between systems 58

U N I T I

The Life of the Cell 61

2 The Chemical Basis of Life 62

Elements, Atoms,

and Compounds 64

2.1 Organisms are

composed of elements, usually combined into compounds 64

2.2 CONNECTION

Trace elements are common additives to food and water 65

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28 Detailed Contents

Lipids 86

3.8 Fats are lipids that are mostly energy-storage

molecules 86

3.9 SCIENTIFIC THINKING Scientific studies document

the health risks of trans fats 87

3.10 Phospholipids and steroids are important lipids

with a variety of functions 88

3.11 CONNECTION Anabolic steroids pose health risks 88

3.14 VISUALIZING THE CONCEPT A protein’s functional

shape results from four levels of structure 91

Nucleic Acids 92

3.15 The nucleic acids DNA and RNA are

information-rich polymers of nucleotides 92

3.16 EVOLUTION CONNECTION Lactose tolerance is a

recent event in human evolution 93

4 A Tour of the Cell 96

Introduction to the Cell 98

4.1 Microscopes reveal the

world of the cell 98

4.2 The small size of cells

relates to the need to exchange materials across the plasma membrane 100

4.3 Prokaryotic cells are

structurally simpler than eukaryotic cells 101

4.4 Eukaryotic cells are partitioned into functional

compartments 102

The Nucleus and Ribosomes 104

4.5 The nucleus contains the cell’s genetic

instructions 104

4.6 Ribosomes make proteins for use in the cell and for

export 105

The Endomembrane System 105

4.7 Many organelles are connected in the

4.10 Lysosomes are digestive compartments within a cell 108

4.11 Vacuoles function in the general maintenance

of the cell 108

4.12 A review of the structures involved in

manufacturing and breakdown 109

The Cytoskeleton and Cell Surfaces 111

4.16 The cell’s internal skeleton helps organize its structure and activities 111

4.17 SCIENTIFIC THINKING Scientists discovered the cytoskeleton using the tools of biochemistry and microscopy 112

4.18 Cilia and flagella move when microtubules bend 112

4.19 The extracellular matrix of animal cells functions in support and regulation 113

4.20 Three types of cell junctions are found in animal tissues 114

4.21 Cell walls enclose and support plant cells 114

4.22 Review: Eukaryotic cell structures can be grouped on the basis of four main functions 115

Membrane Structure and Function 120

5.1 VISUALIZING THE CONCEPTMembranes are fluid mosaics of lipids and proteins with many functions 120

The spontaneous formation

of membranes was a critical step in the origin

of life 121

5.3 Passive transport is diffusion across a membrane with no energy investment 121

5.4 Osmosis is the diffusion of water across a membrane 122

5.5 Water balance between cells and their surroundings

Energy and the Cell 126

5.10 Cells transform energy and matter as they perform work 126

5.11 Chemical reactions either release or store energy 127

5.12 ATP drives cellular work by coupling exergonic and endergonic reactions 128

How Enzymes Function 129

5.13 Enzymes speed up the cell’s chemical reactions by lowering energy barriers 129

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Detailed Contents 29

5.14 A specific enzyme catalyzes each cellular reaction 130

5.15 Enzyme inhibition can regulate enzyme activity

in a cell 131

5.16 CONNECTION Many drugs, pesticides, and poisons

are enzyme inhibitors 131

6.2 Breathing

supplies O2 for use in cellular respiration and removes CO2 136

6.3 Cellular

respiration banks energy in ATP molecules 137

6.4 CONNECTION The human body uses energy from

ATP for all its activities 137

6.5 Cells capture energy from electrons “falling” from

organic fuels to oxygen 138

Stages of Cellular Respiration 139

6.6 Overview: Cellular respiration occurs in three main

stages 139

6.7 Stage 1: Glycolysis harvests chemical energy by

oxidizing glucose to pyruvate 140

6.8 Multiple reactions in glycolysis split glucose into

two molecules 140

6.9 Stage 2: The citric acid cycle completes the

energy-yielding oxidation of organic molecules 142

6.10 The multiple reactions of the citric acid cycle finish

off the dismantling of glucose 143

6.11 VISUALIZING THE CONCEPT Stage 3: Most ATP

production occurs by oxidative phosphorylation 144

6.12 SCIENTIFIC THINKING Scientists have discovered

heat-producing, calorie-burning brown fat in adults 145

6.13 Review: Each molecule of glucose yields many

molecules of ATP 146

Fermentation: Anaerobic Harvesting of Energy 146

6.14 Fermentation enables cells to produce ATP without

oxygen 146

6.15 EVOLUTION CONNECTION Glycolysis evolved early in the

history of life on Earth 148

Connections Between Metabolic Pathways 148

6.16 Cells use many kinds of organic molecules as fuel for

7.3 Scientists traced the process

of photosynthesis using isotopes 156

7.4 Photosynthesis is a redox process 156

7.5 Photosynthesis occurs in two stages, which are linked by ATP and NADPH 157

The Light Reactions: Converting Solar Energy

to Chemical Energy 158

7.6 Visible radiation absorbed by pigments drives the light reactions 158

7.7 Photosystems capture solar energy 159

7.8 Two photosystems connected by an electron transport chain convert light energy to the chemical energy of ATP and NADPH 160

7.9 VISUALIZING THE CONCEPT The light reactions take place within the thylakoid membranes 161

The Calvin Cycle: Reducing CO2 to Sugar 162

7.10 ATP and NADPH power sugar synthesis in the Calvin cycle 162

7.11 EVOLUTION CONNECTION Other methods of carbon fixation have evolved in hot, dry climates 163

The Global Significance of Photosynthesis 164

7.12 Photosynthesis provides food and O2 for almost all living organisms 164

7.13SCIENTIFIC THINKING Rising atmospheric levels

of carbon dioxide may affect plants in various ways 165

7.14 CONNECTION Reducing both fossil fuel use and deforestation may moderate climate change 166

U N I T I I

Cellular Reproduction and Genetics 169

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8.2 Prokaryotes reproduce by binary fission 173

The Eukaryotic Cell Cycle and Mitosis 174

8.3 The large, complex chromosomes of eukaryotes

duplicate with each cell division 174

8.4 The cell cycle includes growth and division phases 175

8.5 Cell division is a continuum of dynamic

changes 176

8.6 Cytokinesis differs for plant and animal cells 178

8.7 The rate of cell division is affected by environmental

factors 179

8.8 Growth factors signal the cell cycle control

system 180

8.9 CONNECTION Growing out of control, cancer cells

produce malignant tumors 181

8.10 SCIENTIFIC THINKING The best cancer treatment may

vary by individual 182

Meiosis and Crossing Over 182

8.11 Chromosomes are matched in homologous

pairs 182

8.12 Gametes have a single set of chromosomes 183

8.13 Meiosis reduces the chromosome number from

diploid to haploid 184

8.14 VISUALIZING THE CONCEPT Mitosis and meiosis

have important similarities and differences 186

8.15 Independent orientation of chromosomes in

meiosis and random fertilization lead to varied offspring 187

8.16 Homologous chromosomes may carry different

versions of genes 188

8.17 VISUALIZING THE CONCEPT Crossing over further

increases genetic variability 189

Alterations of Chromosome Number

8.20 CONNECTION An extra copy of chromosome 21

causes Down syndrome 192

8.21 CONNECTION Abnormal numbers of sex

chromosomes do not usually affect survival 193

8.22 EVOLUTION CONNECTION New species can arise from

errors in cell division 193

8.23 CONNECTION Alterations of chromosome structure

can cause birth defects and cancer 194

9.3 Mendel’s law of segregation

describes the inheritance of a single character 202

9.4 Homologous chromosomes bear the alleles for each character 203

9.5 The law of independent assortment is revealed by tracking two characters at once 204

9.6 Geneticists can use a testcross to determine unknown genotypes 205

9.7 Mendel’s laws reflect the rules of probability 206

9.8 VISUALIZING THE CONCEPT Genetic traits in humans can be tracked through family pedigrees 207

9.9 CONNECTION Many inherited traits in humans are controlled by a single gene 208

9.10 CONNECTION New technologies can provide insight into one’s genetic legacy 210

Variations on Mendel’s Laws 212

9.11 Incomplete dominance results in intermediate phenotypes 212

9.12 Many genes have more than two alleles that may be codominant 213

9.13 A single gene may affect many phenotypic characters 214

9.14 A single character may be influenced by many genes 215

9.15 The environment affects many characters 216

The Chromosomal Basis of Inheritance 216

9.16 Chromosome behavior accounts for Mendel’s laws 216

9.17 SCIENTIFIC THINKING Genes on the same chromosome tend to be inherited together 218

9.18 Crossing over produces new combinations of alleles 218

9.19 Geneticists use crossover data to map genes 220

Sex Chromosomes and Sex-Linked Genes 220

9.20 Chromosomes determine sex in many species 220

9.21 Sex-linked genes exhibit a unique pattern of inheritance 222

9.22 CONNECTION Human sex-linked disorders affect mostly males 223

9.23 EVOLUTION CONNECTION The Y chromosome provides clues about human male evolution 223

The Structure of the Genetic Material 228

10.1 SCIENTIFIC THINKING

Experiments showed that DNA is the genetic material 228

10.2 DNA and RNA are polymers

of nucleotides 230

10.3 DNA is a double-stranded helix 232

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Cloning of Plants and Animals 267

11.12 Plant cloning shows that differentiated cells may retain all of their genetic potential 267

11.13 SCIENTIFIC THINKING Biologists can clone animals via nuclear transplantation 268

11.14 CONNECTION Therapeutic cloning can produce stem cells with great medical potential 269

The Genetic Basis of Cancer 270

11.15 Cancer results from mutations in genes that control cell division 270

11.16 Multiple genetic changes underlie the development

Gene Cloning and Editing 278

12.1 Genes can be cloned

in recombinant plasmids 278

12.2 VISUALIZING THE CONCEPT Enzymes are used to “cut and paste”

DNA 280

12.3 Nucleic acid probes can label specific DNA segments 281

12.4 Reverse transcriptase can help make genes for cloning 281

12.5 New techniques allow a specific gene to be edited 282

Genetically Modified Organisms 283

12.6 Recombinant cells and organisms can mass-produce gene products 283

12.7 CONNECTION DNA technology has changed the pharmaceutical industry and medicine 284

12.8 CONNECTION Genetically modified organisms are transforming agriculture 285

12.9 SCIENTIFIC THINKING The use of genetically modified organisms raises questions and concerns 286

The Flow of Genetic Information

from DNA to RNA to Protein 236

10.6 Genes control phenotypic traits through the

expression of proteins 236

10.7 Genetic information written in codons is translated

into amino acid sequences 237

10.8 The genetic code dictates how codons are translated

into amino acids 238

10.9 VISUALIZING THE CONCEPT Transcription produces

genetic messages in the form of RNA 239

10.10 Eukaryotic RNA is processed before leaving the

nucleus as mRNA 240

10.11 Transfer RNA molecules serve as interpreters during

translation 240

10.12 Ribosomes build polypeptides 242

10.13 An initiation codon marks the start of an mRNA

message 242

10.14 Elongation adds amino acids to the polypeptide

chain until a stop codon terminates translation 243

10.15 Review: The flow of genetic information in the cell

is DNA → RNA → protein 244

10.16 Mutations can affect genes 245

The Genetics of Viruses and Bacteria 246

10.17 Viral DNA may become part of the host

10.20 The AIDS virus makes DNA on an RNA template 249

10.21 Prions are infectious proteins 249

10.22 Bacteria can transfer DNA in three ways 250

10.23 Bacterial plasmids can serve as carriers for gene

transfer 251

Control of Gene Expression 256

11.1 Proteins interacting with DNA

turn prokaryotic genes on or off

in response to environmental changes 256

11.2 Chromosome structure and

chemical modifications can affect gene expression 258

11.3 Complex assemblies of

proteins control eukaryotic transcription 260

11.4 Eukaryotic RNA may be spliced in

more than one way 260

11.5 Later stages of gene expression are

also subject to regulation 261

11.6 Noncoding RNAs play multiple roles in controlling

gene expression 262

11.7 VISUALIZING THE CONCEPT Multiple mechanisms

regulate gene expression in eukaryotes 263

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The Evolution of Populations 310

13.8 Mutation and sexual reproduction produce the genetic variation that makes evolution possible 310

13.9 Evolution occurs within populations 311

13.10 The Hardy-Weinberg equation can test whether a population is evolving 312

13.11 CONNECTION The Hardy-Weinberg equation

is useful in public health science 313

13.14 VISUALIZING THE CONCEPT Natural selection can alter variation in a population in three ways 316

13.15 Sexual selection may lead to phenotypic differences between males and females 317

13.16 EVOLUTION CONNECTION The evolution of resistant microorganisms is a serious public health concern 318

13.17 Diploidy and balancing selection preserve genetic variation 318

13.18 Natural selection cannot fashion perfect organisms 319

of biological diversity 324

14.2 There are several ways

to define a species 324

14.3 VISUALIZING THE CONCEPT Reproductive barriers keep species separate 326

12.13 Gel electrophoresis sorts DNA molecules by size 289

12.14 Short tandem repeat analysis is used for DNA

profiling 290

12.15 CONNECTION DNA profiling has provided evidence

in many forensic investigations 291

Genomics and Bioinformatics 292

12.16 Small segments of DNA can be sequenced

directly 292

12.17 Genomics is the scientific study of whole

genomes 293

12.18 CONNECTION The Human Genome Project revealed

that most of the human genome does not consist of genes 294

12.19 The whole-genome shotgun method of

sequencing a genome can provide a wealth of data quickly 295

12.20 The field of bioinformatics is expanding our

Darwin’s Theory of Evolution 302

13.1 A sea voyage

helped Darwin frame his theory

of evolution 302

13.2 The study of fossils

provides strong evidence for evolution 304

13.5 Homologies indicate patterns of descent that can be

shown on an evolutionary tree 307

13.6 Darwin proposed natural selection as the

mechanism of evolution 308

13.7 Scientists can observe natural selection

in action 309

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15.18 Molecular clocks help track evolutionary time 359

15.19 Constructing the tree of life is a work in progress 360

16.2 External features contribute

to the success of prokaryotes 366

16.3 Populations of prokaryotes can adapt rapidly to changes in the environment 368

16.4 Prokaryotes have unparalleled nutritional diversity 369

16.5 CONNECTION Biofilms are complex associations of microbes 370

16.6 CONNECTION Prokaryotes help clean up the environment 370

16.7 Bacteria and archaea are the two main branches

16.10 CONNECTION Some bacteria cause disease 374

16.11SCIENTIFIC THINKING Stomach microbiota affect health and disease 374

16.16 Some excavates have modified mitochondria 380

16.17 Unikonts include protists that are closely related

to fungi and animals 381

16.18 Archaeplastids include red algae, green algae, and land plants 382

16.19EVOLUTION CONNECTION Multicellularity evolved several times in eukaryotes 383

14.9 EVOLUTION CONNECTION Long-term field studies

document evolution in Darwin’s finches 333

14.10 Hybrid zones provide opportunities to study

reproductive isolation 334

14.11 Speciation can occur rapidly or slowly 335

Early Earth and the Origin of Life 340

15.1 Conditions on

early Earth made the origin of life possible 340

15.2 SCIENTIFIC

THINKING

Experiments show that the abiotic synthesis

of organic molecules is possible 341

15.3 Stages in the origin of the first cells probably

included the formation of polymers, protocells, and self-replicating RNA 342

Major Events in the History of Life 343

15.4 The origins of single-celled and multicellular

organisms and the colonization of land were key events in life’s history 343

15.5 The actual ages of rocks and fossils mark geologic

Phylogeny and the Tree of Life 354

15.14 Taxonomy names and classifies the diversity of

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18.3 VISUALIZING THE CONCEPT Animals can be characterized by basic features of their “body plan” 414

18.4 Body plans and molecular comparisons of animals can be used to build phylogenetic trees 415

Invertebrate Diversity 416

18.5 Sponges have a relatively simple, porous body 416

18.6 Cnidarians are radial animals with tentacles and stinging cells 417

18.7 Flatworms are the simplest bilateral animals 418

18.8 Nematodes have a body cavity and a complete digestive tract 419

18.9 Diverse molluscs are variations on a common body plan 420

18.10 Annelids are segmented worms 422

18.11 Arthropods are segmented animals with jointed appendages and an exoskeleton 424

18.12 EVOLUTION CONNECTION Insects are the most successful group of animals 426

18.13 SCIENTIFIC THINKING The genes that build animal bodies are ancient 428

18.14 Echinoderms have spiny skin, an endoskeleton, and a water vascular system for movement 429

18.15 Our own phylum, Chordata, is distinguished

19.2 Hagfishes and lampreys lack hinged jaws 437

19.3 Jawed vertebrates with gills and paired fins include sharks, ray-finned fishes, and lobe-finned fishes 438

19.4 EVOLUTION CONNECTION New fossil discoveries are filling in the gaps of tetrapod

17 The Evolution of Plant

and Fungal Diversity 386

Plant Evolution and Diversity 388

17.1 Plants have adaptations for life

on land 388

17.2 Plant diversity reflects the

evolutionary history of the plant kingdom 390

Alternation of Generations and

Plant Life Cycles 392

17.3 VISUALIZING THE CONCEPT Haploid and diploid

generations alternate in plant life cycles 392

17.4 Seedless vascular plants dominated vast “coal

17.7 The angiosperm plant is a sporophyte with

gametophytes in its flowers 396

17.8 The structure of a fruit reflects its function in seed

dispersal 398

17.9 CONNECTION Angiosperms sustain us—and add

spice to our diets 398

17.10 EVOLUTION CONNECTION Pollination by animals has

influenced angiosperm evolution 399

17.11 CONNECTION Plant diversity is vital to the future of

the world’s food supply 400

17.14 Fungi are classified into five groups 402

17.15 CONNECTION Fungi have enormous ecological

benefits 404

17.16 CONNECTION Fungi have many practical uses 404

17.17 Lichens are symbiotic associations of fungi and

photosynthetic organisms 405

17.18 SCIENTIFIC THINKING Mycorrhizae may have helped

plants colonize land 406

17.19 CONNECTION Parasitic fungi harm plants and

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21 Nutrition and Digestion 474

Obtaining and Processing Food 476

21.1 Animals obtain and ingest their food in a variety of ways 476

21.2 Overview: Food processing occurs in four stages 477

21.3 Digestion occurs

in specialized compartments 478

The Human Digestive System 479

21.4 The human digestive system consists of an alimentary canal and accessory organs 479

21.5 Digestion begins in the oral cavity 480

21.6 After swallowing, peristalsis moves food through the esophagus to the stomach 480

21.7 CONNECTION The Heimlich maneuver can save lives 481

21.8 The stomach stores food and breaks it down with acid and enzymes 482

21.9 CONNECTION Digestive ailments include acid reflux and gastric ulcers 483

21.10 The small intestine is the major organ of chemical digestion and nutrient absorption 484

21.11 The liver processes and detoxifies blood from the intestines 486

21.12 The large intestine reclaims water and compacts the feces 486

21.13 EVOLUTION CONNECTION Evolutionary adaptations

of vertebrate digestive systems relate to diet 487

Nutrition 488

21.14 An animal’s diet must provide sufficient energy 488

21.15 An animal’s diet must supply essential nutrients 489

21.16 A proper human diet must include sufficient vitamins and minerals 490

21.17 CONNECTION Food labels provide nutritional information 492

21.18 CONNECTION Dietary deficiencies can have a number of causes 492

21.19 EVOLUTION CONNECTION The human health problem of obesity may reflect our evolutionary past 493

21.20 SCIENTIFIC THINKING Scientists use a variety of methods to test weight loss claims 494

Primate Diversity 446

19.9 VISUALIZING THE CONCEPT Many primate characters

are adaptations to life in the trees 446

19.10 The human story begins with our primate

heritage 448

Hominin Evolution 449

19.11 The hominin branch of the primate tree includes

species that coexisted 449

19.12 Australopiths were bipedal and had small brains 450

19.13 Larger brains mark the evolution of Homo 451

19.14 From origins in Africa, Homo sapiens spread around

the world 452

19.15 SCIENTIFIC THINKING New discoveries raise new

questions about the history of hominins 452

19.16 EVOLUTION CONNECTION Human skin color

reflects adaptations to varying amounts of sunlight 453

19.17 CONNECTION Our knowledge of animal diversity is

far from complete 454

U N I T V

Animals: Form and Function 457

20 Unifying Concepts of Animal

Structure and Function 458

Structure and Function in Animal Tissues 460

20.1 EVOLUTION CONNECTION An

animal’s form is not the perfect design 460

20.2 Structure fits function at all

levels of organization in the animal body 461

20.3 Tissues are groups of cells

with a common structure and function 462

20.4 Epithelial tissue covers the body and lines its organs

and cavities 462

20.5 Connective tissue binds and supports other tissues 463

20.6 Muscle tissue functions in movement 464

20.7 Nervous tissue forms a communication network 464

Organs and Organ Systems 465

20.8 Organs are made up of tissues 465

20.9 CONNECTION Bioengineers are learning to produce

organs for transplants 465

20.10 Organ systems work together to perform life’s

functions 466

20.11 The integumentary system protects the body 468

20.12 SCIENTIFIC THINKING Well-designed experiments

help answer scientific questions 469

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Structure and Function of Blood 525

23.12 Blood consists of red and white blood cells suspended in plasma 525

23.13 CONNECTION Too few or too many red blood cells can be unhealthy 526

23.14 Blood clots plug leaks when blood vessels are injured 526

23.15 CONNECTION Stem cells offer a potential cure for blood cell diseases 527

24.5 Lymphocytes mount a dual defense 536

24.6 Antigen receptors and antibodies bind to specific regions on an antigen 537

24.7 VISUALIZING THE CONCEPT Clonal selection mobilizes defenses against specific antigens 538

24.8 The primary and secondary responses differ in speed, strength, and duration 539

24.9 The structure of an antibody matches its function 540

24.10CONNECTION Herd immunity prevents the outbreak of infectious disease 541

24.11SCIENTIFIC THINKING Why is herd immunity so difficult with the flu? 542

24.12 Helper T cells stimulate the humoral and mediated immune responses 543

24.13 Cytotoxic T cells destroy infected body cells 544

24.14 CONNECTION HIV destroys helper T cells, compromising the body’s defenses 544

24.15EVOLUTION CONNECTION The rapid evolution of HIV complicates AIDS treatment 545

24.16 The immune system depends on our molecular fingerprints 546

Disorders of the Immune System 546

24.17 CONNECTION Immune system disorders result from self-directed or underactive responses 546

21.21 CONNECTION Diet can influence risk of

cardiovascular disease and cancer 495

Mechanisms of Gas Exchange 500

22.1 Gas exchange in humans involves

breathing, transport of gases, and exchange with body cells 500

22.2 Animals exchange O2 and CO2

across moist body surfaces 500

22.3 VISUALIZING THE CONCEPT Gills are

adapted for gas exchange in aquatic environments 502

22.4 The tracheal system of insects

provides direct exchange between the air and body cells 503

22.5 EVOLUTION CONNECTION The evolution

of lungs facilitated the movement of tetrapods onto land 504

The Human Respiratory System 504

22.6 In mammals, branching tubes convey air to lungs

located in the chest cavity 504

22.7 SCIENTIFIC THINKING Warning: Cigarette smoking is

hazardous to your health 506

22.8 Negative pressure breathing ventilates your lungs 506

22.9 Breathing is automatically controlled 507

Transport of Gases in the Human Body 508

22.10 Blood transports respiratory gases 508

22.11 Hemoglobin carries O2, helps transport CO2, and

buffers the blood 508

22.12 CONNECTION The human fetus exchanges gases with

the mother’s blood 509

The Human Cardiovascular System and Heart 516

23.3 VISUALIZING THE CONCEPT The human

cardiovascular system illustrates the double circulation of mammals 516

23.4 The heart contracts and relaxes rhythmically 517

23.5 The SA node sets the tempo of the heartbeat 518

23.6 SCIENTIFIC THINKING How should heart disease

be treated? 519

Structure and Function of Blood Vessels 520

23.7 The structure of blood vessels fits their

functions 520

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26.10 The adrenal glands mobilize responses to stress 574

26.11 EVOLUTION CONNECTION A single hormone can perform a variety of functions in different animals 575

26.12 CONNECTION Hormones can promote social behaviors 576

of genetically identical offspring 580

27.2 Sexual reproduction results in the generation

of genetically unique offspring 580

Principles of Embryonic Development 592

27.9 Fertilization results in a zygote and triggers embryonic development 592

27.10 Cleavage produces a blastula from the zygote 594

27.11 Gastrulation produces a three-layered embryo 595

27.12 Organs start to form after gastrulation 596

27.13 Multiple processes give form to the developing animal 598

27.14 EVOLUTION CONNECTION Pattern formation during embryonic development is controlled by ancient genes 598

25 Control of Body Temperature

and Water Balance 550

25.3 SCIENTIFIC THINKING Drop-keeping helps mosquitoes

control body temperature 553

Osmoregulation and Excretion 554

25.4 VISUALIZING THE CONCEPT Animals balance

their levels of water and solutes through osmoregulation 554

25.5 EVOLUTION CONNECTION Several ways to

dispose of nitrogenous wastes have evolved in animals 555

25.6 The urinary system plays several major roles in

homeostasis 556

25.7 The kidney is a water-conserving organ 558

25.8 Hormones regulate the urinary system 559

25.9 CONNECTION Kidney dialysis can save lives 559

26.2 Hormones

affect target cells using two main signaling mechanisms 565

26.3 SCIENTIFIC THINKING A widely used weed killer

demasculinizes male frogs 566

The Vertebrate Endocrine System 566

26.4 The vertebrate endocrine system consists of more

than a dozen major glands 566

26.5 The hypothalamus, which is closely tied to the

pituitary, connects the nervous and endocrine systems 568

Hormones and Homeostasis 570

26.6 The thyroid regulates development and

metabolism 570

26.7 The gonads secrete sex hormones 571

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Hearing and Balance 638

29.4 The ear converts air pressure waves to action potentials that are perceived as sound 638

29.5 The inner ear houses our organs of balance 640

29.6 CONNECTION What causes motion sickness? 640

Taste and Smell 645

29.11 Taste and odor receptors detect chemicals present in solution or air 645

29.12 CONNECTION Does cilantro taste like soap to you? 645

29.13 Summary: The central nervous system couples stimulus with response 646

Movement and Locomotion 650

30.1 Locomotion requires energy to overcome friction and gravity 650

30.2 Skeletons function in support, movement, and protection 652

The Vertebrate Skeleton 654

30.3 EVOLUTION CONNECTION Vertebrate skeletons are variations on an ancient theme 654

30.4 Bones are complex living organs 655

30.5 CONNECTION Healthy bones resist stress and heal from injuries 656

30.6 Joints permit different types of movement 657

Muscle Contraction and Movement 657

30.7 The skeleton and muscles interact in movement 657

30.8 Each muscle cell has its own contractile apparatus 658

30.9 A muscle contracts when thin filaments slide along thick filaments 658

30.10 Motor neurons stimulate muscle contraction 660

30.11 CONNECTION Aerobic respiration supplies most of the energy for exercise 661

30.12 SCIENTIFIC THINKING Characteristics of muscle fibers affect athletic performance 662

Nervous System Structure and Function 610

28.1 Nervous systems receive

sensory input, interpret it, and send out commands 610

28.2 Neurons are the functional

units of nervous systems 611

Nerve Signals and Their

Transmission 612

28.3 Nerve function depends on

charge differences across neuron membranes 612

28.4 A nerve signal begins as a change in the membrane

28.9 CONNECTION Many drugs act at chemical synapses 617

28.10 SCIENTIFIC THINKING Published data are biased

toward positive findings 618

An Overview of Animal Nervous Systems 619

28.11 EVOLUTION CONNECTION The evolution of

animal nervous systems reflects changes in body symmetry 619

28.12 Vertebrate nervous systems are highly centralized 620

28.13 The peripheral nervous system of vertebrates can be

divided into functional components 621

28.14 The vertebrate brain develops from three anterior

bulges of the neural tube 622

The Human Brain 622

28.15 The structure of a living supercomputer: The human

brain 622

28.16 The cerebral cortex controls voluntary movement

and cognitive functions 624

28.17 CONNECTION Injuries and brain surgery provide

insight into brain function 625

28.18 The nervous system can reorganize its neural

connections 626

28.19 Sleep is an active state for the brain 626

28.20 The limbic system is involved in emotions and

memory 627

28.21 CONNECTION Changes in brain physiology can

produce neurological disorders 628

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