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BIOLOGY
Concepts and Investigations
Fifth Edition

Mariëlle Hoefnagels
THE UNIVERSITY OF OKLAHOMA

MEDIA CONTRIBUTIONS BY

Matthew S. Taylor
BIOLOGY

Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright ©2021 by McGraw-Hill
Education. All rights reserved. Printed in the United States of America. No part of this publication may be
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Brief Contents
UNIT 1 Science, Chemistry, and Cells UNIT 5 Plant Life
1 The Scientific Study of Life 2 22 Plant Form and Function 460
2 The Chemistry of Life 18 23 Plant Nutrition and Transport 482
3 Cells 44 24 Reproduction and Development of
4 The Energy of Life 70 Flowering Plants 496
5 Photosynthesis 88
6 Respiration and Fermentation 104
UNIT 6 Animal Life
UNIT 2 DNA, Inheritance, 25 Animal Tissues and Organ
Systems 518
and Biotechnology 26 The Nervous System 534
7 DNA Structure and Gene Function 120 27 The Senses 558
8 DNA Replication, Binary Fission, 28 The Endocrine System 574
and Mitosis 146 29 The Skeletal and Muscular Systems 590
9 Sexual Reproduction and Meiosis 166 30 The Circulatory System 608
10 Patterns of Inheritance 186 31 The Respiratory System 628
11 DNA Technology 216 32 Digestion and Nutrition 644
33 Regulation of Temperature and Body
Fluids 664
UNIT 3 The Evolution of Life 34 The Immune System 680
35 Animal Reproduction and Development 700
12 The Forces of Evolutionary Change 236
13 Evidence of Evolution 260
14 Speciation and Extinction 280 UNIT 7 The Ecology of Life
15 The Origin and History of Life 304
36 Animal Behavior 728
37 Populations 748
UNIT 4 The Diversity of Life 38 Communities and Ecosystems 766
39 Biomes 788
16 Viruses 330 40 Preserving Biodiversity 808
17 Bacteria and Archaea 344
18 Protists 360
19 Plants 378
20 Fungi 398
21 Animals 416

iii
About the Author Mariëlle Hoefnagels is a full professor in the

Department of Biology and the Department of Microbiology and

Plant Biology at the University of Oklahoma, where she teaches

courses in introductory biology and science writing. She has

received the University of Oklahoma General Education Teaching

Award, the Longmire Prize (the Teaching Scholars Award from

the College of Arts and Sciences), and the Holden Faculty

Award (to recognize outstanding faculty who teach freshmen and

sophomores). Her textbook Biology: Concepts and Investigations,

4th edition, was recognized with a 2018 Textbook Excellence

Award from the Textbook and Academic Authors Association.

She has also been awarded honorary memberships in several

student honor societies.

Dr. Hoefnagels received her B.S. in environmental science

Davenport Photos from the University of California at Riverside, her M.S. in soil

science from North Carolina State University, and her Ph.D. in

plant pathology from Oregon State University. Her dissertation

work focused on the use of bacterial biological control agents

to reduce the spread of fungal pathogens on seeds. In addition

to authoring Biology: Concepts and Investigations and Biology:

The Essentials, her recent publications have focused on creating

investigative teaching laboratories and methods for teaching

experimental design in beginning and advanced biology classes.

She frequently gives presentations on study skills and related

topics to student groups.

iv
Preface
For years, biology instructors have recognized that we need to
turn away from teaching methods that reward students who mem-
orize and regurgitate superficial knowledge. Instead, we need to
emphasize deeper learning that requires students to understand
and apply course content. This idea is precisely what I have tried
to achieve since I started teaching at the University of Oklahoma
in 1997, and it has been a guiding principle in the creation of my
books and digital material as well.
This edition retains what users have always loved about
this book: the art program, readable narrative, handy study
tips, ­Investigating Life essays, tutorial animations, and concept
maps. In this edition, I have explicitly connected the unit-wide
Survey the Landscape concept map at the start of each chap-
ter to the more detailed, chapter-specific Pull It Together con-
cept map at each chapter’s end. Not only does each Survey the
Landscape now direct the student’s attention to the Pull It To-
gether concept map, but the latter includes a specially labeled
question directing the reader’s attention back to the Survey
the Landscape’s “big picture” view. The objective remains the
same: to help students see the “forest” and the “trees.”
One way to motivate students to learn is to help them see
that biology is all around them: in food, medicine, pets, water,
gardens, parks, and even vacant lots. For students interested in
environmental quality, biology forms a foundation for under-
standing issues ranging in scale from the quality of local tap
water to the changing global climate. The Burning Question and
Apply It Now boxes support my efforts to help readers learn why
biology matters. Each chapter now also includes one or more Sci-
entific Literacy questions. These new thought questions at the
end of each chapter will help students practice thinking like a
scientist about relevant social, political, or ethical issues.
We continue to acknowledge the growing numbers of in-
structors and students who are embracing digital textbooks.
SmartBook® user data from thousands of students using the
fourth edition helped us to identify passages that needed clarifi-
cation. The user data also guided us as we created a carefully se-
lected array of digital Learning ­Resources to accompany many
probes in SmartBook. In addition, many chapters have bonus
features for ebook users, including new digital-only miniglos-
saries, tables, figures, and live-action videos of plants, fungi,
and animals; see the Changes by Chapter section for a complete
listing of our new additions.
Ebook users will notice another new feature that supports
the goal of bringing biology into student lives: a set of 12 rel-
evancy modules that explain core biology content in the context
of timely topics. Relevancy module topics span the book’s units,
from the process of science (Himalayan salt lamps) to organic
chemistry (chocolate) to metabolism (weight gain) to cell divi-
sion (cancer) to evolution (antibiotic resistance) to plant biology
(mega crops) to animal biology (running a marathon) to ecology
(climate change), and more. Depending on their teaching goals,
instructors can assign a module before or after covering the core
content and use it as a jumping-off point for class discussions or
homework assignments.
I believe that one set of tools and techniques does not work
in every classroom. For that reason, my team and I are proud to
create a package that gives you the flexibility to teach introduc-
tory biology in a way that works best for you. The following sec-
tions illustrate the features and resources for this edition that can
help you meet your teaching goals.
I hope that you and your students enjoy this text and that it
helps cultivate an understanding of, and deep appreciation for,
biology.
Mariëlle Hoefnagels
The University of Oklahoma
v
 Author’s Guide to Using this Textbook
This guide lists the main features of each chapter and describes some of the ways that I use them
in my own classes.

The Learning Outline introduces the chapter’s

main headings and helps students keep the big
Davenport Photos

picture in mind.
Each heading is a complete sentence that summarizes the
most important idea of the section.

UNIT 2 The gradual change in leaf colors as a chapter unfolds

A Molecular Fingerprint
In the central England village of Narborough, a young woman
was raped and murdered in 1983. Police collected evidence from
the scene and determined the killer’s blood type. However, the
list of possible suspects was long, and the case went cold. In
1986, a murderer struck again. This time, police identified a
17-year-old suspect. During interrogation, the man admitted to
killing the second victim, but he denied committing the
first crime.
Meanwhile, University of Leicester Professor Alec
Jeffreys worked to perfect a genetic comparison technique
called DNA profiling. Scientists at the time did not have15.
tools to quickly sequence large regions of DNA, but Jeffreys’
DNA profiling technique was selective. It focused only on
indicates where the student is in the chapter’s big picture.
L E A R N I N G O UT L I N E
7.1 Experiments Identified the Genetic Material
Students can also flip to the end of the chapter before starting
to read; the chapter summary and Pull It Together concept
7.2 DNA Is a Double Helix of Nucleotides
7.3 DNA Contains the “Recipes” for a Cell’s Proteins
7.4 Transcription Uses a DNA Template to Build RNA map can serve as a review or provide a preview of145what’s
CHAPTER 7 DNA Structure and Gene Function
7.5 Translation Builds the Protein
to come.
7.6 Cells Regulate Gene Expression
7.7 Mutations Change DNA Sequences
the Refer to the figure to answer these questions: 18. Parkinson disease causes rigidity, tremors, and other motor symptoms.
7.8 Investigating Life: Clues to the Origin of Language
a. Add labels for mRNA (including the 5′ and 3′ ends) and tRNA. Only 2% of cases are inherited, and these tend to have an early onset of
Concept maps help students see the big

7
In addition, draw in the RNA polymerase enzyme and the symptoms. Some inherited cases result from mutations in a gene that
regions of DNA known to vary from person to person, hom-
ribosomes, including arrows indicating the direction of movement encodes the protein parkin, which has 12 exons. Indicate whether each
ing in on a unique molecular “fingerprint” hidden in each
cell’s nucleus.
A couple of months after the second murder, investiga-
for each.
b. What are the next three amino acids to be added to polypeptide b?
picture. of the following mutations in the parkin gene would result in a smaller
protein, a larger protein, or no change in the size of the protein:
CHAPTER

tors asked Jeffreys to apply his new technique to the crime c. Fill in the nucleotides in the mRNA complementary to the a. Deletion of exon 3
scene evidence. As expected, DNA in semen collected from
template DNA strand. Survey the Landscape concept maps at the start of each
b. Deletion of six consecutive nucleotides in exon 1

DNA Structure
the first victim matched DNA found on the second victim,
indicating that both women were killed by the same man. But
the DNA did not match that of the suspect in police custody.
d. What is the sequence of the DNA complementary to the template
strand SURVE
(as muchY as can be determined from the figure)?
chapter illustrate how the pieces of the entire unit fit
c. Duplication of exon 5
d. Deletion of intron 2
Instead, it matched that of another man: Colin Pitchfork. The e. Does this figure
T HE L A N D SCA PE
show the entire polypeptide that this gene together. These new figures integrate with the existing
and Gene Function
DNA, Inheritance, and Biotechnology
innocent teen was freed, and the true killer was put be-
encodes? How can youis tell?
hind bars.
f. What might happen toinpolypeptide
DNA manipulated
DNA
b after its release from the Pull It Together concept maps in the chapter summary.
S CIE NTIF IC L ITE R ACY
In the decades since this pioneering case, DNA profiling has technology

led to the conviction of many criminals. It has also proved the ribosome?
undergoes encodes

AfterSince
spending class time discussing the key points in
undergoes
innocence of more than 300 wrongfully convicted people (see g. Does this figure depict a prokaryotic or a eukaryotic cell? How can
figure 11.9). DNA has proved to be a powerful tool in law en- Mutations
you tell?
Proteins carry Replication 2018, the DNA-testing company 23andMe has allowed the drug
constructing concept maps, I have myofstudents draw
out
forcement, and scientists are likely to invent many more applica- produce company GlaxoSmithKline to access the vast amounts genetic
tions in the future. control precedes
information in 23andMe’s databases. Use the Internet to learn more about
Biologists care about DNA for other reasons as well. DNA
encodes proteins, and changes in DNA can lead to protein abnor-
Genetic
variation
produces concept maps of their own.
the partnership between these companies. How might their arrangement
malities and diseases such as cystic fibrosis and hemophilia. exists among benefit human health? What are some potential ethical concerns?
DNA profiling can also help untangle family relationships. On a
Binary
larger scale, analyzing differences in DNA can reveal how spe- Gametes yields sex TMeiosis Mitosis
fission
cells, a.k.a.
cies are related. For example, DNA has given biologists a clearer pass on DNA in G A
view of what distinguishes humans from our closest relatives, the
chimpanzees.
T
A C Punnett
A P UL L IT TO G E TH E R
C
Inheritance
A
track the
Asquares
patterns of
We begin this genetics unit with a look at the intimate A T
C storage C T
relationship between DNA and proteins. Subsequent chapters DNA is Gan information molecule; its main function is to DNA
carry the “recipes” for
G the proteins that carry outGtheAcell’s
A Twork.
CC T G T GG G
T
GU G U C

describe how cells copy DNA just before they divide and how
Mutations in DNA ultimately generate all genetic variation.
cell division leads to the fascinating study of inheritance.
At the end of the unit, we will return to practical applica- For more details, study the Pull It TogetherTemplate
feature strand
at the end of the chapter. consists of undergoes encodes
A

tions of DNA.
UC
A

A
UGGUGGAGA AG GG 121
Nucleotides Transcription Protein
Ser

U
CACCUC CC
assembles a

Learn How to Learn study tips help students Gly

consists of
copies DNA
sequence to
Translation consists of
develop their study skills.Polypeptide b Met Val Glu
Lys
RNA Genetic
Glu
Val code
Each chapter has one Learn How toPolypeptide
Learn astudy tip, and a complete Met
has three undergoes
types describes
list is in Appendix F. correspondence
between
I present a Study Minute in class each week, with examples of how
16. Describe the mutation shown in figure 7.27, and explain how the
rRNA tRNA mRNA
to use these study tips. mutation affects the amino acid sequence encoded by the gene.
divided Codons Amino
DNA Sequence. Colored bars on a computer screen represent the sequence of nucleotides in a sample of DNA.
Gio.tto/Shutterstock
17. In a disorder called gyrate atrophy, cells in the retina begin to is a into acids
degenerate in late adolescence, causing night blindness that progresses component of carries
to total blindness. The cause is a mutation in the gene that encodes an
enzyme, ornithine aminotransferase (OAT). Researchers sequenced
LEARN HOW TO LEARN the OAT gene for five patients, with the following results: Ribosomes
Pause at the Checkpoints
As you read, get out a piece of paper and see if you can answer the Figure It Out and Mastering Concepts questions. If not, you may want to study a bit
more before you move on. Each section builds on the material that camePatient Mutation
before, and mastering one chunk at a time will make it much easier to learn Figure 7.28 Pull It Together: DNA Structure and Gene Function.
whatever comes next.
A A change in codon 209 of UAU to UAA
B A change in codon 299 of UAC to UAG
Refer to figure 7.28 and the chapter content to answer the following
C A change in codon 426 of CGA to UGA questions.
1. Why is protein production essential to cell function?
D A two-nucleotide deletion at codons 64 and 65 that
vi results in a UGA codon at position 79 2. Where do promoters, terminators, stop codons, transcription factors,
RNA polymerase, and enhancers fit into this concept map?
E Exon 6, including 1071 nucleotides, is entirely deleted 3. Use the concept map to explain how DNA nucleotides are related to
 AUTHOR’S GUIDE vii

CHAPTER 7 DNA Structure and Gene Function 141

Investigating Life describes a real experiment INVESTIGATING LIFE

focusing on an evolutionary topic related to

Amino acid change Human
7.8 Clues to the Origin (relative to ancestor)
in FOXP2 protein

of Language
each chapter’s content.
Chimpanzee
As you chat with your friends and study for your classes, you may
take language for granted. Although communication is not unique
to humans, a complex spoken language does set us apart from Gorilla

Each Investigating Life section concludes with critical

other organisms. Every human society has language. Without it,
people could not transmit information from one generation to the
next, so culture could not develop. Its importance to human evo-
thinking questions that can be used as an in-class group
Orangutan
lutionary history is therefore incomparable. But how and when
did such a crucial adaptation arise?

activity. The studies touch on concepts found in other One clue emerged in the early 1990s, when scientists de-
scribed a family with a high incidence of an unusual language Ancestor
Rhesus
macaque

units; you can encourage students to draw a concept map

disorder. Affected family members had difficulty controlling the
movements of their mouth and face, so they could not pronounce
sounds properly. They also had lower intelligence compared with Mouse

illustrating the relationships between ideas. You might unaffected individuals, and they had trouble applying simple
rules of grammar.

also use the experiment as a basis for discussion of the Researchers traced the language disorder to one mutation in
a single gene on chromosome 7. Further research revealed that
Figure 7.24 FOXP2 Protein Compared. This evolutionary tree shows
how the 715 amino acids of the FOXP2 protein differ in mice and various
primates. Each blue box represents a difference of one amino acid.
the gene belongs to the large forkhead box family of genes, ab-
nature of science. breviated FOX. All members of the FOX family encode tran-
scription factors, proteins that bind to DNA and control gene
Photos: (human): Arthur Tilley/Stockbyte/Getty Images; (chimp): Darryl Estrine/Getty
Images; (gorilla): Erni/Shutterstock; (orangutan): Getty Images; (macaque): Judi
Mowlem/Flickr/Getty Images; (mouse): imageBROKER/SuperStock
expression. The “language gene” on chromosome 7, eventually

Connect interactive and test bank questions focus on the named FOXP2, encodes a transcription factor that affects both
muscle control and the brain.
To learn more about the evolution of FOXP2, scientists
Investigating Life studies. Questions assess students’ Wolfgang Enard, Svante Pääbo, and colleagues at Germany’s
Max Planck Institute and at the University of Oxford com-
present-day humans. The absence of this mutation in Neandertal
DNA may explain differences in human and Neandertal ability to
communicate.
understanding of the science behind the Investigating Life pared the sequences of the 715 amino acids that make up the
FOXP2 protein in humans, several other primates, and mice
The study of FOXP2 is important because it helps us under-
stand a critical period in human history. The gene changed after
experiment and their ability to integrate those concepts
(figure 7.24). In the 70 million or so years since the mouse
humans diverged from chimpanzees, and then individuals with
and primate lineages split, the FOXP2 protein has seldom
the new, advantageous allele had higher reproductive fitness than
changed. A mutation in the mouse FOXP2 gene changed
with information from other units. one amino acid; a different amino acid changed in orangutans.
Yet, after humans split from chimpanzees—an event that oc-
those with any other version. The new allele therefore quickly
became fixed in the human population. Without those events, hu-
man communication and culture (including everything you chat
curred just 5 or 6 million years ago—the FOXP2 protein
about with your friends) might never have happened.
changed twice.
Initially, the new, human-specific FOXP2 version would Sources: Enard, Wolfgang, Molly Przeworski, Simon E. Fisher, and five coauthors,
including Svante Pääbo. August 22, 2002. Molecular evolution of FOXP2, a gene
have been rare, as are all mutations. Today, however, nearly
involved in speech and language. Nature, vol. 418, pages 869–872.
everyone has the same allele of FOXP2. The human-specific
Krause, Johannes, Carles Lalueza-Fox, Ludovic Orlando, and 10 coauthors, including
FOXP2 allele evidently conferred such improved language Svante Pääbo. November 6, 2007. The derived FOXP2 variant of modern humans
skills that individuals with the allele consistently produced was shared with Neandertals. Current Biology, vol. 17, pages 1908–1912.
more offspring than those without it. That is, natural selection Maricic, Tomislav, Günther Oleg Georgiev, and 14 coauthors, including Svante Pääbo.
“fixed” the new, beneficial allele in the growing human CHAPTER
April 1, 2013. A recent evolutionary 7 DNA
change affects Structureelement
a regulatory and Gene Function
in the 131
human FOXP2 gene. Molecular Biology and Evolution, vol. 30, pages 844–852.
population.
A subsequent study revealed that Neandertal DNA contains
the same two changes as those observed in modern humans. The Small subunit
Anticodon mutations therefore mustAnticodon

U AC
have occurred before modern humans • 7.8 MASTERING
1900 RNA bases (green) CONCEPTS
(binds to codon (binds to codon • ~33 proteins (other colors)
and Neandertals split from their last common ancestor, some
on mRNA) on mRNA) 1. What question about the FOXP2 gene were the researchers trying
300,000 to 400,000 years ago. The presence of the human- to answer?
specific FOXP2 protein in Neandertals, however, does not tell 2. What could scientists learn by mutating the FOXP2 gene in a
Amino acid Amino
the whole story. Researchers acid
have found an additional mutation developing human? Would such an experiment be ethical?
bindingin
sitea noncoding region binding
(intron) site

The Chapter Summary highlights key points

of FOXP2 that is unique to

Amino

and terminology from the chapter.

acid

a. b.

Figure 7.13 Transfer RNA. (a) A simplified tRNA molecule shows the Large subunit
anticodon at one end and the amino acid binding site at the opposite end. • 5080 RNA bases (green)
• ~49 proteins (other colors)
(b) Three-dimensional view of tRNA.
Figure 7.14 The Ribosome. A ribosome from a eukaryotic cell has two
142 UNIT TWO DNA, Inheritance, and Biotechnology
subunits containing a total of 82 proteins and four rRNA molecules.
Photo: Laguna Design/Science Source
B. Translation Requires mRNA, tRNA,
C H APT E R SUMMARY Cell
Nucleus Cytoplasm and Ribosomes
7.1 Experiments Identified the Genetic Material Translation—the actual construction of the protein—requires AAG, for example, always picks up the amino acid phenylala-
Ribosome
A. Bacteria Can Transfer Genetic Information RNA
Protein
three main types of participants. We have already met the first nine, which is encoded by the codon UUC (see figure 7.12).
∙ Frederick Griffith determined that an unknown substance transmits a
type: mRNA, the molecule that contains the genetic information The remaining participant in translation is the ribosome.

Apply It Now boxes reinforce the

disease-causing trait between two types of bacteria.
DNA
∙ With the help of protein- and DNA-destroying enzymes, scientists encoding a protein. As illustrated in figure 7.12, each three-base Each ribosome, which has one large and one small subunit, is
subsequently showed that Griffith’s “transforming principle” was DNA.
codon in mRNA specifies one amino acid. built of rRNA and proteins (figure 7.14). Ribosomes are the

applications of specific topics to the

B. Hershey and Chase Confirmed the Genetic Role of DNA
∙ Using viruses that infect bacteria, Alfred Hershey and Martha Chase The second type of participant is tRNA (figure 7.13). These sites of translation. That is, in the recipe analogy in figure 7.8,
confirmed that the genetic material is DNA and not protein. TRANSCRIPTION TRANSLATION “bilingual” molecules carry amino acids from the cytosol to the a ribosome is the “bowl” where the ingredients come together

real world.
mRNA being translated. Each tRNA includes an anticodon, a (and tRNA molecules are helpers that carry those ingredients
7.2 DNA Is a Double Helix of Nucleotides DNA three-base loop that is complementary to one mRNA codon. to the bowl). Each cell has many ribosomes, which may be free
∙ Erwin Chargaff discovered that A and T occur in equal proportions in
DNA, as do G and C. Maurice Wilkins and Rosalind Franklin
3′ G GCC T G
mRNA: Carries The other end of the tRNA molecule carries the amino acid cor- in the cytosol or attached to the rough endoplasmic reticulum
provided X-ray diffraction data. James Watson and Francis Crick 3′
genetic information responding to that codon. A tRNA with the anticodon sequence (see figure 3.15).
5′ from nucleus
combined these clues to propose the double-helix structure of G G CCUG
DNA. to ribosome
5′ C C GG A C
∙ DNA is made of building blocks called nucleotides. The rungs of 3′
the DNA “ladder” consist of complementary base pairs (A with 5′

7.1 Apply It Now

T, and C with G). Hydrogen bonds hold the two strands together. DNA
RNA template Ribosome: Site of
∙ The two chains of the DNA double helix are antiparallel, with the protein assembly
strand
3′ end of one strand aligned with the 5′ end of the complementary (consists partly of rRNA)
strand. DNA: Stores
genetic Some Poisons Disrupt Protein to a cell, and the other enters
7.3 DNA Contains the “Recipes” for a Cell’s Proteins information 5′ 3′
Production the cell and inhibits
Death cap
∙ An organism’s genome includes all of its genetic material. In eukaryotic protein synthesis by an mushroom
cells, the genome is divided among multiple chromosomes (discrete
A U G G G A U G U A A G C G A U A A
Apply It Now 6.1 described several poisons that kill cells by interfer- unknown mechanism.
C C U A C A
packages of DNA and associated proteins).
A
C U
U C
ing with respiration. Here we list a few poisons that inhibit transcrip- Interestingly, the part
A. Protein Production Requires Transcription and Translation U
tion or translation; a cell that cannot make proteins quickly dies.
∙ A gene is a sequence of DNA that is transcribed to RNA, typically
of the molecule that
encoding a protein. To produce a protein, a cell transcribes a gene’s t
Gly Cys
∙ Amanatin: This toxin occurs in the “death cap mushroom,” enters the cell is
Me Lys
information to mRNA, which is translated into a sequence of amino
Amanita phalloides. Amanatin inhibits RNA polymerase, apparently more toxic
acids (table 7.3 and figure 7.25).
Amino acid: Monomer tRNA: Carries amino making transcription impossible. to cancer cells than to
B. RNA Is an Intermediary Between DNA and a Protein
∙ Three types of RNA (mRNA, rRNA, and tRNA) participate in gene of protein acid to ribosome normal cells, making
∙ Diphtheria toxin: Certain bacteria secrete a toxin that causes ricin a potential cancer
expression (figure 7.26).
Figure 7.25 Protein Production: A Summary. the respiratory illness diphtheria. This toxic compound inhibits treatment.
7.4 Transcription Uses a DNA Template to Build RNA an elongation factor, a protein that helps add amino acids to a
B. mRNA Is Altered in the Nucleus of Eukaryotic Cells
polypeptide chain during translation. ∙ Trichothecenes: Fungi in the
A. Transcription Occurs in Three Steps ∙ After transcription, the cell adds a cap and a poly A tail to mRNA. genus Fusarium produce toxins Jacana/Science Source
∙ Transcription begins when the RNA polymerase enzyme binds to a Introns are cut out of RNA, and the remaining exons are spliced ∙ Antibiotics: Drugs that bind to bacterial ribosomes include
promoter sequence on the DNA template strand. RNA polymerase together. The finished mRNA molecule then leaves the nucleus. called trichothecenes. During World War II, thousands of people
clindamycin, chloramphenicol, tetracyclines, and gentamicin. When died after eating bread made from moldy wheat, and many
then builds an RNA molecule. Transcription ends when RNA
polymerase reaches a terminator sequence in the DNA. 7.5 Translation Builds the Protein its ribosomes are disrupted, a cell cannot make proteins, and it dies. researchers believe trichothecenes were used as biological
A. The Genetic Code Links mRNA to Protein ∙ Ricin: Derived from seeds of the castor bean plant, ricin is a weapons during the Vietnam War. The mode of action is unclear,
∙ Each group of three consecutive mRNA bases is a codon that specifies potent natural poison that consists of two parts. One part binds but the toxins seem to interfere somehow with ribosomes.
TA B L E 7.3 Miniglossary: Gene Expression one amino acid (or signals translation to stop). The correspondence
between codons and amino acids is the genetic code.
Term Definition
B. Translation Requires mRNA, tRNA, and Ribosomes
Transcription Production of RNA, using DNA as a template ∙ mRNA carries a protein-encoding gene’s information. rRNA associates
Translation Assembly of an amino acid chain (protein) according to with proteins to form ribosomes, which support and help catalyze
protein synthesis.
the sequence of nucleotides in mRNA
∙ Each type of tRNA has an end with an anticodon complementary to one
Template strand The DNA strand that is transcribed mRNA codon; the other end of the tRNA carries the corresponding
Codon A three-nucleotide mRNA sequence that encodes one amino acid.
amino acid or a “stop translation” signal C. Translation Occurs in Three Steps
∙ The stages of translation are initiation, elongation, and termination.
Genetic code The “dictionary” that relates each codon with an amino
∙ In initiation, mRNA joins with a small ribosomal subunit and a tRNA
acid or a stop signal carrying an amino acid. A large ribosomal subunit then joins the small one.
 7.7 Mutations Change TA B L E 7.2 Types of Mutations

DNA Sequences Type Illustration

Original THE ONE BIG FLY HAD ONE RED EYE
viii AUTHOR’S GUIDE A mutation is any change in a cell’s DNA sequence. The change sentence
may occur in a gene or in a regulatory region such as an enhancer.
Many people think that mutations are always harmful, perhaps Substitution THQ ONE BIG FLY HAD ONE RED EYE
CHAPTER 7 DNA Structure and Gene Function 137 (missense)
because some of them cause such dramatic changes (figure 7.20).

7.1 Burning Question

Although
variation
some mutations do cause illness, they also provide the
mRNA Exit from Nucleus For a protein to be produced,
thatleavemakesthe nucleuslife interesting
Write It Out and Mastering Concepts
to a ribosome(and makes evolution
Nonsense THE ONE BIG

questions are useful for student review or as

mRNA must and attach
(figure 7.18, part 4). If the mRNA fails to leave, the gene is Insertion of THE ONE BIG WET FLY HAD ONE RED EYE
Do genes determine sexual orientation? possible).
silenced.
three
To continue the cookbook
mRNA Degradation Not all mRNA molecules are equally
tationstable.
in Some
a gene is similar
are rapidly to an
destroyed, perhaps
analogy
error
before
introduced
short in-class writing assignments.
earlier, a mu-
inbea recipe. A small typo-
they can
nucleotides
translated, whereas others persist long enough to be translated
graphical error
(figure might be barely noticeable. A minor substitution Insertion THE ONE QBI GFL YHA DON ERE DEY
of one
many times 7.18, part 5).
Moreover, tiny RNA sequences called microRNAs can play a
ingredient for another might hurt
I compile them into a list of Practice Questions that
(frameshift)
role in regulating gene expression. Each microRNA is only about(or improve) the flavor.
But 21serious errors such as missing ingredients or truncatedhelp
to 23 nucleotides long, and it does not encode a protein.
Instead, a cell may produce a microRNA that is complementary to
in- students focus
Deletion of onONE
THE material I cover
BIG HAD ONE RED EYE in class. I also
MOLEKUUL/SPL/age fotostock
structions are likely
a coding mRNA. to ruin
If the microRNA theto the
attaches dish.
mRNA, the re-
sulting double-stranded RNA cannot be translated at a ribosome use them as discussion questions in Action Centers,
three
nucleotides
Despite periodic headlines about newly discovered “gay genes,” and is likely to be destroyed. Medical researchers are actively
where students can come for additional help with course
A. Mutations Range from Silent
scientists have not discovered a simple relationship between DNA studying microRNAs; the ability to silence harmful genes may

material. Deletion THE ONE BIF LYH ADO NER EDE

and sexual orientation. help treat illnesses ranging from cancer to influenza and HIV.
Research linking human behavior to individual genes is ex-
tremely difficult for several reasons. First, to establish a clear link to
DNA, a researcher must be able to define and measure a behavior. to Devastating
Protein Processing and Degradation Some proteins
must be altered before they become functional (figure 7.18,
(frameshift)
This in itself is difficult because the spectrum of human sexual behav-
ior does not necessarily conform to tidy boundaries. Second, multiple
part 6). Dozens of modifications are possible, including the ad-
A mutation may
dition of sugars or an change one
alteration in the or astructure.
protein’s few Pro- base pairs or affect large Expanding Generation 1: THE ONE BIG FLY HAD ONE RED EYE
genes are likely to be involved. Third, epigenetic factors may affect
portions ofplaces.
a chromosome. Some repeat
to occur, are detectable only by using
ducing insulin, for example, requires a precursor protein to be
gene expression: An individual who inherits a gene version associated
with a trait will not necessarily express the gene if it remains “off.” To
cut in two If these modifications fail the insulin Generation 2: THE ONE BIG FLY FLY FLY HAD ONE RED EYE
complicate matters, combinations of environmental cues that are DNAproteinsequencing
cannot function. techniques, while others may be lethal.

Figure It Out questions reinforce chapter

unique to each individual may also influence gene expression. In addition, to do its job, a protein must move from the ribo-
Nevertheless, research has yielded some evidence of a role for Tablesome7.2 illustrates
to where the cell needssome of thea protein
it. For example, major types of mutations, using
secreted Generation 3: THE ONE BIG FLY FLY FLY FLY FLY FLY HAD
genes in determining sexual orientation, at least in males. For exam- in milk must be escorted to the Golgi apparatus and be packaged
sentences
for export composed ofgenethree-letter words. i DNA sequencing, ONE RED EYE
concepts and typically have numeric
ple, an identical twin of a gay male is much more likely to also be gay (see figure 3.13). A is effectively silenced if its
than is a nonidentical twin, indicating a strong genetic contribution.
In addition, some experiments have uncovered tantalizing genetic section 11.2B
product never moves to the correct destination.
Finally, like RNA, not all proteins are equally stable.

answers (supporting
from this type student
of mutation inmath
correlations: Researchers have found that some gene versions that are Some are degraded shortly after they form, whereas others
often present in gay males may also increase fertility in their mothers,
Substitution
persist longer.
and other studies have revealed distinctive patterns of gene activation
Mutations A substitution mutation is the re- cell disease results a gene encoding
skills).
in some gay males (see DNA availability in section 7.6B). Overall,
A human cell may express hundreds to thousands of genes
however, clear cause-and-effect relationships remain elusive.
In addition to genes, the womb environment may also be as-
placement of onethe DNA
at once. Unraveling base with
complex regulatory another.
mechanisms that Such a mutation is hemoglobin (figure 7.21).
control the expression of each gene is an enormous challenge.
sociated with a male’s sexual orientation. The more older brothers
a male has, the more likely he is to be gay. This “birth order” effect
“silent” if now
Biologists thehave mutated
the technologygene encodes
to begin the same protein as the
navigating this In other cases, called nonsense mutations, a base triplet speci-
occurs only for siblings with the same biological mother; having
older stepbrothers does not increase the chance that a male is gay.
original gene version. Mutations can be silent because more than
regulatory maze. The work has just begun, but the payoff will
be a much better understanding of cell biology, along with Students can work
fying an amino on these
acid changes into onein small
that groups,
encodes in
a “stop” codon.
one codon
many new encodes mostThe amino acids. This shortens the protein product, which can profoundly influence
class, or in Action Center. Most could easily be
That means that events before birth (such as changes in the womb medical applications. same research may also
during previous pregnancies) are responsible for the effect. help scientists understand how external influences on gene ex-
While understanding the influences on sexual orientation may Often,contribute
pression however, a substitution
to complex traits, such as the onemutation
described changes a base trip- the organism. At least one of the mutations that give rise to cystic
be interesting, its broader relevance to society remains controver-
sial. Does this research simply further support the well-established
in Burning Question 7.1.
let so that it specifies a different amino acid. This change is used as clicker
fibrosis, questions
for example, as well.protein from its normal
shortens a membrane
conclusion that sexual orientation is not a choice, leading to broader
acceptance of all people? Or does it unintentionally reinforce big- called7.6a MASTERING
missenseCONCEPTS mutation. The substituted amino acid may 1480 amino acids to only 493. The faulty protein cannot function.
otry by casting less-common sexual orientations as “disorders”?
To summarize the answer to this Burning Question, research drastically alter
1. What are thethatprotein’s
some reasons shape,
cells regulate gene expression?changing its function. Sickle

7.4 Figure It Out

does suggest a genetic contribution to sexual orientation. Sorting 2. How does a repressor protein help regulate the expression of a
out the complex interactions between multiple genes and the en- bacterial operon?
vironment, however, remains a formidable challenge. 3. Explain how epigenetic modifications change the likelihood of
transcription. Antennae Legs Suppose that a substitution mutation replaces the first A in the following mRNA
Submit your burning question to 4. How do enhancers and transcription factors interact to regulate
Marielle.Hoefnagels@mheducation.com gene expression? sequence with a U:
5′-AAAGCAGUACUA-3′.
How many amino acids will be in the polypeptide chain?

CHAPTER 7 DNA Structure and Gene Function 145

Answer: Zero

Base Insertions and Deletions An insertion mutation adds

one or more nucleotides to a gene; a deletion mutation removes
15. Refer to the figure to answer these a. questions: b. 18. Parkinsonnucleotides.
diseaseEither typerigidity,
causes of mutation may beand
tremors, a frameshift mutation,
other motor symptoms.
Burning Questions cover topics that students SEM Scientific Literacy
of cases arequestions
inherited, and reveal
these tend why
in which nucleotides are added or deleted by a number other than a
a. Add labels for mRNA (including theSEM 5′ and 300 3′μmends) and tRNA. 300 μm Only 2% to have an early onset of
multiple of three. Because triplets of DNA bases specify amino
In addition, draw in the RNA polymerase enzyme and the symptoms. Some inherited cases result from mutations in a gene that
biology matters toaddition
everyone.
(false color) (false color)
wonderribosomes,
about. including arrows indicating the direction of movement
Figure 7.20 Legs on the Head. Mutations in some genes can cause
encodes
acids, such an
the
(figure protein
7.22). parkin,
Frameshift
or deletion disrupts the codon reading frame
which has are
mutations 12 therefore
exons. Indicate whether
likely to alter the each
for each. of the following mutations
amino acidsin
I ask my students to write down parts toa Burning
form in the wrong Question on the
places. (a) Normally, These new
a fruit fly has two small thought
sequence ofquestions atthethe
parkin
(missense) end genepremature
of each
or cause would result
chapter in a smaller
stop codons
b. What are the next three amino antennaeacids
between toitsbeeyes.
added toflypolypeptide
(b) This has legs growing b?where its antennae protein,(nonsense).
a larger protein, or no
Either way, change in
a frameshift the size
usually of the aprotein:
devastates protein’s
first day
c. of
Fillclass.
in the Inucleotides
answer all of them
inshould
the be; it hasduring
mRNA a mutationthe
complementary semester,
that affectstodevelopment.
the encourage students
a. Deletion to integrate
ofSome
function. exon 3
mutations biology
that with
cause cystic social,
fibrosis, for example,
whenevertemplate
a relevantDNAtopic comes
strand. (a): Andrew in class.Source; (b): Eye of Science/Science Source political,
upSyred/Science b. and ethical
Deletion
reflect of six
the issues. Theynucleotides
consecutive
addition or deletion ofmake
just onegreat
orintwo discussion
exon 1
nucleotides.
d. What is the sequence of the DNA complementary to the template and homework questions.
c. Duplication of exon 5
strand (as much as can be determined from the figure)? d. Deletion of intron 2
e. Does this figure show the entire polypeptide that this gene
encodes? How can you tell?
f. What might happen to polypeptide b after its release from the
ribosome? S CIEN TIFIC LITERACY
g. Does this figure depict a prokaryotic or a eukaryotic cell? How can
you tell? Since 2018, the DNA-testing company 23andMe has allowed the drug
company GlaxoSmithKline to access the vast amounts of genetic
information in 23andMe’s databases. Use the Internet to learn more about
the partnership between these companies. How might their arrangement
benefit human health? What are some potential ethical concerns?
T
G A
T
A C A P ULL IT TOGE THER
A C A
G
A C T C T
GAA T CC T G T GG
DNA
T G G
GU G U C

Template strand
consists of undergoes encodes
A
UC
A

A
UGGUGGAGA AG GG Nucleotides Transcription Protein
Ser

C U
CACCUC C
assembles a
copies DNA
consists of sequence to consists of
Gly Translation
Met Val Glu
Lys
 AUTHOR’S GUIDE ix

Author’s Guide to Digital-Only Content

Videos embedded in the ebook
narrative bring relevance,
clarity, and motion to difficult
concepts.

Live-action and time-lapse videos

integrated within the narrative show
textbook concepts at work in the real
world.

Animated tutorials guide students through

complicated topics, using illustrations and
examples from the book.

Answers to all chapter

questions are found at the
end of the question stem
within the ebook.

Digital-only tables,
miniglossaries, and figures
expand on content from the
print textbook.
Digital-only tables and
miniglossaries help students
organize new information and
serve as helpful study tools.
New digital-only figures focus
extra attention on topics not
illustrated in the print text. In
addition, some print figures have
been reformatted for better display
on mobile devices.
 ®

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Acknowledgments
It takes an army of people to make a textbook, and while I don’t
work with everyone directly, I greatly appreciate the contributions
of each person who makes it possible.
As he has done for nearly a decade, Matt Taylor has worked
alongside me at every stage, from first draft to finished product;
in addition, he has seamlessly i­ ntegrated the book’s approach into
our digital assets. His careful work and insights are invaluable.
I appreciate the help of my colleagues at The University of
Oklahoma, including Dr. Doug Gaffin, Dr. Liz Karr, Dr. An-
dreana Prichard, Dr. Ingo Schlupp, and Erin Simpson. Helpful
colleagues from other institutions ­include Dr. Tom Curtis and
Dr. Ruth Phillips. In addition, conversations with students in my
classes spark many good ideas.
My team at McGraw-Hill is wonderful. Thank you to Mi-
chelle Vogler and Andrew Urban, who help us create the best
book and digital resources possible. Anne Winch retains her
amazing ability to juggle an ever-increasing slate of tasks, all
I am grateful to the reviewers who offered detailed feedback and valuable suggestions for improvement of the fifth edition.
Reviewers
Mari Aanenson, Western Illinois University
Eric N. Antonelli, Ocean County College
Joel Bergh, Texas State University
Linda S. Berlin, Seminole State College of Florida
Nancy Buschhaus, University of Tennessee at Martin
Kristin N. Byrd, Tarrant County College
Kurtis Cecil, Northwest Arkansas Community College
Matt Connior, Northwest Arkansas Community College
Jill DeVito, The University of Texas at Arlington
Allison J. Green, Southwestern College
Katherine Hollis, Harper College
Allison Kang, Bellevue College
Karen Killion, Blinn College
Meghan N. Kinder, Blinn College
Dana Kurpius, Elgin Community College
Marc J. LaBella, Ocean County College
xii
while remaining both responsive and funny. Jim Connely and
Britney Ross contribute energy and great ideas to the market-
ing side. Emily Tietz continues to provide outstanding service in
photo selections. I also appreciate A ­ ngie ­Fitzpatrick and Vicki
Krug for their impressive skills at the interface between us and
the production team. Also among the talented folks at McGraw-
Hill are David Hash, Melissa Homer, Rachael Hillebrand, Janie
Larsen, and Jane Peden, who have made life easier in countless
ways. Thanks to all of you for all you do.
My family and friends continue to encourage me. Thank you
to my parents and sister for their pride and support. I also thank my
friends Ben and Angie Holt, Michael Markham and Kristi Isack-
sen, J. P. Masly and Heidi Mueller, Karen and Bruce Renfroe, and
Ingo and Andrea Schlupp. Cats Smudge and ­Snorkels are worthy
companions in my office as well. Finally, my husband, Doug Gaf-
fin, is always there for me, helping in countless large and small
ways. I could not do this work without him.
Elizabeth Mays, Illinois Central College
Lisa Overall, Rogers State University
Regina Rector, William Rainey Harper College
Debra A. Rinne, Seminole State College of Florida
Jace W. Robinson, Harper College
Justin Rosemier, Lakeland Community College
Jennifer Scoby, Illinois Central College
Tarren J. Shaw, University of Oklahoma
Bruce Stallsmith, University of Alabama in Huntsville
Raji Sundar, Bellevue College, Washington
Rani Vajravelu, University of Central Florida
Thomas V. Vogel, Western Illinois University
Ryan L. Wagner, Millersville University of Pennsylvania
Scott Woolbright, University of Arkansas at Little Rock
Changes by Chapter
UNIT 1 Science, Chemistry, and Cells
∙∙ Chapter 1 (The Scientific Study of Life): Added connections
between enzymes, respiration, and photosynthesis to all
Survey the Landscape illustrations in unit 1; changed
producers to primary producers throughout narrative and
art to improve consistency with other chapters; added a
paragraph explaining figure 1.8; clarified common ancestry
of animals and fungi in figure 1.9 and derivative figures
throughout the book; introduced the idea of eukaryotic
“supergroups” in section 1.2; revised paragraph in section 1.3
describing topics that are off-limits for science; added Design
experiment to figure 1.10. Based on SmartBook user data,
improved the explanation of the relationship between growth
and development in section 1.1. Added a new learning tool
to ebook: a miniglossary of reproduction and development
in section 1.1.
∙∙ Chapter 2 (The Chemistry of Life): Added an explanation
of electron cloud in section 2.1; revised section 2.3’s
introductory paragraph to make it more relatable to readers;
improved figure 2.15 to better highlight the positions
of neutrality, acidity, and alkalinity; added brackets and
reworked labels in figure 2.20 to clarify primary and
secondary structures; added cell for context in figure
2.24; deleted information about trans fats in section 2.5
and Burning Question 2.2, as they are no longer allowed
in processed foods; added to Burning Question 2.2 an
explanation of why highly digestible junk foods contribute
more calories than raw fruits and vegetables; in section 2.5,
clarified that the animal body produces the cholesterol it
needs; added to section 2.5 a passage about the functions of
waxes in animals and plants; reworked Pull It Together to
add hydrogen bonds and increase the number of connections.
Added new learning tools to ebook: a table summarizing the
characteristics of water and a video showing oil and water
separation in section 2.3.
∙∙ Chapter 3 (Cells): Wrote a new chapter opener exploring
the link between medical specimens and patient privacy;
modified figure 3.6 to clarify the relationship between
cytoplasm and its components; modified figures 3.8 and 3.9
to better depict ribosomes; rearranged figure 3.28 for more
efficient arrangement and enhanced labeling; in section 3.6,
added a paragraph about components of the cell wall that
interfere with biofuels production; expanded figure 3.31 to
include more information about prokaryotic and eukaryotic
cells. Based on SmartBook user data, clarified in section 3.4
that some plastids store starch. Added a new learning tool
to ebook: a miniglossary of features common to all cells in
section 3.1.
∙∙ Chapter 4 (The Energy of Life): In chapter introduction,
added specific suggestions for relating the parts to the whole
in Learn How to Learn; reworked chapter opening essay to
focus on hummingbirds, sloths, and ways we can to boost
our own metabolic rate; in section 4.1, explained how light
and sound have kinetic energy; reworked figure 4.9 to clarify
the concept of coupled reactions and reworked the passage
describing figure 4.9 to clarify that energy from the ATP
hydrolysis reaction drives the endergonic reaction; reworked
figure 4.10b to better integrate with other content from the
chapter; added new Burning Question 4.1 on hibernation;
added new figure 4.19 to illustrate how ATP synthase
enzyme uses facilitated diffusion; added new Apply It Now
4.1 on hand sanitizers; clarified figure 4.24 to better illustrate
vesicle recycling in electric fish. Based on SmartBook user
data, clarified figure 4.7 to show that the endmost high-
energy covalent bond breaks in ATP hydrolysis. Added a
new learning tool to ebook: a video of a hummingbird in
flight in the chapter opening essay.
∙∙ Chapter 5 (Photosynthesis): Wrote a new chapter opening
essay about the mass of air; added details about previewing
a chapter in Learn How to Learn; changed leaf photo in
figure 5.5; in section 5.5, simplified the definition of carbon
fixation and added information about the importance of
the Calvin cycle; standardized depictions of the Calvin
cycle throughout figure 5.11; reworked figure 5.13 and the
Investigating Life essay for clarity; added chlorophyll and
other organic molecules to figure 5.14. Based on SmartBook
user data, clarified that the cellulose built with the products
of photosynthesis is part of plant cell walls. Added new
learning tools to ebook: a miniglossary of oxidation and
reduction in photosynthesis in section 5.1; a miniglossary of
leaf anatomy in section 5.2.
∙∙ Chapter 6 (Respiration and Fermentation): Wrote a
new chapter opening essay about the controversy over high
fructose corn syrup; clarified labels and caption in figure 6.1;
xiii
xiv CHANGES BY CHAPTER
revised figure 6.10 for clarity; revised figure 6.11 to add
inputs to and outputs of fermentation; updated Burning
Question 6.1 to reflect changes in diet pill availability;
replaced Figure It Out 6.2; revised figure 6.12 for clarity.
Added new learning tools to ebook: a miniglossary of
oxidation and reduction in cellular respiration in section 6.1;
a table summarizing high-energy products of cellular
respiration in section 6.6 (based on SmartBook user data).
UNIT 2 DNA, Inheritance, and
Biotechnology
∙∙ Chapter 7 (DNA Structure and Gene Function):
Throughout the chapter, replaced protein synthesis with
gene expression as appropriate; wrote new chapter opening
essay on the first use of DNA to solve a crime; in section 7.4,
clarified that RNA polymerase both unzips and copies the
DNA in transcription; in figure 7.10, clarified the position
of RNA polymerase relative to the transcription bubble;
added the untranslated region at the 5ˊ end to figure 7.11
for consistency with figure 7.15; modified figure 7.15 to
improve consistency with figure 7.11 and to clarify the
relationship between the codon and the anticodon; in section
7.5, clarified how translation is initiated; updated Burning
Question 7.1 to reflect current research; clarified wording in
table 7.2 and added a row for deletion mutations that cause
frameshifts; updated research in Investigating Life section.
Based on SmartBook user data, clarified that eukaryotic
chromosomes are linear; simplified the description of the
roles of the cap and poly A tail. Added new learning tools
to ebook: a table summarizing the stages of transcription;
a table summarizing the stages of translation; a figure
illustrating the DNA scale from nucleotide to chromosome.
∙∙ Chapter 8 (DNA Replication, Binary Fission, and
Mitosis): Reworked figure 8.2 to include more cell division
functions; revised figure 8.4 for clarity; in section 8.4,
reinforced that each replicated chromosome consists of two
sister chromatids; revised Figure It Out 8.2 to reinforce that
replication does not double the chromosome number; revised
Burning Question 8.1 to answer whether plants get cancer;
in section 8.6, added information about immunotherapy as a
cancer treatment and connected the passage on cancer risk to
Burning Question 16.1 (human papillomavirus); wrote new
Investigating Life on adaptive cancer therapies. Based on
SmartBook user data, added bold type and glossary definition
for RNA primer; clarified that eukaryotic chromosomes
are linear. Added a new learning tool to ebook: a figure
illustrating the DNA scale from nucleotide to chromosome.
∙∙ Chapter 9 (Sexual Reproduction and Meiosis): In section
9.2, clarified that sex chromosomes XX are typical of females
and XY are typical of males; added that chromosomes have
been replicated to figure 9.3’s caption; made several changes
to clarify the difference between homologous and replicated
chromosomes; stated explicitly that DNA replication does
not make a cell diploid; emphasized that alleles typically
differ only slightly, so homologous chromosome pairs
likewise differ only slightly; clarified figure 9.4 to avoid
the implication that offspring inherit chromosomes that are
already replicated; added Mastering Concepts question to
reinforce the changes to section 9.2; added two chromosomes
to figure 9.6; revised Figure It Out 9.2 to include not only
DNA content but also chromosome number; revised arrow
colors in figure 9.11; in section 9.6, reminded readers
that variation arising from meiosis and mutations is the
foundation of evolutionary change; in section 9.7, explained
the connection between misalignment in crossing over and
errors in chromosome structure; reworked Apply It Now 9.1
to include conjoined twins and parasitic twins and to update
information on incidence of multiple births; incorporated
crossing over into figure 9.23; added questions at end of
chapter to reinforce the difference between homologous and
replicated chromosomes. Based on SmartBook user data,
bold-faced parental chromatid and recombinant chromatid
in section 9.5 and added both terms to figure 9.8 and to the
digital-only miniglossary of variability in meiosis. Added
new learning tools to ebook: a figure showing an analogy
between homologous chromosomes and book editions;
a figure illustrating the DNA scale from nucleotide to
chromosome.
∙∙ Chapter 10 (Patterns of Inheritance): In sections 10.1
and 10.7, clarified that sex chromosomes XX are typical
of females and XY are typical of males; in the figure 10.1
caption, added a reminder of the relationship between
homologous and replicated chromosomes; in section
10.2, clarified that mutations can be harmful, neutral, or
beneficial; in section 10.4, modified the narrative and added
to figure 10.12’s caption to propose alternative hypotheses
for the results of a dihybrid cross before revealing that
Mendel observed independent assortment; labeled parental
and recombinant chromatids in figure 10.15; in section 10.8,
added achondroplasia as an example of a disorder caused by
a mutation for which the encoded protein is overly active;
in table 10.3, added rows for cancer-related autosomal
dominant and autosomal recessive genes; in section 10.9,
briefly described epigenetics and explained why identical
twins become more different as they age; reworked figure
10.29 to incorporate a histogram showing the frequencies of
each allele combination; connected dominant and recessive
alleles to functional and nonfunctional proteins in Pull It
Together; added a pedigree problem to the How to Solve
a Genetics Problem section. Added new learning tools to
ebook: a figure summarizing the names of the generations
in genetics; a figure listing milestones in the history of
genetics; a figure illustrating the DNA scale from nucleotide
to chromosome.
∙∙ Chapter 11 (DNA Technology): Wrote new chapter
opening essay on the use of CRISPR-Cas9 in citrus trees;
added photo to figure 11.1 to show the amount of DNA in a
bacterial cell; reworked figure 11.2 to show the production

of insulin; in section 11.2, noted that plasmids occur
naturally in bacteria and yeasts, added golden rice as an
example of a transgenic plant, noted that transgenic farm
animals can secrete human proteins in their milk, clarified
that genetically modified foods have not been linked to
health problems in humans, added information about high-
throughput DNA technologies, added that transposons can
cause problems in genes where they land, and clarified that
trained technicians rarely contaminate PCR reaction tubes;
clarified figure 11.8; updated data in figure 11.9; added
CRISPR-Cas9 to Burning Question 11.1; reworked figure
11.13 for clarity and improved layout; in section 11.3, added
monkeys to the list of cloned mammals; added subheading
and new figure 11.17 to explain CRISPR-Cas9; in Apply It
Now 11.1, added CRISPR-Cas9 as a new way of doping.
Added a new learning tool to ebook: a figure illustrating the
DNA scale from nucleotide to chromosome.
UNIT 3 The Evolution of Life
∙∙ Chapter 12 (The Forces of Evolutionary Change): Added
genetic variation to all Survey the Landscape illustrations
in unit 3; in the chapter opening essay, added information
about preventing the spread of antibiotic-resistant bacteria;
reworked figure 12.5 to add artificial selection for dog breeds;
revised Apply It Now 12.1 to focus on dog evolutionary
history and to clarify why purebred dogs have health
problems; in section 12.2C, added a paragraph explaining
the connection between natural selection and long-term
evolutionary processes; added description and photo of
porcupinefish to illustrate adaptations; in section 12.3, added
table with selected misconceptions about evolution; added
illustration to Burning Question 12.1 to compare inaccurate
and accurate depictions of human evolution; added an
intermediate habitat to figure 12.14a. Based on SmartBook
user data, clarified in section 12.7 that migration tends to
reduce genetic differences between populations.
∙∙ Chapter 13 (Evidence of Evolution): Clarified figure 13.2
for consistency with chapter 15 and to add a footnote about
the Anthropocene; in section 13.2B, added a paragraph
connecting the word Phanerozoic and the abundance of
fossil evidence from that time; clarified Figure It Out 13.1;
in section 13.6, added a sentence to emphasize the advantage
of molecular data over other forms of evidence for evolution;
in section 13.6, connected the passage on gene duplication
to section 9.7B. Based on SmartBook user data, revised
passage on marsupials in section 13.3.
∙∙ Chapter 14 (Speciation and Extinction): Reworked
parts of the chapter opening essay to focus on Socotra (to
match the accompanying photo) and to better foreshadow
the contents of the chapter; clarified that the ladybugs in
figure 14.4 are herbivorous; added labels to figure 14.8 and
clarified the description of the little greenbuls from the forest
and ecotone; reworked figure 14.9 and the accompanying
CHANGES BY CHAPTER xv
narrative to better show the difference between the cichlids;
in section 14.4, described bryozoans to clarify why they
have an extensive fossil record; added a description of the
adaptive radiation of mammals illustrated in figure 14.13;
in section 14.5, added a new subheading explaining why
today’s biodiversity crisis matters; reworked figure 14.15 to
better show the nested taxonomic hierarchy; added Figure It
Out 14.2 to help readers articulate common ancestry.
∙∙ Chapter 15 (The Origin and History of Life): Wrote new
chapter opening essay about the biological meaning of race;
revised section 15.1 to accommodate the possibility of dozens
of types of amino acids; in section 15.2, revised passage and
illustration on endosymbiosis to include proteobacteria; in
section 15.3, added brief descriptions of some unfamiliar
groups of organisms, including bryozoans; in section 15.3,
replaced the outdated Tertiary Period with the Paleogene and
Neogene Periods and corrected the start of the Quaternary
Period; added hominoid to table 15.1; in section 15.4, added
Homo naledi to the list of Homo species, mentioned the
Denisovans, clarified the passage on interbreeding with
Neandertals, clarified the passage on the emergence of
bipedalism, added folate to the passage on skin pigment,
offered a more explicit link to Investigating Life 25.6, and
added an explanation of the proposed Anthropocene epoch.
Added new learning tools to ebook: three videos depicting
primates in section 15.4A.
UNIT 4 The Diversity of Life
∙∙ Chapter 16 (Viruses): Added receptors to entire cell surface
in figure 16.3; in section 16.4, added virulence as a bold-
faced term and explained that high virulence does not always
mean high fitness; in section 16.4, improved explanation of
HIV attachment to T cell; updated Burning Question 16.1
on cancer-causing human papillomavirus; added new figure
to Apply It Now 16.1 to illustrate how anti-HIV drugs work.
Added a new learning tool to ebook: a table listing viruses
that infect humans.
∙∙ Chapter 17 (Bacteria and Archaea): In chapter opening
essay, noted that biofilms can degrade diesel fuel; in section
17.2, added information about the composition of the
archaean cell wall to narrative and figure 17.2; added inset
for ribosomes to figure 17.3; in section 17.2, explained why
gram-positive cells retain violet dye; added mechanisms
of antibiotic resistance to Apply It Now 17.1; rearranged
figure 17.8 and added icons for aerobic and anaerobic
environments; added Helicobacter pylori to table 17.1;
in section 17.3, improved consistency between bacterial
descriptions and section 15.2; in section 17.3, explained why
producing antibiotics is adaptive for soil bacteria and updated
information on archaean superphyla; updated information
about gene function in Focus on Model Organisms 17.1;
in section 17.4, added the term microbiome to connect
microbiology with current news, bold-faced the term
xvi CHANGES BY CHAPTER
virulence, and clarified the difference between exotoxins and
endotoxins; in section 17.5, added a sentence about low-tech
solutions to the spread of antibiotic-resistance genes. Based
on SmartBook user data, clarified that chemotrophs derive
energy from oxidizing chemicals in section 17.2. Added a
new learning tool to ebook: a miniglossary of prokaryote
diversity in section 17.2.
∙∙ Chapter 18 (Protists): Updated chapter opening essay to
reflect recent research on Pfiesteria; revised section 18.1 to
consider updated information about eukaryotic supergroups;
in section 18.2, emphasized the enormous scale of the
aquatic habitats occupied by algae; added information
about toxins to Burning Question 18.1; in section 18.2,
connected Chlamydomonas and Volvox to the evolution of
multicellularity in section 15.2; updated information about
eukaryotic supergroups in section 18.5 and table 18.1. Added
new learning tools to ebook: videos showing Euglena and
Volvox in section 18.2; a video showing Paramecium and a
miniglossary of protozoa in section 18.4.
∙∙ Chapter 19 (Plants): In section 19.1, emphasized that
cyanobacteria and algae were the first to release O2; reworked
figure 19.11 to show that fern gametophytes typically cross-
fertilize; updated Focus on Model Organisms 19.1. Added
new learning tools to ebook: a table summarizing bryophyte
characteristics in section 19.2; a table summarizing seedless
vascular plant characteristics in section 19.3; a table
summarizing gymnosperm characteristics in section 19.4;
a table summarizing angiosperm characteristics in section
19.5; in the chapter summary, a figure showing highlights
in the history of plants and a table summarizing plant
adaptations.
∙∙ Chapter 20 (Fungi): Updated the chapter opening essay
with additional uses for fungi; modified figure 20.3 to show
feeding at hyphal tips; connected step numbers in figure 20.16
to the narrative and modified the caption to highlight the roles
of mitotic division and meiosis; in section 20.7, improved
explanation of materials exchange in a mycorrhiza; improved
figure 20.20 to show exchange of materials between a lichen’s
partners; added a miniglossary of fungal anatomy and
reproduction (previously a digital-only feature) to the print
edition. Added new learning tools to ebook: a time-lapse video
showing mushroom growth in the chapter opening essay; a
table summarizing chytrid characteristics in section 20.2; a
table summarizing zygomycete characteristics in section 20.3;
a table summarizing glomeromycete characteristics in section
20.4; a table summarizing ascomycete characteristics
in section 20.5; a time-lapse video of moldy food with
Burning Question 20.1; a table summarizing basidiomycete
characteristics in section 20.6; a video showing leaf-cutter ants
and a figure comparing the anatomy of arbuscular mycorrhizae
and ectomycorrhizae in section 20.7.
∙∙ Chapter 21 (Animals): Improved the layout of figure
21.8; in section 21.2, added information about commercial
sponges harvesting; in section 21.8, added information
about insect abundance and diversity; in section 21.9,
clarified that echinoderms have a type of radial symmetry
called pentamerism; in section 21.11, clarified information
about tunicates; added tuataras to figure 21.38; updated
information in Apply It Now 21.3. Added new learning
tools to ebook: 13 videos to help students visualize the
diversity in the animal kingdom; a table summarizing sponge
characteristics in section 21.2; a table summarizing cnidarian
characteristics in section 21.3; a table summarizing flatworm
characteristics in section 21.4; a table summarizing mollusk
characteristics in section 21.5; a table summarizing annelid
characteristics in section 21.6; a table summarizing
roundworm characteristics in section 21.7; a figure showing
monarch butterfly metamorphosis and a table summarizing
arthropod characteristics in section 21.8; a table
summarizing echinoderm characteristics in section 21.9;
a table summarizing chordate characteristics in section 21.10;
a table summarizing tunicate and lancelet characteristics
in section 21.11; tables summarizing hagfish and lamprey
characteristics in section 21.12; a table summarizing
fish characteristics in section 21.13; a table summarizing
amphibian characteristics in section 21.14; a table
summarizing reptile characteristics in section 21.15; a table
summarizing mammal characteristics in section 21.16; a
figure showing highlights in the history of animals in the
chapter summary.
UNIT 5 Plant Life
∙∙ Chapter 22 (Plant Form and Function): In the chapter
opening essay, mentioned that coca leaf chewing is part
of everyday life in the Andes; in section 22.1, added
introductory paragraph explaining why this unit focuses
on angiosperms, noted that some tendrils are derived from
leaves, and improved the descriptions of the photos in
figure 22.3; in section 22.2, added hormones to the list of
substances carried in xylem and phloem; rearranged section
22.2 and improved table 22.2 to reduce confusion between
cell types and tissue systems; in section 22.3, added stipules
to narrative and figure 22.10, along with an inset to show the
axillary bud and stipules; added labels for upper and lower
cuticles in figure 22.12; clarified labels in figure 22.17; in
section 22.5, added information about potential benefits
of domatia; in chapter summary, clarified description of
collenchyma.
∙∙ Chapter 23 (Plant Nutrition and Transport): Updated
Apply It Now 23.1 to expand on the pros and cons of
different forms of fertilizer; in section 23.2, added hormones
to contents of xylem sap, added mycorrhizae to the passage
on root hairs in the description of figure 23.7, and added
adhesion to passage on cohesion–tension theory; in section
23.3, noted that the cells that make up sieve tubes are alive;
in section 23.4, reworked and clarified the passage on
parasitic plants. Added a new learning tool to ebook: a video
of a Venus flytrap in the chapter opening essay.

∙∙ Chapter 24 (Reproduction and Development of Flowering
Plants): Reworked the chapter opening essay to focus
more on wild bees; in section 24.1, set the context for the
chapter’s focus on angiosperms by reminding readers of
other plant groups; added a picture of a rooted cutting to
figure 24.1; in section 24.2, improved the description of
coevolution, added descriptive part labels to figure 24.7,
and improved the explanation of the cotyledons’ role
in monocot and eudicot seeds; in section 24.3, clarified
the descriptions of seed germination and early seedling
growth; in section 24.4, clarified the descriptions of some
hormones; in Apply It Now 24.1, explained why knowing
about plant defenses could be useful; in section 24.5, added
that cryptochrome is sensitive to blue light and clarified the
adaptive value of phytochrome’s role in seed germination.
Added new learning tools to ebook: a time-lapse video
of germinating wheat seeds in section 24.3; a time-lapse
video of phototropism in section 24.5; time-lapse videos
of gravitropism and thigmotropism in section 24.6; a time-
lapse video of growth from buds in section 24.7.
UNIT 6 Animal Life
∙∙ Chapter 25 (Animal Tissues and Organ Systems):
Added survival and reproductive success to all Survey the
Landscape illustrations in unit 6; in section 25.2, explained
the role of stem cells in generating animal tissues; in section
25.2, introduced and explained the term interstitial fluid with
the extracellular matrix; omitted the term ground substance
from all references to the extracellular matrix; referred to
anchoring junctions in passage about the extracellular matrix;
clarified the difference between the basement membrane and
a cell’s plasma membrane; wrote new Apply It Now 25.1 on
organ system interactions in food poisoning; added sensors,
control center, and effector to figure 25.10 and its caption
and added control center to corresponding narrative. Added
new learning tools to ebook: a video of an athlete with a
prosthetic limb in the chapter opening essay; a miniglossary
of animal tissues in section 25.2; a miniglossary of negative
feedback in section 25.4.
∙∙ Chapter 26 (The Nervous System): Improved depiction of
planarian brain in figure 26.2; in section 26.3, clarified that
the resting potential reflects a balance of forces on multiple
ions, including K+; in section 26.3, refined the distinction
between graded potentials and action potentials and clarified
that the passage connecting the two refers only to stimuli that
provoke action potentials (not inhibitory stimuli); expanded
figure 26.7 to better depict the analogy between action
potential propagation and a chain of firecrackers; in section
26.3, clarified that the voltage-gated sodium channels at each
node of Ranvier respond to depolarization at the previous
node; improved depiction of saltatory conduction in figure
26.8; modified figure 26.14 to clarify the relationship
between the brain’s main areas and the brainstem; in section
CHANGES BY CHAPTER xvii
26.6, combined two figures to show the cerebral cortex photo
in the context of the corresponding art; expanded Apply
It Now 26.1 to include GABA and additional information
about serotonin. Added a new learning tool to ebook: a
miniglossary of neuron anatomy in section 26.2.
∙∙ Chapter 27 (The Senses): Wrote new chapter opening essay
on distraction blindness; wrote new Burning Question 27.1
on scratching bug bites; corrected appearance of tectorial
membrane in figure 27.13 and figure 27.18; in section 27.5,
clarified that the semicircular canals detect rotation but not
tilt; added paragraph on retinal implants in Apply It Now
27.1; added paragraph describing new technologies in
hearing aids and cochlear implants in Apply it Now 27.2;
in chapter ending, added a Write It Out question about why
capsaicin feels hot. Added new learning tools to ebook: a
miniglossary of smell and taste in section 27.3; expanded
the miniglossary of the pathway of auditory information in
section 27.5.
∙∙ Chapter 28 (The Endocrine System): In the chapter
opening essay, distinguished between an immediate fear
response and a sustained hormonal response to stress; in
section 28.2, clarified that steroid hormones may inhibit
or stimulate gene expression; reworked Burning Question
28.1 to focus on BPA; modified figure 28.7 to include
the role of the hypothalamus as a sensor; modified figure
28.10 to include the pancreas as a sensor; reworked graph
in figure 28.12 to illustrate the association between obesity
and type 2 diabetes. Added a new learning tool to ebook:
a miniglossary of hormones and responses in section 28.2.
∙∙ Chapter 29 (The Skeletal and Muscular Systems): Updated
the chapter opening essay to incorporate new technologies
in prosthetics; in section 29.3, clarified that bone marrow
consists of tissue; added sensors to figure 29.9; replaced one
micrograph in figure 29.15 with a more informative one;
in section 29.4, clarified the paragraph describing the role
of ATP in muscle contraction; in section 29.5, improved
consistency between passage on fermentation and chapter 6;
in Burning Question 29.2, added a paragraph about sports
balm.
∙∙ Chapter 30 (The Circulatory System): Wrote new
chapter opening essay about childhood leukemia; in
Burning Question 30.1, added information about treatment
for bruises; in section 30.2, clarified the functions of blood
plasma and explained its relationship with interstitial
fluid, clarified the passage about leukemia, and clarified
the description of platelet origin; in Burning Question
30.2, clarified that plasma is purified before use by
pharmaceutical companies; in section 30.4, added a brief
description of gap junctions and defined stroke volume;
added sensors to figure 30.15; in section 30.6, clarified
the relationship between lymph vessels and lymph
capillaries; in section 30.7, added icefish circulatory
system adaptations to strengthen the connection with
chapter content. Added a new learning tool to ebook: a
miniglossary of circulation in section 30.5.
xviii CHANGES BY CHAPTER
∙∙ Chapter 31 (The Respiratory System): In section 31.2,
removed the word tubules from the description of the
respiratory system; in section 31.2, added a sentence
explaining the role of surfactants in alveoli and clarified that
the inner surface of each alveolus is coated with a thin film
of water; in section 31.3, clarified that forceful exhalation
requires muscle contraction; in Apply It Now 31.1, added
e-cigarettes and nicotine gum/patches as potential aids
to help stop smoking; in section 31.4, clarified paragraph
explaining the interaction between iron, hemoglobin, red
blood cells, and O2; in section 31.4, clarified the roles of
CO2 and blood pH in regulating the breathing rate; added
hypoxic chambers and Diamox to Burning Question 31.1.
Based on SmartBook user data, clarified what it means for
the bicarbonate reactions to reverse at the lungs in section
31.4. Added a new learning tool to ebook: a miniglossary of
the pathway of respiration in section 31.2.
∙∙ Chapter 32 (Digestion and Nutrition): Revised the chapter
opening essay to include more information about probiotics;
in section 32.2, explained intracellular digestion in a sponge
collar cell and added a corresponding inset to figure 32.4a;
clarified that the cecum is part of the large intestine in figure
32.6a; in section 32.3, clarified the role of peristalsis in
mixing food with enzymes to form a liquid; in section 32.3,
explained the role of the sphincter at the lower end of the
esophagus and connected its function to heartburn; in section
32.3, defined bowels and added “producing cholesterol” to
the list of liver functions; wrote new Burning Question 32.1
about vegan diets; added celiac disease, Crohn disease, and
irritable bowel syndrome to Apply It Now 32.1; in section
32.4, updated illustration of nutrition label and clarified the
distinction between calories and food Calories.
∙∙ Chapter 33 (Regulation of Temperature and Body Fluids):
In section 33.1, clarified the distinction between ectothermy,
endothermy, and heterothermy; added hibernation to the
paragraph on heterothermy; in section 33.5, improved
consistency of use of salts and ions; in section 33.5, added
a sentence to explain aldosterone’s effects on the kidneys;
added a paragraph about urine color as an indication of
dehydration to Burning Question 33.1; in section 33.6, added
a second, contrasting study and two new illustrations. Based
on SmartBook user data, added a new learning tool to ebook:
a table of thermoregulatory adaptations in section 33.1.
Added two new videos to ebook: marine iguanas feeding
underwater and basking in the chapter opening essay.
∙∙ Chapter 34 (The Immune System): In section 34.1,
added leukocytes as an alternative name for white blood
cells; in section 34.2A, clarified that inflammation
can be a response to infection or allergy, not just minor
injury; clarified innate defenses in figure 34.4; in section
34.3, defined clonal selection in the passage on T cell
proliferation; wrote new Apply It Now 34.1 on medical
applications of antibodies; in section 34.4, emphasized that
most vaccines cannot cause disease and referred back to
Burning Question 16.1; added a row for celiac disease to
table 34.4; in section 34.5, mentioned the role of basophils
in allergic reactions, reinforced the role of histamine in
allergies, and added information about “retraining” the
immune system to accept allergens such as peanuts. Based
on SmartBook user data, added information about why
an Rh+ woman’s immune system does not attack an Rh+
fetus in section 34.5. Added a new learning tool to ebook: a
miniglossary of adaptive immunity in section 34.3.
∙∙ Chapter 35 (Animal Reproduction and Development):
Revised and updated the chapter opening essay; in section
35.1, explained the difference in size and motility between
sperm and eggs; in section 35.2, reminded students that
spermatogonia have 46 chromosomes and clarified why
abuse of synthetic steroids reduces sperm counts; in section
35.3, clarified how an egg cell moves into and within the
uterine tube and reminded readers that the secondary oocyte
contains 23 chromosomes; revised Burning Question 35.1 and
figure 35.A for clarity; in section 35.4, changed STD to STI to
conform with modern terminology, noted the pregnancy rate
for women who use no contraception, updated information
on the HPV vaccine, and referred to Burning Question 16.1;
in section 35.5, clarified the structure and function of the
placenta and clarified some of the events of embryonic and
fetal development; improved Apply It Now 35.1 to define
infertility and mention that either males or females can be
infertile; clarified the difference between miscarriage and
stillbirth in Apply It Now 35.2; wrote new Investigating
Life section 35.7 about sexual cannibalism in nursery web
spiders. Based on SmartBook user data, referred readers in
section 35.3 to the chapter summary to compare the timing of
spermatogenesis and oogenesis. Added a new learning tool
to ebook: a timeline of human development in section 35.5.
UNIT 7 The Ecology of Life
∙∙ Chapter 36 (Animal Behavior): In section 36.1, added
examples of everyday applications of animal behavior; in
section 36.2, updated information about birds with human
vocabularies; in section 36.4, added polyandry to the section
describing polygamy and revised the passage on mate
guarding; in section 36.5, clarified the distinction between
direct fitness and indirect fitness and expanded the passage
on altruism in humans. Added new learning tools to ebook: a
video of a dung beetle in section 36.1; a video of blue-footed
boobies courting in section 36.4; a video of a cuttlefish
changing color in section 36.6.
∙∙ Chapter 37 (Populations): In section 37.1 and throughout the
chapter, added conservation biology examples where space
and flow permitted; in Apply It Now 37.1, added information
on counting animals in the open ocean; in section 37.2, added
examples of ways that conservation biologists can boost
birth rates and reduce death rates, updated information about
immigration in the United States and worldwide birth and
death rates, added a paragraph explaining how human activities

promote the migration of invasive species to new areas, and
added the designators “late loss,” “constant loss,” and “early
loss” to type I, type II, and type III species in narrative and
figure 37.5; in section 37.3, clarified why r is constant in
exponential and logistic growth equations; updated information
about the human population in section 37.5’s narrative, figure
37.12, figure 37.15, table 37.2, and Burning Question 37.1; in
section 37.5, clarified the passage describing the demographic
transition; in section 37.6, clarified how microbes form the base
of the food web in a toxic stream; in the chapter ending, added
new figure summarizing population growth rates. Based on
SmartBook user data, modified figures 37.6 and 37.8 to better
show how the tabulated numbers relate to one another. Added
a new learning tool to ebook: a figure comparing opportunistic
to equilibrium life histories.
∙∙ Chapter 38 (Communities and Ecosystems): In section
38.1, added the definition of carnivore, rearranged the section
on prey defenses to start with the most familiar examples,
and referred back to section 22.5 as another example of
coevolution; in section 38.2, added that it took decades of
scientific debate to determine that few communities reach
climax conditions; modified figure 38.14 to point out that
phytoplankton are primary producers and that krill eat detritus;
in section 38.3, clarified explanation of keystone species and
reminded readers that heat is exchanged with the environment
and leaves the food web; in section 38.4, modified the
illustrations of the carbon, nitrogen, and phosphorus cycles
to indicate processes that are heavily influenced by human
activities; added labels for denitrification to figure 38.21;
in section 38.4, clarified the explanation of eutrophication;
wrote new Investigating Life section on monarch butterfly
migration; in chapter ending, added a new Scientific Literacy
question asking students to explore how policy makers weigh
both science and economics to make decisions. Added a new
learning tool to ebook: a video of a chameleon catching a
spider in section 38.1; a figure depicting otters as keystone
species in section 38.3.
CHANGES BY CHAPTER xix
∙∙ Chapter 39 (Biomes): Wrote new chapter opening essay
on life in caves; added a paragraph on oxygen isotopes in
foram shells to Burning Question 39.1; added inset to figure
39.2 to explain the uneven distribution of sunlight over
Earth’s surface; added lines for 60 N and 60 S to figure
39.7; in section 39.3, stated that the main selective forces
in the rain forest are competition for light and nutrients
and added information about soils in deciduous forests and
tropical savannas; added descriptive labels to figure 39.23;
wrote new Investigating Life about the economic impacts
of climate change, especially on the timber industry. Based
on SmartBook user data, clarified in section 39.3 that most
temperate forests are in the northern hemisphere. Added
new learning tools to ebook: a video of bats emerging from
a cave in the chapter opening essay; a time-lapse video
of a deciduous tree in section 39.3; a video of coral reef
biodiversity in section 39.5.
∙∙ Chapter 40 (Preserving Biodiversity): Wrote new chapter
opening essay on invasive lionfish; added new figure 40.3
to show where human impacts on the environment are most
intense; in section 40.1, explained the HIPPO acronym; in
section 40.3, mentioned toxins from landfills as a source of
water pollution, clarified the explanations of pollution from
sewage and of eutrophication, and added art to figure 40.12
to explain acid deposition; in section 40.4, updated data for
atmospheric CO2, average temperature, and Arctic ice extent;
added new Burning Question 40.1 comparing today’s pace
of climate change to the rate of change throughout Earth’s
history; in section 40.6, updated information about major
habitat restoration projects, added a passage explaining the
black-footed ferret recovery program, and added a passage
about using CRISPR-Cas9 to add chestnut blight resistance
genes to American chestnut trees; expanded the tips in Burning
Question 40.2; in chapter ending, added a new Scientific
Literacy question asking students to explore the science and
ethics of political decisions. Added a new learning tool to
ebook: a table listing selected consequences of climate change.
Contents
Brief Contents iii | About the Author iv | Preface v | Author’s Guide vi | Acknowledgments xii
C. Water Regulates Temperature 27
UNIT 1 Science, Chemistry, and Cells

|
D. Water Expands As It Freezes 27

1
E. Water Participates in Life’s Chemical Reactions 28

The Scientific 2.4 Cells Have an Optimum pH 28

A. The pH Scale Expresses Acidity or Alkalinity 29
Study of Life 2 B. Buffers Regulate pH 29
1.1 What Is Life? 4 2.5 Cells Contain Four Major Types of Organic Molecules 30
A. Life Is Organized 4 A. Large Organic Molecules Are Composed of Smaller
B. Life Requires Franco Banfi/WaterF/age fotostock Subunits 30
Energy 6 B. Carbohydrates Include Simple Sugars and
C. Life Maintains Internal Constancy 6 Polysaccharides 31
D. Life Reproduces, Grows, and Develops 7 C. Proteins Are Complex and Highly Versatile 32
E. Life Evolves 7 D. Nucleic Acids Store and Transmit Genetic
1.2 The Tree of Life Includes Three Main Branches 8 Information 34
E. Lipids Are Hydrophobic and Energy Rich 36
1.3 Scientists Study the Natural World 10
2.6 Investigating Life: Chemical Warfare on a Tiny
A. The Scientific Method Has Multiple Interrelated Parts 10 Battlefield 41
B. An Experimental Design Is a Careful Plan 11

3 | Cells 44
C. Theories Are Comprehensive Explanations 12
D. Scientific Inquiry Has Limitations 13
E. Biology Continues to Advance 14
1.4 Investigating Life: The Orchid and the Moth 15 3.1 Cells Are the Units of Life 46

2 | The Chemistry of Life 18

2.1 Atoms Make Up All Matter 20
A. Elements Are Fundamental Types of Matter 20
B. Atoms Are Particles of Elements 20
C. Isotopes Have Different Numbers of Neutrons 21
2.2 Chemical Bonds Link Atoms 22
A. Electrons Determine Bonding 22
B. In an Ionic Bond, One Atom Transfers Electrons to
Another Atom 23
C. In a Covalent Bond, Atoms Share Electrons 24
D. Partial Charges on Polar Molecules Make Hydrogen
Bonds Possible 25
2.3 Water Is Essential to Life 26
A. Water Is Cohesive and Adhesive 26
B. Many Substances Dissolve in Water 26
A. Simple Lenses Revealed the First Glimpses of Cells 46
B. The Cell Theory Emerges 46
C. Microscopes Magnify Cell Structures 47
D. All Cells Have Features in Common 49
3.2 Different Cell Types Characterize Life’s Three
Domains 50
A. Domain Bacteria Contains Earth’s Most Abundant
Organisms 50
B. Domain Archaea Includes Prokaryotes with Unique
Biochemistry 51
C. Domain Eukarya Contains Organisms with Complex
Cells 52
3.3 A Membrane Separates Each Cell from Its
Surroundings 54
3.4 Eukaryotic Organelles Divide Labor 56
A. The Nucleus, Endoplasmic Reticulum, and Golgi
Interact to Secrete Substances 57

xx

B. Lysosomes, Vacuoles, and Peroxisomes Are Cellular
Digestion Centers 59
C. Mitochondria Extract Energy from Nutrients 60
D. Photosynthesis Occurs in Chloroplasts 60
3.5 The Cytoskeleton Supports Eukaryotic Cells 62
A. Proteins Form the Cytoskeleton 62
B. Cilia and Flagella Help Cells Move 63
3.6 Cells Stick Together and Communicate with One
Another 64
A. Animal Cell Junctions Occur in Several Forms 64
6 | Respiration and Fermentation 104
B. Plasmodesmata Are Channels in Plant Cell Walls 64
3.7 Investigating Life: The Tiniest Compass 67
4 | The Energy of Life 70
4.1 All Cells Capture and Use Energy 72
A. Energy Allows Cells to Do Life’s Work 72
B. The Laws of Thermodynamics Describe Energy
Transfer 73
4.2 Networks of Chemical Reactions Sustain Life 74
A. Chemical Reactions Require Energy Input or
Release Energy 74
B. Linked Oxidation and Reduction Reactions Form
Electron Transport Chains 75
4.3 ATP Is Cellular Energy Currency 76
A. Coupled Reactions Release and Store Energy in ATP 76
B. ATP Represents Short-Term Energy Storage 77
4.4 Enzymes Speed Biochemical Reactions 78
A. Enzymes Bring Reactants Together 78
B. Enzymes Have Partners 79
C. Cells Control Reaction Rates 79
4.5 Membrane Transport May Release Energy or Cost
Energy 80
A. Passive Transport Does Not Require Energy Input 80
B. Active Transport Requires Energy Input 83
C. Endocytosis and Exocytosis Use Vesicles to Transport
Substances 83
4.6 Investigating Life: Energy Efficiency in an Electric
Fish 85
5 | Photosynthesis 88
UNIT 2
7
5.1 Life Depends on Photosynthesis 90
A. Photosynthesis Builds Carbohydrates Out of Carbon
Dioxide and Water 90
B. Plants Use Carbohydrates in Many Ways 90
C. The Evolution of Photosynthesis Changed Planet
Earth 91
5.2 Sunlight Is the Energy Source for Photosynthesis 92
A. What Is Light? 92
B. Photosynthetic Pigments Capture Light Energy 92
C. Chloroplasts Are the Sites of Photosynthesis 93
5.3 Photosynthesis Occurs in Two Stages 95
CONTENTS xxi
5.4 The Light Reactions Begin Photosynthesis 96
A. Light Striking Photosystem II Provides the Energy to
Produce ATP 96
B. Electrons from Photosystem I Reduce NADP+ to
NADPH 97
5.5 The Carbon Reactions Produce Carbohydrates 98
5.6 C3, C4, and CAM Plants Use Different Carbon Fixation
Pathways 99
5.7 Investigating Life: Solar-Powered Salamanders 101
6.1 Cells Use Energy in Food to Make ATP 106
6.2 Cellular Respiration Includes Three Main
Processes 107
6.3 In Eukaryotic Cells, Mitochondria Produce Most
ATP 108
6.4 Glycolysis Breaks Down Glucose to Pyruvate 109
6.5 Aerobic Respiration Yields Abundant ATP 110
A. Pyruvate Is Oxidized to Acetyl CoA 110
B. The Krebs Cycle Produces ATP and High-Energy
Electron Carriers 110
C. The Electron Transport Chain Drives ATP
Formation 110
6.6 How Many ATPs Can One Glucose Molecule
Yield? 112
6.7 Other Food Molecules Enter the Energy-Extracting
Pathways 113
6.8 Some Energy Pathways Do Not Require Oxygen 114
A. Anaerobic Respiration Uses an Electron Acceptor Other
Than O2 114
B. Fermenters Acquire ATP Only from Glycolysis 115
6.9 Photosynthesis and Respiration Are Ancient Pathways 116
6.10 Investigating Life: Hot Plants Offer Heat Reward 117
DNA, Inheritance, and
Biotechnology
|
DNA Structure
and Gene
Function 120
7.1 Experiments Identified Gio.tto/Shutterstock
the Genetic Material 122
A. Bacteria Can Transfer Genetic Information 122
B. Hershey and Chase Confirmed the Genetic Role
of DNA 123
7.2 DNA Is a Double Helix of Nucleotides 124
xxii CONTENTS
9 | Sexual Reproduction and Meiosis 166
7.3 DNA Contains the “Recipes” for a Cell’s Proteins 126
A. Protein Production Requires Transcription and
Translation 126
B. RNA Is an Intermediary Between DNA and a
Protein 127
7.4 Transcription Uses a DNA Template to Build RNA 128
A. Transcription Occurs in Three Steps 128
B. mRNA Is Altered in the Nucleus of Eukaryotic
Cells 129
7.5 Translation Builds the Protein 130
A. The Genetic Code Links mRNA to Protein 130
B. Translation Requires mRNA, tRNA, and
Ribosomes 131
C. Translation Occurs in Three Steps 132
D. Proteins Must Fold Correctly After Translation 133
7.6 Cells Regulate Gene Expression 134
A. Operons Are Groups of Bacterial Genes That Share
One Promoter 134
B. Eukaryotic Organisms Use Many Regulatory
Methods 135
7.7 Mutations Change DNA Sequences 138
A. Mutations Range from Silent to Devastating 138
B. What Causes Mutations? 139
C. Mutations May Pass to Future Generations 140
D. Mutations Are Important 140
7.8 Investigating Life: Clues to the Origin of Language 141
|
8
DNA Replication, Binary Fission,
and Mitosis 146
8.1 Cells Divide and Cells Die 148
A. Sexual Life Cycles Include Mitosis, Meiosis, and
Fertilization 148
B. Cell Death Is Part of Life 148
8.2 DNA Replication Precedes Cell Division 150
8.3 Prokaryotes Divide by Binary Fission 152
8.4 Chromosomes Condense Before Cell Division 152
10 | Patterns of Inheritance 186
8.5 Mitotic Division Generates Exact Cell Copies 153
A. DNA Is Copied During Interphase 154
B. Chromosomes Divide During Mitosis 155
C. The Cytoplasm Splits in Cytokinesis 156
8.6 Cancer Arises When Cells Divide Uncontrollably 156
A. Chemical Signals Regulate Cell Division 156
B. Cancer Cells Are Malignant 157
C. Cancer Cells Differ from Normal Cells in
Many Ways 157
D. Cancer Treatments Remove or Kill Abnormal Cells 159
E. Genes and Environment Both Can Increase Cancer
Risk 160
8.7 Apoptosis Is Programmed Cell Death 162
8.8 Investigating Life: Evolutionary Strategies in the Race
Against Cancer 163
9.1 Why Sex? 168
9.2 Diploid Cells Contain Two Homologous Sets of
Chromosomes 169
9.3 Meiosis Is Essential in Sexual Reproduction 170
A. Gametes Are Haploid Sex Cells 170
B. Specialized Germ Cells Undergo Meiosis 170
C. Meiosis Halves the Chromosome Number and
Scrambles Alleles 171
9.4 In Meiosis, DNA Replicates Once, but the Nucleus
Divides Twice 172
A. In Meiosis I, Homologous Chromosomes Pair Up and
Separate 172
B. Meiosis II Yields Four Haploid Nuclei 173
9.5 Meiosis Generates Enormous Variability 174
A. Crossing Over Shuffles Alleles 174
B. Homologous Pairs Are Oriented Randomly During
Metaphase I 174
C. Fertilization Multiplies the Diversity 175
9.6 Mitosis and Meiosis Have Different Functions: A
Summary 176
9.7 Errors Sometimes Occur in Meiosis 177
A. Cells May Inherit Too Many or Too Few
Chromosomes 177
B. Mismatches During Crossing Over Can Change
Chromosome Structure 178
9.8 Haploid Nuclei Are Packaged into Gametes 180
A. In Humans, Gametes Form in Testes and
Ovaries 180
B. In Plants, Gametophytes Produce Gametes 181
9.9 Investigating Life: Evolving Germs Select for Sex in
Worms 182
10.1 Chromosomes Are Packets of Genetic Information:
A Review 188
10.2 Mendel’s Experiments Uncovered Basic Laws of
Inheritance 189
A. Why Peas? 189
B. Dominant Alleles Appear to Mask Recessive
Alleles 189
C. For Each Gene, a Cell’s Two Alleles May Be Identical
or Different 190
D. Every Generation Has a Name 191
10.3 The Two Alleles of a Gene End Up in Different
Gametes 192
A. The Simplest Punnett Squares Track the Inheritance of
One Gene 192
B. Meiosis Explains Mendel’s Law of Segregation 193

10.4 Genes on Different Chromosomes Are Inherited
Independently 194
A. Tracking Two-Gene Inheritance May Require Large
Punnett Squares 194
B. Meiosis Explains Mendel’s Law of Independent
Assortment 194
C. The Product Rule Is a Useful Shortcut 196
10.5 Genes on the Same Chromosome May Be Inherited
Together 196
A. Genes on the Same Chromosome Are Linked 196
B. Studying Recombination Reveals Gene Order on
Chromosomes 197
10.6 Inheritance Patterns Are Rarely Simple 199
A. Incomplete Dominance and Codominance Add
Phenotype Classes 199
B. Relating Genotype to Phenotype May Be Difficult 200
10.7 Sex-Linked Genes Have Unique Inheritance
Patterns 201
A. X and Y Chromosomes Carry Sex-Linked Genes 201
B. X-Linked Recessive Disorders Affect More Males Than
Females 202
C. X Inactivation Prevents “Double Dosing” of Proteins 203
10.8 Pedigrees Show Modes of Inheritance 205
10.9 Most Traits Are Influenced by the Environment and
Multiple Genes 207
A. The Environment Can Alter the Phenotype 207
B. Polygenic Traits Depend on More Than One Gene 207
10.10 Investigating Life: Heredity and the Hungry Hordes 209
11 | DNA Technology 216
11.1 DNA Technology Is Changing the World 218
11.2 DNA Technology’s Tools Apply to Individual Genes or
Entire Genomes 219
A. Transgenic Organisms Contain DNA from Multiple
Sources 219
B. DNA Sequencing Reveals the Order of Bases 221
C. PCR Replicates DNA in a Test Tube 223
D. DNA Profiling Detects Genetic Differences 224
11.3 Stem Cells and Cloning Add New Ways to Copy Cells
and Organisms 226
A. Stem Cells Divide to Form Multiple Cell Types 226
B. Cloning Produces Identical Copies of an Organism 226
11.4 Many Medical Tests and Procedures Use DNA
Technology 229
A. DNA Probes Detect Specific Sequences 229
B. Preimplantation Genetic Diagnosis Can Screen
Embryos for Some Diseases 229
C. Genetic Testing Can Detect Existing Diseases 230
D. Gene Therapy Uses DNA to Treat Disease 230
E. CRISPR-Cas9 Cuts and Edits Specific Genes 231
F. Medical Uses of DNA Technology Raise Many
Ethical Issues 232
CONTENTS xxiii
11.5 Investigating Life: Weeds Get a Boost from Their
Transgenic Cousins 232
The Evolution of Life
|
UNIT 3
12 The Forces of
Evolutionary
Change 236 Chris Ryan/OJO Images/Getty Images
12.1 Evolution Acts on
Populations 238
12.2 Evolutionary Thought Has Evolved for Centuries 238
A. Many Explanations Have Been Proposed for Life’s
Diversity 238
B. Charles Darwin’s Voyage Provided a Wealth of
Evidence 240
C. On the Origin of Species Proposed Natural Selection as
an Evolutionary Mechanism 240
D. Evolutionary Theory Continues to Expand 243
12.3 Natural Selection Molds Evolution 244
A. Adaptations Enhance Reproductive Success 244
B. Natural Selection Eliminates Poorly Adapted
Phenotypes 245
C. Natural Selection Does Not Have a Goal 246
D. What Does “Survival of the Fittest” Really Mean? 246
12.4 Evolution Is Inevitable in Real Populations 248
A. At Hardy–Weinberg Equilibrium, Allele Frequencies
Do Not Change 248
B. In Reality, Allele Frequencies Always Change 249
12.5 Natural Selection Can Shape Populations in Many
Ways 250
12.6 Sexual Selection Directly Influences Reproductive
Success 252
12.7 Evolution Occurs in Several Additional Ways 253
A. Mutation Fuels Evolution 253
B. Genetic Drift Occurs by Chance 253
C. Nonrandom Mating Concentrates Alleles
Locally 255
D. Gene Flow Moves Alleles Between Populations 255
12.8 Investigating Life: Size Matters in Fishing Frenzy 256
13 | Evidence of Evolution 260
13.1 Clues to Evolution Lie in the Earth, Body Structures,
and Molecules 262
13.2 Fossils Record Evolution 264
A. Fossils Form in Many Ways 264
B. The Fossil Record Is Often Incomplete 266
C. The Age of a Fossil Can Be Estimated in Two
Ways 266
xxiv CONTENTS
13.3 Biogeography Considers Species’ Geographical
Locations 268
A. The Theory of Plate Tectonics Explains Earth’s Shifting
Continents 268
B. Species Distributions Reveal Evolutionary
Events 268
13.4 Anatomical Comparisons May Reveal Common
15 | The Origin and History of Life 304
Descent 270
A. Homologous Structures Have a Shared Evolutionary
Origin 270
B. Vestigial Structures Have Lost Their Functions 270
C. Convergent Evolution Produces Superficial
Similarities 271
13.5 Embryonic Development Patterns Provide Evolutionary
Clues 272
13.6 Molecules Reveal Relatedness 274
A. Comparing DNA and Protein Sequences May Reveal
Close Relationships 274
B. Molecular Clocks Help Assign Dates to Evolutionary
Events 275
13.7 Investigating Life: Limbs Gained and Limbs Lost 276
14 | Speciation and Extinction 280
14.1 What Is a Species? 282
A. Linnaeus Devised the Binomial Naming System 282
B. Species Can Be Defined Based on the Potential to
Interbreed 282
14.2 Reproductive Barriers Cause Species to Diverge 284
A. Prezygotic Barriers Prevent Fertilization 285
B. Postzygotic Barriers Prevent the Development of Fertile
Offspring 285
14.3 Spatial Patterns Define Three Types of Speciation 286
A. Allopatric Speciation Reflects a Geographical Barrier 286
B. Parapatric Speciation Occurs in Neighboring
Regions 288
C. Sympatric Speciation Occurs in a Shared Habitat 288
D. Determining the Type of Speciation May Be
Difficult 289
14.4 Speciation May Be Gradual or May Occur in
Bursts 290
UNIT 4
A. Gradualism and Punctuated Equilibrium Are Two
Models of Speciation 290
B. Bursts of Speciation Occur During Adaptive
16 | Viruses 330
Radiation 291
14.5 Extinction Marks the End of the Line 292
A. Many Factors Can Combine to Put
a Species at Risk 292
B. Extinction Rates Have Varied over Time 292
C. Extinctions Are Accelerating 294
14.6 Biological Classification Systems Are Based on
Common Descent 294
A. The Taxonomic Hierarchy Organizes Species into
Groups 294
B. A Cladistics Approach Is Based on
Shared Derived Traits 295
C. Cladograms Depict Hypothesized Evolutionary
Relationships 296
D. Many Traditional Groups Are Not Clades 298
14.7 Investigating Life: Plant Protection Rackets May
Stimulate Speciation 300
15.1 Life’s Origin Remains Mysterious 306
A. The First Organic Molecules May Have Formed in a
Chemical “Soup” 306
B. Some Investigators Suggest an “RNA World” 309
C. Membranes Enclosed the Molecules 309
D. Early Life Changed Earth Forever 309
15.2 Complex Cells and Multicellularity Arose over a Billion
Years Ago 311
A. Endosymbiosis Explains the Origin of Mitochondria
and Chloroplasts 311
B. Multicellularity May Also Have Its Origin in
Cooperation 312
15.3 Life’s Diversity Exploded in the Past 500 Million
Years 314
A. The Strange Ediacarans Flourished Late in the
Precambrian 314
B. Paleozoic Plants and Animals Emerged onto Land 314
C. Reptiles and Flowering Plants Thrived During the
Mesozoic Era 317
D. Mammals Diversified During the Cenozoic Era 318
15.4 Fossils and DNA Tell the Human Evolution Story 320
A. Humans Are Primates 320
B. Molecular Evidence Documents Primate Relationships 322
C. Human Evolution Is Partially Recorded in Fossils 323
D. Environmental Changes Have Spurred Human
Evolution 324
E. Migration and Culture Have Changed Homo
sapiens 325
15.5 Investigating Life: What Makes Us Human? 326
The Diversity of Life
16.1 Viruses Are Genes
Wrapped in a
Yuriy Dyachyshyn/AFP/Getty Images
Protein Coat 332
A. Viruses Are Smaller and Simpler Than Cells 332
B. A Virus’s Host Range Consists of the Organisms It
Infects 333
C. Are Viruses Alive? 333
16.2 Viral Replication Occurs in Five Stages 334
16.3 Viruses May Kill Bacteria Immediately or Their DNA
May “Hide” in the Cell 335

16.4 Illnesses Caused by Animal Viruses May Be Mild or
Severe 336
A. Symptoms Result from Cell Death and the Immune
Response 336
B. Some Animal Viruses Linger for Years 336
C. Drugs and Vaccines Help Fight Viral Infections 337
16.5 Viruses Cause Diseases in Plants 339
16.6 Viroids and Prions Are Other Noncellular Infectious
Agents 340
A. A Viroid Is an Infectious RNA Molecule 340
B. A Prion Is an Infectious Protein 340
16.7 Investigating Life: Scientific Detectives Follow HIV’s
Trail 341
17 | Bacteria and Archaea 344
17.1 Prokaryotes Are a Biological Success Story 346
17.2 Prokaryote Classification Traditionally Relies on Cell
Structure and Metabolism 347
A. Microscopes Reveal Cell Structures 347
B. Metabolic Pathways May Be Useful in Classification 350
C. Molecular Data Reveal Evolutionary Relationships 351
D. Horizontal Gene Transfer Complicates Classification 351
17.3 Prokaryotes Include Two Domains with Enormous
Diversity 352
A. Domain Bacteria Includes Many Familiar Groups 352
B. Many, but Not All, Archaea Are “Extremophiles” 353
17.4 Bacteria and Archaea Are Essential to All Life 354
A. Microbes Form Vital Links in Ecosystems 354
B. Bacteria and Archaea Live in and on Us 354
C. Humans Put Many Prokaryotes to Work 356
17.5 Investigating Life: Bacterial Evolution Goes “Hog
Wild” on the Farm 356
18 | Protists 360
18.1 Protists Lie at the Crossroads Between Simple and
Complex Organisms 362
A. What Is a Protist? 362
B. Protists Are Important in Many Ways 362
C. Protists Have a Lengthy Evolutionary History 362
18.2 Algae Are Photosynthetic Protists 364
A. Euglenoids Are Heterotrophs and Autotrophs 364
B. Dinoflagellates Are “Whirling Cells” 364
C. Golden Algae, Diatoms, and Brown Algae Contain
Yellowish Pigments 365
D. Red Algae Can Live in Deep Water 366
E. Green Algae Are the Closest Relatives of Land Plants 366
18.3 Some Heterotrophic Protists Resemble Fungi 368
A. Slime Molds Are Unicellular and Multicellular 368
B. Water Molds Are Decomposers and Parasites 368
18.4 Protozoa Are Diverse Heterotrophic Protists 370
A. Several Flagellated Protozoa Cause Disease 370
CONTENTS xxv
B. Amoeboid Protozoa Produce Pseudopodia 370
C. Ciliates Are Common Protozoa with Complex Cells 371
D. Apicomplexans Include Nonmotile Animal
Parasites 372
18.5 Protist Classification Is Changing Rapidly 374
18.6 Investigating Life: Shining a Spotlight on Danger 375
19 | Plants 378
19.1 Plants Have Changed the World 380
A. Green Algae Are the Closest Relatives of Plants 380
B. Plants Are Adapted to Life on Land 382
19.2 Bryophytes Are the Simplest Plants 384
A. Bryophytes Lack Vascular Tissue 384
B. Bryophytes Have a Conspicuous Gametophyte 385
19.3 Seedless Vascular Plants Have Xylem and Phloem but
No Seeds 386
A. Seedless Vascular Plants Include Ferns and Their Close
Relatives 386
B. Seedless Vascular Plants Have a Conspicuous
Sporophyte and Swimming Sperm 387
19.4 Gymnosperms Are “Naked Seed” Plants 388
A. Gymnosperms Include Conifers and Three Related
Groups 388
B. Conifers Produce Pollen and Seeds in Cones 389
19.5 Angiosperms Produce Seeds in Fruits 390
A. Most Angiosperms Are Eudicots or Monocots 390
B. Flowers and Fruits Are Unique to the Angiosperm Life
Cycle 390
C. Wind and Animals Often Participate in Angiosperm
Reproduction 392
19.6 Investigating Life: Genetic Messages from Ancient
Ecosystems 394
20 | Fungi 398
20.1 Fungi Are Essential Decomposers 400
A. Fungi Are Eukaryotic Heterotrophs That Digest Food
Externally 400
B. Fungal Classification Is Traditionally Based on
Reproductive Structures 402
20.2 Chytridiomycetes Produce Swimming Spores 403
20.3 Zygomycetes Are Fast-Growing and Prolific 404
20.4 Glomeromycetes Colonize Living Plant Roots 405
20.5 Ascomycetes Are the Sac Fungi 406
20.6 Basidiomycetes Are the Familiar Club Fungi 408
20.7 Fungi Interact with Other Organisms 410
A. Endophytes Colonize Plant Tissues 410
B. Mycorrhizal Fungi Exchange Materials with
Roots 410
xxvi CONTENTS
C. Some Ants Cultivate Fungi 410
D. Lichens Are Dual Organisms 411
20.8 Investigating Life: The Battle for Position in Cacao Tree
Leaves 412
21 | Animals 416
21.1 Animals Live Nearly Everywhere 418
A. What Is an Animal? 418
B. Animal Life Began in the Water 418
C. Animal Features Reflect Shared Ancestry 419
D. Biologists Also Consider Additional
Characteristics 421
21.2 Sponges Are Simple Animals That Lack Differentiated
Tissues 423
21.3 Cnidarians Are Radially Symmetrical, Aquatic
Animals 424
21.4 Flatworms Have Bilateral Symmetry and Incomplete
Digestive Tracts 425
21.5 Mollusks Are Soft, Unsegmented Animals 427
21.6 Annelids Are Segmented Worms 428
21.7 Nematodes Are Unsegmented, Cylindrical Worms 430
21.8 Arthropods Have Exoskeletons and Jointed
Appendages 432
A. Arthropods Have Complex Organ Systems 432
B. Arthropods Are the Most Diverse Animals 434
21.9 Echinoderm Adults Have Five-Part, Radial
Symmetry 436
21.10 Most Chordates Are Vertebrates 438
A. Four Key Features Distinguish Chordates 438
B. Many Features Reveal Evolutionary Relationships
Among Chordates 439
21.11 Tunicates and Lancelets Are Invertebrate Chordates 442
21.12 Hagfishes and Lampreys Are Craniates Lacking
Jaws 443
21.13 Fishes Are Aquatic Vertebrates with Jaws, Gills, and
Fins 444
A. Cartilaginous Fishes Include Sharks, Skates, and
Rays 444
B. Bony Fishes Include Two Main Lineages 444
C. Fishes Changed the Course of Vertebrate
Evolution 445
21.14 Amphibians Lead a Double Life on Land and in
Water 446
A. Amphibians Were the First Tetrapods 446
B. Amphibians Include Three Main Lineages 446
21.15 Reptiles Were the First Vertebrates to Thrive on Dry
Land 448
A. Nonavian Reptiles Include Four Main Groups 448
B. Birds Are Warm, Feathered Reptiles 450
21.16 Mammals Are Warm, Furry Milk-Drinkers 451
A. Mammals Share a Common Ancestor with Reptiles 451
B. Mammals Lay Eggs or Bear Live Young 452
21.17 Investigating Life: Sponges Fill Holes in Animal
Evolution 453
UNIT 5 Plant Life
|
22 Plant Form and
Function 460
22.1 Vegetative Plant Parts
Include Stems, Leaves,
Mads Nissen/Nobel Peace Centre​/
and Roots 462 Panos/Redux
22.2 Plant Cells Build Tissues 465
A. Plant Cells Form Three Main Tissue Systems 465
B. Plants Have Several Cell Types 466
22.3 Tissues Build Stems, Leaves, and Roots 469
A. Stems Support Leaves 469
B. Leaves Are the Primary Organs of Photosynthesis 469
C. Roots Absorb Water and Minerals and Anchor the
Plant 470
22.4 Plants Have Flexible Growth Patterns, Thanks to
Meristems 473
A. Plants Grow by Adding New Modules 473
B. Plant Growth Occurs at Meristems 473
C. In Primary Growth, Apical Meristems Lengthen Stems
and Roots 474
D. In Secondary Growth, Lateral Meristems Thicken
Stems and Roots 474
22.5 Investigating Life: An Army of Tiny Watchdogs 477
23 | Plant Nutrition and Transport 482
23.1 Soil and Air Provide Water and Nutrients 484
A. Plants Require 16 Essential Elements 484
B. Soils Have Distinct Layers 484
C. Leaves and Roots Absorb Essential Elements 485
23.2 Water and Minerals Are Pulled Up to Leaves in
Xylem 487
A. Water Evaporates from Leaves in Transpiration 487
B. Water and Dissolved Minerals Enter at the Roots 488
C. Xylem Transport Relies on Cohesion 488
D. The Cuticle and Stomata Help Conserve Water 489
23.3 Sugars Are Pushed in Phloem to
Nonphotosynthetic Cells 490
A. Phloem Sap Contains Sugars and Other Organic
Compounds 490
B. The Pressure Flow Theory Explains Phloem Function 490
23.4 Parasitic Plants Tap into Another Plant’s Vascular
Tissue 492
23.5 Investigating Life: The Hidden Cost of Traps 492

24
|
Reproduction and Development of
Flowering Plants 496
24.1 Angiosperms Reproduce Asexually and Sexually 498
A. Asexual Reproduction Yields Clones 498
B. Sexual Reproduction Generates Variability 499
24.2 The Angiosperm Life Cycle Includes Flowers, Fruits,
and Seeds 500
A. Flowers Are Reproductive Organs 500
B. The Pollen Grain and Embryo Sac Are
Gametophytes 501
C. Pollination Brings Pollen to the Stigma 501
D. Double Fertilization Yields Zygote and
Endosperm 502
E. A Seed Is an Embryo and Its Food Supply
Inside a Seed Coat 503
F. The Fruit Develops from the Ovary 504
26 | The Nervous System 534
G. Fruits Protect and Disperse Seeds 505
24.3 Plant Growth Begins with Seed Germination 506
24.4 Hormones Regulate Plant Growth and
Development 507
A. Auxins and Cytokinins Are Essential for Plant
Growth 507
B. Gibberellins, Ethylene, and Abscisic Acid Influence
Plant Development in Many Ways 508
C. Biologists Continue to Discover Additional Plant
Hormones 509
24.5 Light Is a Powerful Influence on Plant Life 510
A. Phototropism Is Growth Toward Light 510
B. Phytochrome Regulates Seed Germination, Daily
Rhythms, and Flowering 511
24.6 Plants Respond to Gravity and Touch 513
24.7 Plant Parts Die or Become Dormant 514
24.8 Investigating Life: A Red Hot Chili Pepper
Paradox 515
Animal Life
|
UNIT 6
25 Animal Tissues
and Organ
Systems 518 Daniel Garcia/AFP/Getty Images
25.1 Specialized Cells Build
Animal Bodies 520
25.2 Animals Consist of Four Tissue Types 522
A. Epithelial Tissue Covers Surfaces 522
B. Most Connective Tissues Bind Other Tissues
Together 523
C. Muscle Tissue Provides Movement 524
D. Nervous Tissue Forms a Rapid Communication
Network 525
CONTENTS xxvii
25.3 Organ Systems Are Interconnected 526
A. The Nervous and Endocrine Systems Coordinate
Communication 526
B. The Skeletal and Muscular Systems Support and Move
the Body 526
C. The Digestive, Circulatory, and Respiratory Systems
Help Acquire Energy 526
D. The Urinary, Integumentary, Immune, and Lymphatic
Systems Protect the Body 527
E. The Reproductive System Produces the Next
Generation 527
25.4 Organ System Interactions Promote
Homeostasis 528
25.5 The Integumentary System Regulates Temperature and
Conserves Moisture 529
25.6 Investigating Life: Vitamins and the Evolution of
Human Skin Pigmentation 531
26.1 The Nervous System Forms a Rapid Communication
Network 536
A. Invertebrates Have Nerve Nets, Nerve Ladders, or
Nerve Cords 536
B. Vertebrate Nervous Systems Are Highly
Centralized 537
26.2 Neurons Are Functional Units of a Nervous System 538
A. A Typical Neuron Consists of a Cell Body, Dendrites,
and an Axon 538
B. The Nervous System Includes Three Classes of
Neurons 539
26.3 Action Potentials Convey Messages 540
A. A Neuron at Rest Has a Negative Charge 540
B. A Neuron’s Membrane Potential Reverses During an
Action Potential 540
C. The Myelin Sheath Speeds Impulse Conduction 543
26.4 Neurotransmitters Pass the Message from Cell to
Cell 544
A. Neurons Communicate at Synapses 544
B. A Neuron Integrates Signals from Multiple
Synapses 545
26.5 The Peripheral Nervous System Consists of Nerve Cells
Outside the Central Nervous System 546
26.6 The Central Nervous System Consists of the Spinal
Cord and Brain 548
A. The Spinal Cord Transmits Information Between Body
and Brain 548
B. The Human Brain Is Divided into Several Regions 548
C. Many Brain Regions Participate in Memory
Formation 551
D. Damage to the Central Nervous System Can Be
Devastating 551
26.7 Investigating Life: Scorpion Stings Don’t Faze
Grasshopper Mice 554
xxviii CONTENTS
27 | The Senses 558
27.1 Diverse Senses Operate by the Same Principles 560
29
A. Sensory Receptors Respond to Stimuli by Generating
Action Potentials 560
B. Continuous Stimulation May Cause Sensory
Adaptation 561
27.2 The General Senses Detect Touch, Temperature, Pain,
and Position 562
27.3 The Senses of Smell and Taste Detect Chemicals 563
A. Chemoreceptors in the Nose Detect Odor
Molecules 563
B. Chemoreceptors in the Mouth Detect Taste 564
27.4 Vision Depends on Light-Sensitive Cells 565
A. Invertebrate Eyes Take Many Forms 565
B. In the Vertebrate Eye, Light Is Focused on the
Retina 565
C. Signals Travel from the Retina to the Optic Nerve and
Brain 566
27.5 The Senses of Hearing and Equilibrium Begin in the
Ears 568
A. Mechanoreceptors in the Inner Ear Detect Sound
Waves 568
B. The Inner Ear Also Provides the Sense of
Equilibrium 569
27.6 Investigating Life: How Do Whales Taste? 570
28 | The Endocrine System 574
28.1 The Endocrine System Uses Hormones to
Communicate 576
A. Endocrine Glands Secrete Hormones That Interact with
30 | The Circulatory System 608
Target Cells 576
B. The Nervous and Endocrine Systems Work
Together 577
28.2 Hormones Stimulate Responses in Target Cells 578
A. Water-Soluble Hormones Trigger Second Messenger
Systems 578
B. Lipid-Soluble Hormones Directly Alter Gene
Expression 579
28.3 The Hypothalamus and Pituitary Gland Oversee
Endocrine Control 580
A. The Posterior Pituitary Stores and Releases Two
Hormones 581
B. The Anterior Pituitary Produces and Secretes Six
Hormones 581
28.4 Hormones from Many Glands Regulate Metabolism 582
A. The Thyroid Gland Sets the Metabolic Pace 582
B. The Parathyroid Glands Control Calcium Level 583
C. The Adrenal Glands Coordinate the Body’s Stress
Responses 583
D. The Pancreas Regulates Blood Glucose 584
E. The Pineal Gland Secretes Melatonin 585
28.5 Hormones from the Ovaries and Testes Control
Reproduction 586
28.6 Investigating Life: Addicted to Affection 586
|
The Skeletal and Muscular
Systems 590
29.1 Skeletons Take Many Forms 592
29.2 The Vertebrate Skeleton Features a Central
Backbone 593
29.3 Bones Provide Support, Protect Internal Organs, and
Supply Calcium 594
A. Bones Consist Mostly of Bone Tissue and
Cartilage 594
B. Bones Are Constantly Built and Degraded 596
C. Bones Help Regulate Calcium Homeostasis 596
D. Bone Meets Bone at a Joint 597
29.4 Muscle Movement Requires Contractile Proteins,
Calcium, and ATP 598
A. Actin and Myosin Filaments Fill Muscle Cells 598
B. Sliding Filaments Are the Basis of Muscle Fiber
Contraction 599
C. Motor Neurons Stimulate Muscle Fiber
Contraction 600
29.5 Muscle Fibers Generate ATP in Many Ways 602
29.6 Many Muscle Fibers Combine to Form One Muscle 603
A. Each Muscle May Contract with Variable Force 603
B. Muscles Contain Slow- and Fast-Twitch Fibers 603
C. Exercise Strengthens Muscles 604
29.7 Investigating Life: Did a Myosin Gene Mutation Make
Humans Brainier? 604
30.1 Circulatory Systems Deliver Nutrients and
Remove Wastes 610
A. Circulatory Systems Are Open or Closed 610
B. Vertebrate Circulatory Systems Have Become
Increasingly Complex 611
30.2 Blood Is a Complex Mixture 612
A. Plasma Carries Many Dissolved Substances 612
B. Red Blood Cells Transport Oxygen 613
C. White Blood Cells Fight Infection 613
D. Blood Clotting Requires Platelets and Plasma
Proteins 614
30.3 Blood Circulates Through the Heart and Blood
Vessels 615
30.4 The Human Heart Is a Muscular Pump 616
A. The Heart Has Four Chambers 616
B. The Right and Left Halves of the Heart Deliver Blood
Along Different Paths 616

C. Cardiac Muscle Cells Produce the Heartbeat 617
D. Exercise Strengthens the Heart 618
30.5 Blood Vessels Form the Circulation Pathway 619
A. Arteries, Capillaries, and Veins Have Different
Structures 619
B. Blood Pressure and Velocity Differ Among Vessel
Types 620
30.6 The Lymphatic System Maintains Circulation and
Protects Against Infection 623
33
30.7 Investigating Life: In (Extremely) Cold Blood 624
31 | The Respiratory System 628
31.1 Gases Diffuse Across Respiratory Surfaces 630
A. Some Invertebrates Exchange Gases Across the Body
Wall or in Internal Tubules 631
B. Gills Exchange Gases with Water 632
C. Terrestrial Vertebrates Exchange Gases in Lungs 632
31.2 The Human Respiratory System Delivers Air to the
Lungs 634
A. The Nose, Pharynx, and Larynx Form the Upper
Respiratory Tract 634
B. The Lower Respiratory Tract Consists of the Trachea
and Lungs 635
31.3 Breathing Requires Pressure Changes in the
Lungs 636
31.4 Blood Delivers Oxygen and Removes Carbon
Dioxide 638
A. Blood Carries Gases in Several Forms 638
B. Blood Gas Levels Help Regulate the Breathing
Rate 638
31.5 Investigating Life: Why Do Bugs Hold Their
Breath? 640
32 | Digestion and Nutrition 644
32.1 Digestive Systems Derive Nutrients from Food 646
A. Animals Eat to Obtain Energy and Building
34 | The Immune System 680
Blocks 646
B. How Much Food Does an Animal Need? 646
C. Animals Process Food in Four Stages 646
D. Animal Diets and Feeding Strategies
Vary Greatly 647
32.2 Animal Digestive Tracts Take Many Forms 648
32.3 The Human Digestive System Consists of Several
Organs 650
A. Digestion Begins in the Mouth 650
B. The Stomach Stores, Digests, and Churns Food 651
C. The Small Intestine Digests and Absorbs
Nutrients 652
D. The Large Intestine Completes Nutrient and Water
Absorption 654
CONTENTS xxix
32.4 A Healthy Diet Includes Essential Nutrients and the
Right Number of Calories 656
A. A Varied Diet Is Essential to Good Health 656
B. Body Weight Reflects Food Intake and Activity
Level 658
C. Starvation: Too Few Calories to Meet the Body’s
Needs 659
D. Obesity: More Calories Than the Body Needs 660
32.5 Investigating Life: The Cost of a Sweet Tooth 661
|
Regulation of Temperature and Body
Fluids 664
33.1 Animals Regulate Their Internal Temperature 666
A. Heat Gains and Losses Determine an Animal’s Body
Temperature 666
B. Several Adaptations Help an Animal to Adjust Its
Temperature 667
33.2 Animals Regulate Water and Ions in Body Fluids 669
33.3 Nitrogenous Wastes Include Ammonia, Urea, and Uric
Acid 670
33.4 The Urinary System Produces, Stores, and
Eliminates Urine 671
33.5 The Nephron Is the Functional Unit of the
Kidney 672
A. Nephrons Interact Closely with Blood Vessels 672
B. Urine Formation Includes Filtration, Reabsorption, and
Secretion 672
C. The Glomerular Capsule Filters Blood 674
D. Reabsorption and Secretion Occur in the Renal
Tubule 674
E. The Collecting Duct Conserves More Water 675
F. Hormones Regulate Kidney Function 675
33.6 Investigating Life: New Clues in a Dinosaur-Sized
Mystery 676
34.1 Many Cells, Tissues, and Organs Defend the Body 682
A. White Blood Cells Play Major Roles in the Immune
System 682
B. The Lymphatic System Produces and Transports Many
Immune System Cells 683
C. The Immune System Has Two Main
Subdivisions 683
34.2 Innate Defenses Are Nonspecific and Act Early 684
A. External Barriers Form the First Line of Defense 684
B. Internal Innate Defenses Destroy Invaders 684
34.3 Adaptive Immunity Defends Against Specific
Pathogens 686
A. Helper T Cells Play a Central Role in Adaptive
Immunity 686
xxx CONTENTS
B. Cytotoxic T Cells Provide Cell-Mediated
UNIT 7
Immunity 687
36
C. B Cells Direct the Humoral Immune Response 687
D. The Immune Response Turns Off Once the Threat Is
Gone 690
E. The Secondary Immune Response Is Stronger Than the
Primary Response 690
34.4 Vaccines Jump-Start Immunity 692
34.5 Several Disorders Affect the Immune System 693
A. Autoimmune Disorders Are Devastating and
Mysterious 693
B. Immunodeficiencies Lead to Opportunistic
Infections 693
C. Allergies Misdirect the Immune Response 694
D. A Pregnant Woman’s Immune System May Attack Her
Fetus 695
34.6 Investigating Life: The Hidden Cost of Hygiene 696
|
35 Animal Reproduction and
Development 700
35.1 Animal Development Begins with Reproduction 702
A. Reproduction Is Asexual or Sexual 702
B. Gene Expression Dictates Animal Development 702
C. Development Is Indirect or Direct 703
35.2 Males Produce Sperm Cells 704
A. Male Reproductive Organs Are Inside and Outside the
Body 704
B. Spermatogenesis Yields Sperm Cells 705
C. Hormones Influence Male Reproductive
Function 706
35.3 Females Produce Egg Cells 707
A. Female Reproductive Organs Are Inside the
Body 707
B. Oogenesis Yields Egg Cells 708
C. Hormones Influence Female Reproductive
37 | Populations 748
Function 709
D. Hormonal Fluctuations Can Cause Discomfort 711
35.4 Reproductive Health Considers Contraception and
Disease 711
35.5 The Human Infant Begins Life as a Zygote 714
A. Fertilization Initiates Pregnancy 714
B. The Preembryonic Stage Ends When Implantation Is
Complete 715
C. Organs Take Shape During the Embryonic Stage 716
D. Organ Systems Become Functional in the Fetal
Stage 719
E. Muscle Contractions in the Uterus Drive
Childbirth 720
35.6 Birth Defects Have Many Causes 721
35.7 Investigating Life: Sexual Cannibalism and Silk
Restraints 723
The Ecology of Life
|
Animal
Behavior 728
36.1 Animal Behaviors Gerald Hinde/Gallo Images/Getty
Have Proximate and Images
Ultimate Causes 730
36.2 Animal Behaviors Combine Innate and Learned
Components 731
A. Innate Behaviors Do Not Require Experience 731
B. Learning Requires Experience 732
C. Genes and Environment Interact to Determine
Behavior 733
36.3 Many Behaviors Improve Survival 734
A. Some Animals Can Find Specific Locations 734
B. Animals Balance the Energy Content and Costs of
Acquiring Food 735
C. Avoiding Predation Is Another Key to Survival 736
36.4 Many Behaviors Promote Reproductive Success 738
A. Courtship Sets the Stage for Mating 738
B. Sexual Selection Leads to Differences Between the
Sexes 738
C. Animals Differ in Mating Systems and Degrees of
Parental Care 739
D. Human Reproductive Choices May Reflect Natural
Selection 740
36.5 Social Behaviors Often Occur in Groups 741
A. Group Living Has Benefits and Costs 741
B. Dominance Hierarchies and Territoriality Reduce
Competition 742
C. Kin Selection and Reciprocal Altruism Explain Some
Acts of Cooperation 742
D. Eusocial Animals Have Highly Developed Societies 743
36.6 Investigating Life: Playing “Dress Up” on the Reef 744
37.1 A Population Consists of Individuals of One Species 750
A. Density and Distribution Patterns Are Static Measures
of a Population 750
B. Isolated Subpopulations May Evolve into New
Species 750
37.2 Births and Deaths Help Determine Population Size 752
A. Births Add Individuals to a Population 752
B. Survivorship Curves Show the Probability of Dying at a
Given Age 753
37.3 Population Growth May Be Exponential or Logistic 754
A. Growth Is Exponential When Resources Are
Unlimited 754
B. Population Growth Eventually Slows 755
C. Many Conditions Limit Population Size 757

37.4 Natural Selection Influences Life Histories 758
A. Organisms Balance Reproduction Against Other
Requirements 758
B. Opportunistic and Equilibrium Life Histories
Reflect the Trade-Off Between Quantity and
Quality 758
37.5 The Human Population Continues to Grow 759
A. Birth Rates and Death Rates Vary Worldwide 759
B. The Ecological Footprint Is an Estimate of
Resource Use 761
37.6 Investigating Life: A Toxic Compromise 763
38 | Communities and Ecosystems 766
38.1 Multiple Species Interact in Communities 768
A. Many Species Compete for the Same Resources 768
B. Symbiotic Interactions Can Benefit or Harm a
Species 769
C. Herbivory and Predation Link Species in Feeding
Relationships 770
D. Closely Interacting Species May Coevolve 771
38.2 Succession Is a Gradual Change in a
Community 772
38.3 Ecosystems Require Continuous Energy Input 774
A. Food Webs Depict the Transfer of Energy and
Atoms 774
B. A Keystone Species Has a Pivotal Role in the
Community 776
C. Heat Energy Leaves Each Food Web 776
D. Harmful Chemicals May Accumulate in the Highest
Trophic Levels 777
38.4 Chemicals Cycle Within Ecosystems 778
A. Water Circulates Between the Land and the
Atmosphere 778
B. Autotrophs Obtain Carbon as CO2 780
C. The Nitrogen Cycle Relies on Bacteria 781
D. The Phosphorus Cycle Begins with the Erosion of
Rocks 782
E. Excess Nitrogen and Phosphorus Cause Problems in
Water 782
F. Terrestrial and Aquatic Ecosystems Are Linked in
Surprising Ways 783
38.5 Investigating Life: Winged Migrants Sidestep
Parasites 784
39 | Biomes 788
39.1 The Physical Environment Determines Where Life
Exists 790
39.2 Earth Has Diverse Climates 792
39.3 Terrestrial Biomes Range from the Lush Tropics to the
Frozen Poles 794
A. Towering Trees Dominate the Forests 795
CONTENTS xxxi
B. Grasslands Occur in Tropical and Temperate
Regions 796
C. Whether Hot or Cold, All Deserts Are Dry 797
D. Fire- and Drought-Adapted Plants Dominate
Mediterranean Shrublands (Chaparral) 798
E. Tundras Occupy High Latitudes and High
Elevations 799
F. Polar Ice Caps Are Cold and Dry 799
39.4 Freshwater Biomes Include Lakes, Ponds, and
Streams 800
A. Lakes and Ponds Contain Standing Water 800
B. Streams Carry Running Water 801
39.5 Oceans Make Up Earth’s Largest Ecosystem 802
A. Land Meets Sea at the Coast 802
B. The Open Ocean Remains Mysterious 803
39.6 Investigating Life: Shrinking Biomes and Shrinking
Wallets 804
40 | Preserving Biodiversity 808
40.1 Earth’s Biodiversity Is Dwindling 810
40.2 Many Human Activities Destroy Habitats 811
40.3 Pollution Degrades Habitats 813
A. Water Pollution Threatens Aquatic Life 813
B. Air Pollution Causes Many Types of Damage 814
40.4 Global Climate Change Alters and Shifts Habitats 816
A. Greenhouse Gases Warm Earth’s Surface 816
B. Global Climate Change Has Severe
Consequences 816
40.5 Exotic Invaders and Overexploitation Devastate Many
Species 818
A. Invasive Species Displace Native Organisms 818
B. Overexploitation Can Drive Species to Extinction 819
40.6 Some Biodiversity May Be Recoverable 820
A. Protecting and Restoring Habitat Saves Many Species
at Once 820
B. Some Conservation Tools Target Individual
Species 820
C. Conserving Biodiversity Involves Scientists and
Ordinary Citizens 821
40.7 Investigating Life: Up, Up, and Away 822
APPENDIX A Answers to Multiple Choice Questions A-1
APPENDIX B A Brief Guide to Statistical Significance A-2
APPENDIX C Units of Measurement A-5
APPENDIX D Periodic Table of the Elements A-6
APPENDIX E Amino Acid Structures A-7
APPENDIX F Learn How to Learn A-8
Glossary G-1 | Index I-1
 1
CHAPTER

The Scientific Study of Life

Undersea World. A coral reef in the Red Sea is home to countless marine species. The prickly animal in the center is a “crown of thorns” sea star.
Franco Banfi/WaterF/age fotostock

LEARN HOW TO LEARN

Real Learning Takes Time
You got good at basketball, running, dancing, art, music, or video games by putting in lots of practice. Likewise, you will need to commit time to your
biology course if you hope to do well. To get started, look for the Learn How to Learn tip in each chapter of this textbook. Each hint is designed to help you
use your study time productively.
With practice, you’ll discover that all concepts in biology are connected. The Survey the Landscape figure in every chapter highlights each chapter’s place
in the “landscape” of the entire unit. Use it, along with the more detailed Pull It Together concept map in the chapter summary, to see how each chapter’s
content fits into the unit’s big picture.
UNIT 1
Life Is Everywhere LE A R NI NG OU T LI N E
Welcome to biology, the scientific study of life. Living organ- 1.1 What Is Life?
isms surround us. You are alive, and so are your friends, your
1.2 The Tree of Life Includes Three Main Branches
pets, and the plants in your home and yard. Bacteria thrive on and
in your body. Any food you ate today was (until recently, anyway) 1.3 Scientists Study the Natural World
alive. And the news is full of biology-related discoveries about
1.4 Investigating Life: The Orchid and the Moth
fossils, new cancer treatments, genetics, global climate change,
and the environment.
Stories such as these enjoy frequent media coverage be-
cause this is an exciting time to study biology. Not only is the
field changing rapidly, but its new discoveries and applications
might change your life. DNA technology has brought us geneti-
cally engineered bacteria that can manufacture life-saving
drugs—and genetically engineered plants that produce their
own pesticides. This same technology may one day enable phy-
sicians to routinely cure hemophilia, cystic fibrosis, and other
genetic diseases by supplementing a person’s faulty DNA with
a functional “patch.”
Biology also includes the study of nonhuman life. We exist
only because of our interactions with other species, which ­provide
food, oxygen, clean water, clothing, shelter, and other necessities.
Even species that do not directly “serve” us are essential to the
ecosystems that sustain all life. Human activities, however, are
pushing many ecosystems dangerously out of ­balance.
Consider the “crown of thorns” sea star shown here. These
animals are notorious for their arsenal of sharp, venomous spines, S U RV E Y T H E L ANDSCAPE
which may cause painful wounds. At low population densities, Science, Chemistry, and Cells
their coral-eating habits help maintain reef biodiversity. Some-
times, however, huge numbers of sea stars destroy entire patches Life is the scientific Biology
of coral. What causes these infestations? Many researchers point study of
consists carry
to nutrient-polluted runoff from nearby farms and cities. The nu- of units out the
makes Respiration
called functions of
trient influx triggers a population explosion of algae, which sea
ATP
star larvae eat as they develop into adults. Removing the adults Cells uses
from an infested reef is dangerous and labor-intensive, but help is
consist of Carbohydrates
coming from an unusual source: Underwater robots have been
programmed to seek out the crown of thorns and deliver a makes
Molecules include Proteins
­lethal injection.
Photosynthesis
The list of biology-related topics goes on and on: global consist of encodes such as
climate change, stem cell therapies, new cancer treatments, in-
catalyze the cell’s
fectious disease, improved crop plants, synthetic life, i­nfertility Atoms DNA Enzymes chemical reactions,
including
treatment, endangered species, DNA fingerprinting, biofuels,
pollution, the history of life, and more. This book will bring you Organisms from all three branches of life share a unique
a taste of modern biology and help you make sense of the science- combination of characteristics. Biologists are scientists who
use evidence to test hypotheses about life.
related news you see every day. Chapter 1 begins your journey
by introducing the scope of biology and explaining how science For more details, study the Pull It Together feature
teaches us what we know about life. at the end of the chapter.

3
4 UNIT ONE Science, Chemistry, and Cells

1.1 What Is Life?

Biology is the scientific study of life. The second half of this
chapter explores the meaning of the term scientific, but first we
will consider the question “What is life?” We all have an intuitive
sense of what life is. If we see a rabbit on a rock, we know that
the rabbit is alive and the rock is not. But it is difficult to state just
what makes the rabbit alive. Likewise, in the instant after an in-
dividual dies, we may wonder what invisible essence has trans-
formed the living into the dead.
One way to define life is to list its basic components. The cell
is the basic unit of life; every organism, or living individual, con-
sists of one or more cells. Every cell has an outer membrane that
separates it from its surroundings. This membrane encloses the
­water and other chemicals that carry out the cell’s functions. One of
those biochemicals, deoxyribonucleic acid (DNA), is the informa-
tional molecule of life (figure 1.1). Cells use genetic instructions—
as encoded in DNA—to produce proteins, which enable cells to
carry out their functions in tissues, organs, and organ systems.
A list of life’s biochemicals, however, provides an unsatisfy-
ing definition of life. After all, placing DNA, water, proteins, and Figure 1.1 Informational Molecule of Life. All cells contain DNA,
a membrane in a test tube does not create life. And a crushed in- a series of “recipes” for proteins that each cell can make.
sect still contains all of the biochemicals that it had immediately Scott Camazine/123RF
before it died.
In the absence of a concise definition, scientists have settled on are compartments that carry out specialized functions in cells
five qualities that, in combination, constitute life. Table 1.1 sum- (note that not all cells contain organelles). Many organisms con-
marizes them, and the rest of section 1.1 describes each one in more sist of single cells. In multicellular organisms such as the tree
detail. An organism is a collection of structures that function to- ­illustrated in figure 1.2, however, the cells are organized into spe-
gether and exhibit all of these qualities. Note, ­however, that each cialized tissues that make up organs. Multiple organs are linked
trait in table 1.1 may also occur in nonliving objects. A rock crystal into an individual’s organ systems.
is highly organized, but it is not alive. A fork placed in a pot of boil- We have now reached the level of the organism, which may
ing water absorbs heat energy and passes it to the hand that grabs it, consist of just one cell or of many cells organized into tissues,
but this does not make the fork alive. A fire can “reproduce” and organs, and organ systems. Organization in the living world
grow, but it lacks most of the other characteristics of life. It is the ­extends beyond the level of the individual organism as well. A
combination of these five characteristics that makes life unique. ­population includes members of the same species occupying the
same place at the same time. A community includes the popula-
tions of different species in a region, and an ecosystem includes
A. Life Is Organized both the living and nonliving components of an area. Finally, the
Just as the city where you live belongs to a county, state, and na- biosphere consists of all parts of the planet that can support life.
tion, living matter also consists of parts organized in a hierarchi- Biological organization is apparent in all life. Humans, eels,
cal pattern (figure 1.2). At the smallest scale, all living structures and evergreens, although outwardly very different, are all organized
are composed of particles called atoms, which bond together to into specialized cells, tissues, organs, and organ systems. Single-
form molecules. These molecules can form organelles, which celled bacteria, although less complex than animals or plants, still

TA B L E 1.1 Characteristics of Life: A Summary

Characteristic Example
Organization Atoms make up molecules, which make up cells, which make up tissues, and so on.

Energy use A kitten uses the energy from its mother’s milk to fuel its own growth.

Maintenance of internal constancy (homeostasis) Your kidneys regulate your body’s water balance by adjusting the concentration of your urine.

Reproduction, growth, and development An acorn germinates, develops into an oak seedling that increases in size, and, at maturity, reproduces
sexually to produce its own acorns.

Evolution Increasing numbers of bacteria survive treatment with antibiotic drugs.

 CHAPTER 1 The Scientific Study of Life 5

CELL
ORGANELLE The fundamental
A membrane-bounded unit of life. Multicellular
structure that has a specific organisms consist of many
function within a cell. cells; unicellular organisms TISSUE
Example: Chloroplast consist of one cell. A collection of specialized cells
Example: Leaf cell that function in a coordinated
fashion. (Multicellular life only.)
MOLECULE Example: Epidermis of leaf
A group of joined atoms.
Example: DNA
ORGAN
A structure consisting
of tissues organized to
interact and carry
ATOM out specific functions.
The smallest chemical (Multicellular life only.)
unit of a type of pure Example: Leaf
substance (element).
Example: Carbon atom ORGANISM
A single living individual.
Example: One acacia tree

ORGAN SYSTEM
Organs connected
physically or chemically
POPULATION
that function together.
A group of the same species of organism
(Multicellular life only.)
living in the same place and time.
Example: Aboveground
Example: Multiple acacia trees
part of a plant

BIOSPHERE
COMMUNITY The global ecosystem;
All populations that occupy the parts of the planet
the same region. ECOSYSTEM and its atmosphere
Example: All populations The living and nonliving where life is possible.
in a savanna components of an area.
Example: The savanna

Figure 1.2 Life’s Organizational Hierarchy. This diagram applies life’s organizational hierarchy to a multicellular organism (an acacia tree). Green arrows
represent the organizational hierarchy up to the level of the organism; blue arrows represent levels that include multiple organisms.
Photos: (population): ChrisCrafter/E+/Getty Images; (community): Daryl Balfour/Gallo Images/Getty Images; (ecosystem): Bas Vermolen/Getty Images;
(biosphere): StockTrek/Getty Images
6 UNIT ONE Science, Chemistry, and Cells

extracting energy and nutrients from nonliving sources. The most

familiar primary producers are the plants and microbes that cap-
ture light energy from the sun, but some bacteria can derive
chemical energy from rocks. Consumers, in contrast, obtain en-
ergy and nutrients by eating other organisms, living or dead; con-
sumers are also called heterotrophs. You are a consumer, relying
on energy and atoms from food to stay alive. Decomposers are
heterotrophs that absorb ­energy and nutrients from wastes or
dead organisms. These organisms, which include fungi and some
bacteria, recycle nutrients to the nonliving environment.
Brain cell Interacting brain cells Within an ecosystem, organisms are linked into elaborate
food webs, beginning with primary producers and continuing
through several levels of consumers (including decomposers).
But energy transfers are never 100% efficient; some energy is
always lost to the surroundings in the form of heat (see figure 1.4).
Brain Because no organism can use it as an energy source, heat repre-
sents a permanent loss from the cycle of life. All ecosystems
therefore depend on a continuous stream of energy from an out-
side source, usually the sun. i food webs, section 38.3A

Emergent property: Memory

C. Life Maintains Internal Constancy
The conditions inside cells must remain within a constant range,
Figure 1.3 An Emergent Property—from Cells to Memories. Highly even if the surrounding environment changes. For example, a cell
branched cells interact to form a complex network in the brain. Memories, must maintain a certain temperature; it will die if it becomes too
consciousness, and other qualities of the mind emerge only when these cells
interact in a certain way.
Energy Usable energy
from Nutrients
contain DNA, proteins, and other molecules that interact in highly sunlight
organized ways.
An organism, however, is more than a collection of succes-
sively smaller parts. Emergent properties are new functions that Heat
Heat
arise from physical and chemical interactions among a system’s
components, much as flour, sugar, butter, and chocolate can be-
come brownies—something not evident from the parts them-
selves. Figure 1.3 shows another example of emergent properties:
the thoughts and memories produced by interactions among the
neurons in a person’s brain. For an emergent property, the whole
is greater than the sum of the parts.
Emergent properties explain why structural organization is Consumers obtain
energy and nutrients by
closely tied to function. Disrupt a structure, and its function ceases. eating other organisms.
Brain damage, for instance, disturbs the interactions between brain
Primary producers extract
cells and can interfere with memory, coordination, and other brain energy and nutrients from
functions. Likewise, if a function is interrupted, the corresponding the nonliving environment.
structure eventually breaks down, much as unused muscles begin
to waste away. Biological function and form are interdependent.
Soil
Heat
B. Life Requires Energy
Decomposers are consumers
Inside each cell, countless chemical reactions sustain life. These that obtain nutrients from dead
reactions, collectively called metabolism, allow organisms to ac- organisms and organic wastes.
quire and use energy and nutrients to build new structures, repair
old ones, and reproduce. Figure 1.4 Life Is Connected. All organisms extract energy and
Biologists divide organisms into broad categories based on nutrients from the nonliving environment or from other organisms.
their source of energy and raw materials (figure 1.4). Primary Decomposers recycle nutrients back to the nonliving environment. At every
producers, also called autotrophs, make their own food by stage along the way, heat is lost to the surroundings.

a. b.
Figure 1.5 Temperature Homeostasis. (a) Shivering and (b) sweating
are responses that maintain body temperature within an optimal range.
(a): Kristy-Anne Glubish/Design Pics; (b): John Rowley/Getty Images
hot or too cold. The cell must also take in nutrients, excrete
wastes, and regulate its many chemical reactions to prevent a
shortage or surplus of essential substances. Homeostasis is this
state of internal constancy.
Because cells maintain homeostasis by counteracting c­ hanges
as they occur, organisms must be able to sense and react to stimu-
li. To illustrate this idea, consider the mechanisms that help main-
tain your internal temperature at about 37°C (figure 1.5). When
you go outside on a cold day, you may begin to shiver; heat from
these muscle movements warms the body. In severe cold, your
lips and fingertips may turn blue as your circulatory system sends
blood away from your body’s surface. Conversely, on a hot day,
sweat evaporating from your skin helps cool your body.
D. Life Reproduces, Grows, and Develops
Organisms reproduce, making other individuals that are similar
to themselves (figure 1.6). Reproduction transmits DNA from
generation to generation; this genetic information defines the in-
herited characteristics of the offspring.
Reproduction occurs in two basic ways: asexually and sexu-
ally. In asexual reproduction, genetic information comes from
only one parent, and all offspring are virtually identical
(­figure 1.6a). One-celled organisms such as bacteria reproduce
asexually by doubling and then dividing the contents of the cell.
Many multicellular organisms also reproduce asexually. A straw-
berry plant, for instance, produces “runners” that sprout leaves
and roots, forming new plants that are identical to the parent.
Fungi produce countless asexual spores, visible as the green,
white, or black powder on moldy bread or cheese. Some animals,
including sponges, reproduce asexually when a fragment of the
parent animal detaches and develops into a new individual.
In sexual reproduction, genetic material from two parents
unites to form an offspring, which has a new combination of in-
herited traits (figure 1.6b). By mixing genes at each generation,
sexual reproduction results in tremendous diversity in a popula-
tion. Genetic diversity, in turn, enhances the chance that some
individuals will survive even if conditions change. Sexual repro-
duction is therefore a very successful strategy, especially in an
CHAPTER 1 The Scientific Study of Life 7
a. b.
Figure 1.6 Asexual and Sexual Reproduction. (a) Identical plantlets
develop along the runners of a wild strawberry plant. (b) Two swans protect
their offspring, the products of sexual reproduction.
(a): Dorling Kindersley/Getty Images; (b): jadranko/Moment/Getty Images
environment where conditions change frequently; it is extremely
common among plants, animals, and fungi.
Before each offspring can reproduce, it must develop into an
adult. The term development describes not only growth but also the
many other changes that occur as an organism matures. Each
young swan in figure 1.6b, for example, started as a single fertil-
ized egg cell. That cell divided over and over, forming an embryo.
Continued cell division and specialization into tissues, organs, and
organ systems yielded the newly hatched swans. The youngsters
will continue to grow as they develop into adults that can also
reproduce—just like their parents.
E. Life Evolves
One of the most intriguing questions in biology is how organisms
become so well suited to their environments. A beaver’s enor-
mous front teeth, which never stop growing, are ideal for gnawing
wood. Tubular flowers have exactly the right shapes for the beaks
of their hummingbird pollinators. Some organisms have color pat-
terns that enable them to fade into the background (­figure 1.7).
These examples, and countless others, illustrate adaptations. An
adaptation is an inherited characteristic or behavior that ­enables an
organism to survive and reproduce successfully in its environment.
Figure 1.7 Hiding in Plain
Sight. This pygmy seahorse
is barely visible in its coral
habitat, thanks to its unique
body shape, skin color, and
texture.
Mark Webster/Getty Images
8 UNIT ONE Science, Chemistry, and Cells
Where do these adaptive traits come from? The answer lies in
natural selection. The simplest way to think of natural selection is
to consider two facts. First, populations produce many more off-
spring than will survive to reproduce; these organisms must com-
pete for limited resources such as food and habitat. A single mature
oak tree may produce thousands of acorns in one season, but only
a few are likely to germinate, develop, and reproduce. The rest die.
Second, no organism is exactly the same as any other. Genetic
mutations—changes in an organism’s DNA sequence—generate
variability in all organisms, even those that reproduce asexually.
Of all the offspring in a population, which will outcompete the
others and live long enough to reproduce? The answer is those
with the best adaptations to the current environment; conversely,
the poorest competitors are most likely to die before reproducing.
A good definition of natural selection, then, is the enhanced re-
productive success of certain individuals from a population based
on inherited characteristics.
Figure 1.8 shows one example of natural selection. The illus-
tration shows a population of bacteria in which a mutation has oc-
curred in one cell. If antibiotics are present, the drug kills most of
the unmutated cells. The mutated cell, however, is unaffected and
can reproduce. After many generations of exposure to the drug,
antibiotic-resistant cells are common.
The same principle applies to all populations. In general, indi-
viduals with the best combinations of genes survive and reproduce,
while those with less suitable characteristics fail to do so. Over
many generations, individuals with adaptive traits make up most or
all of the population.
But the environment is constantly changing. Continents shift,
sea levels rise and fall, climates warm and cool. What happens to
a population when the selective forces that drive natural selection
change? Only some organisms survive: those with the “best” traits
in the new environment. Features that may once have been rare
become more common as the reproductive success of individuals
with those traits improves. Notice, however, that this outcome de-
pends on variability within the population. If no individual can
reproduce in the new environment, the species may go extinct.
Natural selection is one mechanism of evolution, which is a
change in the genetic makeup of a population over multiple
Time Reproduction
and
selection
Staphylococcus aureus Mutation
before mutation occurs (red)
Generation 1 Generation 2
generations. Although evolution can also occur in other ways,
natural selection is the mechanism that selects for adaptations.
Charles Darwin became famous in the 1860s after the publica-
tion of his book On the Origin of Species by Means of Natural
Selection, which introduced the theory of evolution by natural
selection; another naturalist, Alfred Russel Wallace, indepen-
dently developed the same idea at around the same time.
Evolution is the single most powerful idea in biology. As
unit 3 describes in detail, evolution has been operating since life
began, and it explains the current diversity of life. In fact, the
similarities among existing organisms strongly suggest that all
species descend from a common ancestor. Evolution has molded
the life that has populated the planet since the first cells formed
almost 4 billion years ago, and it continues to act today.
1.1 MASTERING CONCEPTS
1. Does any nonliving object possess all of the characteristics of life?
Explain your answer.
2. List the levels of life’s organizational hierarchy from smallest to
largest, starting with atoms and ending with the biosphere.
3. The bacteria in figure 1.8 reproduce asexually, yet they are
evolving. What is their source of genetic variation?
1.2 The Tree of Life Includes
Three Main Branches
Biologists have been studying life for centuries, documenting the
existence of everything from bacteria to blue whales. An endur-
ing problem has been how to organize the ever-growing list of
known organisms into meaningful categories. Taxonomy is the
science of naming and classifying organisms.
The basic unit of classification is the species, which desig-
nates a distinctive “type” of organism. Closely related species are
grouped into the same genus. Together, the genus and a specific
descriptor denote the unique, two-word scientific name of each
Figure 1.8 Natural Selection. Staphylococcus
Antibiotic present aureus (commonly called “staph”) is a bacterium
that causes skin infections. A bacterium undergoes
a random genetic mutation that (by chance) makes
the cell resistant to an antibiotic. The presence of
the antibiotic increases the reproductive success of
the resistant cell and its offspring. After many
generations, nearly all of the bacteria in the
Antibiotic absent population are antibiotic resistant. Conversely, if
antibiotics are absent, the antibiotic-resistance trait
remains rare.
Multiple generations later
 CHAPTER 1 The Scientific Study of Life 9

species. A human, for example, is Homo sapiens. (Note that scien-
tific names are always italicized and that only the genus is capital-
ized.) Scientific names help taxonomists and other biologists
communicate with one another.
But taxonomy involves more than simply naming species.
Taxonomists also strive to classify organisms according to what
we know about evolutionary relationships; that is, how recently
one type of organism shared an ancestor with another type. The
more recently they diverged from a shared ancestor, the more
closely related we presume the two types of organisms to be. Re-
searchers infer these relationships by comparing anatomical, be-
havioral, cellular, genetic, and biochemical characteristics.
Section 14.6 describes the taxonomic hierarchy in more detail.
For now, it is enough to know that genetic evidence suggests that all
species fall into one of three domains, the broadest (most inclusive)
taxonomic category. Figure 1.9 depicts the three domains: Bacte-
ria, Archaea, and Eukarya. The species in domains Bacteria and
Archaea are superficially similar to one another; all are prokaryotes,
meaning that their DNA is free in the cell and not confined to an
organelle called a nucleus. Major differences in DNA sequences
separate these two domains from each other. The third domain, Eu-
karya, contains all species of eukaryotes, which are unicellular or
multicellular organisms whose cells contain a nucleus.
The species in each domain are further subdivided into
­ ingdoms; figure 1.9 shows the kingdoms within domain Eukarya.
k
Three of these kingdoms—Animalia, Fungi, and Plantae—are famil-
iar to most people. Within each one, organisms share the same gen-
eral strategy for acquiring energy. The plant kingdom contains
autotrophs, whereas fungi and animals are consumers that differ in
the details of how they obtain food. But the fourth group of eukary-
otes, the Protista, contains a huge collection of unrelated species. Pro-
tista is a convenient but artificial “none of the above” category for the
many species of eukaryotes that are not plants, fungi, or animals.
New research based on genetic sequences is helping to organize
the eukaryotes into several “supergroups.” The aim is to place each
species with its relatives, regardless of its historical classification as
an animal, a fungus, a plant, or a protist. Section 18.5 describes the
supergroups in more detail.
1.2 MASTERING CONCEPTS
1. What are the goals of taxonomy?
2. How are domains related to kingdoms?
3. List and describe the four main groups of eukaryotes. How is the
organization of eukaryotes changing?

DOMAIN BACTERIA DOMAIN ARCHAEA DOMAIN EUKARYA

• Cells lack nuclei (prokaryotic) • Cells lack nuclei (prokaryotic) • Cells contain nuclei (eukaryotic)
• Most are unicellular • Most are unicellular • Unicellular or multicellular

Protista (multiple lineages) Kingdom Animalia

• Unicellular or multicellular • Multicellular
• Autotrophs or heterotrophs • Heterotrophs (by ingestion)

TEM (false color) 1 μm SEM (false color) 1 μm

LM 200 μm
Prokaryotes DOMAIN EUKARYA

Kingdom Fungi Kingdom Plantae

Animals
• Most are multicellular • Multicellular
DOMAIN DOMAIN Fungi
BACTERIA ARCHAEA • Heterotrophs (by external • Autotrophs
Plants digestion)

Protista

Common ancestor of all life

Figure 1.9 Life’s Diversity. The three domains of life arose from a hypothetical common ancestor, shown at the base of the evolutionary tree.
Photos: (Bacteria): Science Photo Library/Getty Images; (Archaea): Eye of Science/Science Source; (Protista): Melba Photo Agency/Alamy Stock Photo; (Animalia): Source: Scott
Bauer/USDA/ARS; (Fungi): Ro-ma Stock Photography/Getty Images; (Plantae): Source: Keith Weller/USDA
10 UNIT ONE Science, Chemistry, and Cells
1.3 Scientists Study the
Natural World
The idea of biology as a “rapidly changing field” may seem
strange if you think of science as a collection of facts. After all,
the parts of a frog are the same now as they were 50 or 100 years
ago. But memorizing frog anatomy is not the same as thinking
scientifically. Scientists use evidence to answer questions about
the natural world. If you compare a bullfrog to a rattlesnake, for
instance, can you determine how the frog can live in water and on
land, whereas the snake survives in the desert? Understanding
anatomy simply gives you the vocabulary you need to ask these
and other interesting questions about life.
A. The Scientific Method Has Multiple
Interrelated Parts
Scientific knowledge arises from application of the scientific
method, which is a general way of using evidence to answer
questions and test ideas (figure 1.10). Although this diagram
may give the impression that science is a tedious, step-by-step
process, that is not at all true. Instead, science combines thinking,
detective work, collaborating with other scientists, learning from
mistakes, and noticing connections. The resulting insights have
taught us everything we know about the natural world.
Observations and Questions The scientific method be-
gins with observations and questions. The observations may
rely on what we can see, hear, touch, taste, or smell, or they
may be based on existing knowledge and experimental results.
Often, a great leap forward happens when one person makes
connections between previously unrelated observations. Charles
Darwin, for example, developed the idea of natural selection by
combining his understanding of Earth’s long history with his
detailed observations of organisms. Another great advance
occurred decades later, when biologists realized that mutations
in DNA generate the variation that Darwin saw but could
not explain.
Hypothesis and Prediction A hypothesis is a tentative ex-
planation for one or more observations. The hypothesis is the
essential “unit” of scientific inquiry. To be useful, the hypothesis
must be testable—that is, there must be a way to collect data that
can support or reject it. Interestingly, a hypothesis cannot be
proven true because future discoveries may contradict today’s re-
sults. Nevertheless, a hypothesis becomes widely accepted when
multiple lines of evidence support it, no credible data refute it,
and plausible alternative hypotheses have been rejected.
A hypothesis is a general statement that should lead to spe-
cific predictions. Often, a prediction is written as an if–then
statement. As a simple example, suppose you hypothesize that
your lawn mower stopped working because it ran out of gas. A
reasonable prediction would be “If I put fuel into the tank, then
my lawn mower should start.”
Publish
Peer
review
Make
observations
Draw
Ask a question
conclusions
Consult prior Consult prior
knowledge knowledge
Collect and Formulate
interpret data a hypothesis
Design
Make
experiment
predictions
Figure 1.10 Scientific Inquiry. This researcher studies tiger sharks; her
observations could lead to questions and testable hypotheses. Additional
data, combined with prior findings, can help support or reject each hypothesis.
Peer review determines whether the results are publishable. Note that data
may come from observations of the natural world or from experimentation.
Photo: Jeff Rotman/Getty Images
Data Collection Investigators draw conclusions based on
data (figure 1.11). The data may come from careful observations
of the natural world, an approach called discovery science. The
National Audubon Society’s annual Christmas Bird Count is a
case in point: For more than a century, thousands of “citizen sci-
entists” have documented the ups and downs of hundreds of bird
species nationwide. Another way to gather data is to carry out an
experiment to test a hypothesis under controlled conditions (sec-
tion 1.3B explores experimental design in more detail).
Discovery and experimentation work hand in hand. As just
one example, consider the well-known connection between
cigarettes and lung cancer. In the late 1940s, scientists showed
that smokers are far more likely than nonsmokers to develop can-
cer. Since that time, countless laboratory experiments have re-
vealed how the chemicals in tobacco damage living cells.
Analysis and Peer Review After collecting and interpret-
ing data, investigators decide whether the evidence supports or
falsifies the hypothesis. Often, the most interesting results are
those that are unexpected because they provide new observations
that force scientists to rethink their hypotheses; figure 1.10
shows this feedback loop. Science advances as new information
arises and explanations continue to improve.
Once a scientist has enough evidence to support or reject a
hypothesis, he or she may write a paper and submit it for publica-
tion in a scientific journal. The journal’s editors send the paper to
 CHAPTER 1 The Scientific Study of Life 11

anonymous reviewers who are knowledgeable about the research

topic. In a process called peer review, these scientists indepen-
dently evaluate the validity of the methods, data, and conclu-
sions. Overall, peer review ensures that journal articles—the
tangible products of the global scientific conversation—are of
high quality.

B. An Experimental Design Is a Careful Plan

Scientists test many hypotheses with the help of experiments. An
experiment is an investigation carried out in controlled condi-
tions. This section considers a real study that tested the hypothesis
that a new vaccine protects against a deadly virus. The virus,
called rotavirus, causes severe diarrhea and takes the lives of
hundreds of thousands of young children each year. An effective,
inexpensive vaccine would prevent many childhood deaths.

Sample Size One of the most important decisions that an

a.
investigator makes in designing an experiment is the sample size,
which is the number of individuals assigned to each treatment.
The sample size in the rotavirus study, for example, was
approximately 100 infants per treatment. In general, the larger the
sample size, the more credible the results of a study.

Variables A systematic consideration of variables is also im-

b.
Figure 1.11 Different Types of Science. (a) Scientists track the number
of migratory birds that visit a wildlife refuge each year—an example of
discovery science. (b) Controlled experiments can help food scientists
objectively compare different techniques for roasting or brewing coffee.
(a): Source: J&K Hollingsworth/U.S. Fish & Wildlife Service; (b): Corbis/age fotostock
portant in experimental design (table 1.2). A variable is a
changeable element of an experiment, and there are several types.
The independent variable is the factor that an investigator di-
rectly manipulates to determine whether it causes another variable
to change. In the rotavirus study, the independent variable was the
dose of the vaccine. The dependent variable is any response that
might depend on the value of the independent variable, such as
the number of children with rotavirus-related illness during the
study period.
A standardized variable is anything that the investigator
holds constant for all subjects in the experiment, ensuring the
best chance of detecting the effect of the independent variable.
Because rotavirus infection is most common among very young
children, the test of the new vaccine included only infants ­younger
than 12 weeks. Furthermore, vaccines work best in people with
healthy immune systems, so the study excluded infants who were
ill or had weak immunity. Age and health were therefore among
the study’s standardized variables.

TA B L E 1.2 Types of Variables in an Experiment: A Summary

Type of Variable
Independent variable
Dependent variable
Standardized variable
Definition Example
A variable that an investigator manipulates to determine whether it Dose of vaccine
influences the dependent variable
A variable that an investigator measures to determine whether it is affected Number of children with illness caused
by the independent variable by rotavirus
Any variable that an investigator intentionally holds constant for all subjects Age and health of children in study
in an experiment, including the control group
12 UNIT ONE Science, Chemistry, and Cells

Controls Well-designed experiments compare one or more C. Theories Are Comprehensive

groups undergoing treatment to a group of “normal” (untreated)
individuals. The experimental control is the untreated group,
Explanations
and it is important because it provides a basis for comparison in Outside of science, the word theory is often used to describe an
measuring the effect of the independent variable. Ideally, the opinion or a hunch. For instance, immediately after a plane crash,
only difference between the control and any other experimental experts offer their “theories” about the cause of the disaster.
group is the one factor being tested. These tentative explanations are really untested hypotheses.
Experimental controls may take several forms. Sometimes, In science, the word theory has a distinct meaning. Like a hy-
the control group simply receives a “zero” value for the indepen- pothesis, a theory is an explanation for a natural phenomenon, but
dent variable. If a gardener wants to test a new fertilizer in her a theory is typically broader in scope than a hypothesis. For ex-
garden, she may give some plants a lot of fertilizer, others only a ample, the germ theory—the idea that some microorganisms cause
little, and still others—the control plants—none. In medical re- human disease—is the foundation for medical microbiology. Indi-
search, a control group might receive a placebo, an inert substance vidual hypotheses relating to the germ theory are much narrower,
that resembles the treatment given to the experimental group. The such as the suggestion that rotavirus causes illness. Not all theories
control infants in the rotavirus study received a placebo that con- are as “large” as the germ theory, but they generally encompass
tained all components of the vaccine except the active ingredient. multiple hypotheses. Note also that the germ theory does not imply
The investigators in the rotavirus study used a double-blind that all microbes make us sick or that all illnesses have microbial
design in which neither the researchers nor the participants knew causes. But it does explain many types of disease.
who received the vaccine and who received the placebo. Double- A second difference between a hypothesis and a theory is
blind studies help avoid bias in medical research. The investiga- acceptance and evidence. A hypothesis is tentative, whereas the-
tors break the “code” of who received which treatment only after ories reflect broader agreement. This is not to imply that theories
the experiment is complete and the data are tabulated. are not testable; in fact, the opposite is true. Every scientific
theory is potentially falsifiable, meaning that a particular set of
Statistical Analysis Once an experiment is complete, the inves- observations could prove the theory wrong. The germ theory re-
tigator compiles the data and decides whether the results support the mains widely accepted because many observations support it and
hypothesis (figure 1.12). The researchers in the rotavirus study con- no reliable tests have disproved it. The same is true for the theory
cluded that the vaccine was effective, but only after applying a sta- of evolution and many other scientific theories.
tistical test. All statistical tests consider both variation and sample Another quality of a scientific theory is its predictive power.
size to estimate the probability that the results arose purely by A good theory not only ties together many existing observations
chance. If this probability is low, then the results are considered but also suggests predictions about phenomena that have yet to be
­statistically significant. Appendix B shows how scientists use error observed. Both Charles Darwin and naturalist Alfred Russel
bars and other notation to illustrate statistical significance in graphs. Wallace used the theory of evolution by natural selection to pre-
dict the existence of a moth that could pollinate orchid flowers
with unusually long nectar tubes (figure 1.13). Decades later,
scientists discovered the long-tongued insect (see section 1.4). A
theory weakens if subsequent observations do not support its
Incidence of illness (cases/100 child-years)

30
25.86
Any rotavirus illness predictions.
Severe rotavirus illness
25 What is the relationship between facts and a theory? One
definition of the word fact is “a repeatable observation that ev-
Dependent variable

20 eryone can agree on.” It is a fact that a dropped pencil falls to-
ward the ground; no reasonable person disagrees with that
15 14.46 statement. Gravity is a fact; gravitational theory explains the
forces that cause pencils and other objects to fall.
10 Biologists also consider biological evolution to be a fact. Yet
6.19 6.86 the phrase “theory of evolution” persists because evolution is
5 both a fact and a theory. Like gravity, evolution is a fact. No one
2.15 2.15 can dispute that antibiotics drive evolutionary change in bacteria
0 0
0 (see figure 1.8). On a broader scale, the combined evidence for
Placebo Low Medium High
(control)
genetic change over time is so persuasive and comes from so
many different fields of study that to deny the existence of evolu-
Dose of vaccine
tion is unrealistic. Evolutionary theory explains how life has di-
Independent variable versified since its origin. Note that biologists do not understand
everything about how evolution works. Many questions about
Figure 1.12 Vaccine Test. This graph shows that the rotavirus vaccine is life’s history remain, but the debates swirl around how, not
more effective than a placebo. (The statistical analysis is not shown.) whether, evolution occurs.

Nectar tubes
Figure 1.13 Prediction Confirmed. When Charles Darwin saw this
Madagascar orchid, he predicted that its pollinator would have long, thin
mouthparts that could reach the bottom of the elongated nectar tube.
He was right; the unknown pollinator turned out to be a moth with an
extraordinarily long tongue.
Kjell Sandved/Alamy Stock Photo
D. Scientific Inquiry Has Limitations
Scientific inquiry is neither foolproof nor always easy to implement.
One problem is that experimental evidence may lead to multiple in-
terpretations, and even the most carefully designed experiment can
fail to provide a definitive answer (see Apply It Now 1.1). Consider
the observation that animals fed large doses of vitamin E live longer
than similar animals that do not ingest the vitamin. So, does
1.1 Burning Question
Why am I here?
The Burning Questions featured in each chapter of this book came
from students. On the first day of class, I always ask students to turn in
a “burning question”—anything they have always wondered about bi-
ology. I answer most of the questions as the relevant topics come up
during the semester.
Why not answer all of the questions? It is because at least one
student often asks something like “Why am I here?” or “What is the
meaning of life?” Such puzzles have fascinated humans throughout the
ages, but they are among the many questions that we cannot approach
scientifically. Biology can explain how you developed after a sperm
from your father fertilized an egg cell from your mother. But no one can
develop a testable hypothesis about life’s meaning or the purpose of
human existence. Science must remain silent on such questions.
Instead, other ways of knowing must satisfy our curiosity about
“why.” Philosophers, for example, can help us see how others have
CHAPTER 1 The Scientific Study of Life 13
vitamin E slow aging? Possibly, but excess vitamin E also causes
weight loss, and other research has connected weight loss with lon-
gevity. Does ­vitamin E extend life, or does weight loss? The experi-
ment alone does not distinguish between these possibilities.
Another limitation is that researchers may misinterpret ob-
servations or experimental results. For example, centuries ago,
scientists sterilized a bottle of broth, corked the bottle shut, and
observed bacteria in the broth a few days later. They concluded
that life arose directly from the broth. The correct explanation,
however, was that the cork did not keep airborne bacteria out.
Although scientists may make mistakes in the short term, science
is self-correcting in the long run because it remains open to new
data and new interpretations.
A related problem is that the scientific community may be
slow to accept new evidence that suggests unexpected conclu-
sions. Biases and expectations may cloud interpretations of new
results, and it is human nature to be cautious in accepting an
observation that does not fit what we think we know. The careful
demonstration that life does not arise from broth surprised many
people who believed that mice sprang from moldy grain and that
flies came from rotted beef. More recently, it took many years to
set aside the common belief that stress caused stomach ulcers.
Today, we know that a bacterium causes most ulcers.
Although science is a powerful tool for answering questions
about the natural world, it cannot tell us whether a painting is
beautiful, whether a person’s behavior is immoral, whether life
has meaning, or whether gods exist (see Burning Question 1.1).
Nor can we directly study some phenomena that occurred long
ago and left little physical evidence. Consider the many experi-
ments that have attempted to recreate the chemical reactions that
might have produced life on early Earth. Although the experi-
ments produce interesting results and reveal ways that these early
events may have occurred, we cannot know if they accurately
reflect conditions at the dawn of life.
c­onsidered these questions. Religion may
also provide the meaning that many people
seek. Part of the value of higher educa-
tion is to help you acquire the tools you
need to find your own life’s purpose.
In the meantime, this book’s
Burning Questions can help you dis-
cover the answers to many questions—
asked by students just like you—
about human health, environmental
quality, life’s diversity, and the rest of
the biological world.
Photodisc/Getty Images
Submit your burning question to
Marielle.Hoefnagels@mheducation.com
14 UNIT ONE Science, Chemistry, and Cells
1.1 Apply It Now
It’s Hard to Know What’s Bad for You
You have probably heard reports that a food
previously considered healthy is actually bad
for you, or vice versa. These conflicting re-
ports may tempt you to mistakenly conclude that
scientific studies are no better than guesswork.
Instead, the problem lies in the fact that some questions
are extremely hard to answer. Take, for example, the contro-
versy surrounding the artificial sweetener called saccharin.
In 1977, the U.S. Food and Drug Administration (FDA)
proposed a ban on saccharin, based on a handful of stud-
ies suggesting that the sweetener caused bladder can-
cer in rats. Congress opted to require warning
labels on products containing ­saccharin. In 1991,
the FDA withdrew its proposed ban, and in 1998,
­saccharin was rated as “not classifiable as to its car-
cinogenicity to humans.” Two years later, legislation re-
moved the warning label requirement.
This tangled history raises an important issue. Why Vitalii Hulai/Shutterstock
can’t science reply “yes” or “no” to the seemingly simple
question of whether saccharin is bad for you? To understand
the answer, consider one of the studies that prompted the FDA to pro-
pose the ban on saccharin in the first place. Researchers divided 200
rats into two groups. The control animals ate standard rodent chow,
whereas the experimental group got the same food supplemented with
saccharin. At reproductive maturity the animals were bred, and the re-
searchers fed the offspring the same dose of saccharin throughout their
lives as well. To measure the incidence of cancer, they counted the tu-
mors in both generations of rats for 24 months or until the rats died,
whichever came first. Figure 1.A summarizes the results.
At first glance, the conclusion seems inescapable: Saccharin causes
cancer in male lab rats. But closer study reveals several hidden com-
plexities that make the data hard to interpret. First, the dose of saccharin of one study examining the link between saccharin and bladder cancer in
was huge: 5% of the rats’ diets, for life. The equivalent dose in humans
would require drinking hundreds of cans of saccharin-sweetened soda
every day. In addition, the experimental rats weighed much less than the
E. Biology Continues to Advance
Science is just one of many ways to investigate the world, but its
strength is its openness to new information. Theories change to
accommodate new knowledge. The history of science is full of
long-established ideas that changed as we learned more about
nature, often thanks to new technology. People thought that Earth
was flat and at the center of the universe before inventions and
data analysis revealed otherwise. Similarly, biologists thought all
organisms were plants or animals until microscopes unveiled a
world of life invisible to our eyes.
Technology is the practical application of scientific knowledge.
Science and technology are therefore intimately related. For exam-
ple, thanks to centuries of scientific inquiry, we understand many of
the differences between humans and bacteria. We can exploit these
differences to invent new antibiotic drugs that kill germs without
harming our own bodies. These antibiotics, in turn, can be useful
control rats by the end of the study, suggesting that high doses of the
sweetener are toxic. Rather than causing cancer directly, the
saccharin may have simply made the animals more
susceptible to disease. Moreover, follow-up studies
using other animals were inconclusive.
Perhaps the scientists should have studied
the saccharin–­cancer connection in humans
instead. Unfortunately, however, document-
ing a link between any food and cancer in
people is extremely difficult. One strategy
might be to measure the incidence of cancer
in saccharin users versus nonusers. But with
so many other possible causes of cancer—
smoking, poor diet, exposure to job-related
chemicals, genetic predisposition—it is diffi-
cult to separate out just the effects of saccharin.
So what are we to make of the mixed news re-
ports? It is hard to know, but one thing is certain:
No matter what the headlines say, one study, espe-
cially a small one, cannot reveal the whole story.
Male rats Female rats
30 30
27
Saccharin-fed
25 25 Controls
% with tumors
% with tumors
20 19 20
15 15
10 10
5 3 5 4
0 0 0 0
0 0
Parents Offspring Parents Offspring
Figure 1.A The Saccharin Scare. These graphs summarize the results
rats. Sample sizes ranged from 36 to 49 rats per treatment.
Source: Data adapted from “Cancer Testing Technology and Saccharin,” page 52.
Office of Technology Assessment, October, 1977. https://ota.fas.org/reports/7702.pdf.
tools that help biologists learn even more about bacterial cells. The
new scientific discoveries spawn new technologies, and so on.
Biology is changing rapidly because technology has e­ xpanded
our ability to spy on living cells, compare DNA sequences, track
wildlife, and make many other types of observations. Scientists
can now answer questions about the natural world that previous
generations could never have imagined.
1.3 MASTERING CONCEPTS
1. Identify the elements of the experiment summarized in Apply It Now 1.1.
2. What is a statistically significant result?
3. What is the difference between a hypothesis and a theory, and why
are some theories regarded as facts?
4. What are some limitations of scientific inquiry?
5. Compare and contrast science and technology.
Another random document with
no related content on Scribd:
Toda a cousa negra é preta,
Papel é de trapos velhos,
Olhos do. são besbelhos,
Bordão de velho é moleta:
O mascarado é careta,
Tabaco é fumo pizado,
Peixe de moquem é assado,
O pirão duro é taipeiro,
Mareta em mar é carneiro,
Rapadura é mel coalhado.

Quem não tem juizo é tolo,

Quem morre fica sem vida,
Perna delgada é comprida,
Reposto de jogo é bôlo:
Negro ladino é creoulo,
Sebo de vacca é gordura,
Figado e bofes forçura,
Manteiga é nata de leite,
É oleo todo o azeite,
E todo o vigario é cura.

Sem a lingua não se falla,

Quem não come morre á fome,
A empinge toda come,
O surrão de couro é mala:
Palalá é... rala,
O tatú tem casca dura,
O salgado faz secura,
Arroz sem casca é pilado,
As sôpas são pão molhado,
O ferrolho é fechadura.
Os bancos servem de assento,
Leicenço tem carnegão,
Homem de villa é villão,
As pennas voam com vento:
O adro da egreja é bento,
A camisa é roupa branca,
Pau que fecha a porta é tranca,
Tem ventas todo o nariz,
Toda a batata é raiz,
A cara feia é carranca.

A farinha do Brazil
Primeiro foi mandioca,
Milho estalado é pipoca,
O gato todo é subtil:
Tres barris e um barril
Enchem todos uma pipa,
Não se faz casa sem ripa,
Ou vara com seu sipó,
Quem não tem ninguem é só,
Todo o bom cavallo esquipa.

Sempre é boa a espada nova,

Mas a velha é saramago,
Homem que gagueja é gago,
Toda a banana é pacova:
Quem morreu vai para a cova,
Olho do .. é mataco:
Agua de flor do sovaco
Deu sempre vida a um morto,
O que tem um olho é torto,
Guariba não é macaco.
Solimão e rozalgar
Matam, porque são veneno,
Grande doutor foi Galeno,
O fazer curso é purgar:
Fallar por solfa é cantar,
Na botica ha trementina,
Criança femea é menina,
.... ..... ..
Mascarado é papa-angú,
Oleo de pinha é resina.

Tabaco pobre é macaya.

Ave sem penna é morcego,
Toda a agua do Mondego
Desemboca pela praia:
Quem é mulher veste saia,
Os homens vestem calções,
Têm os negros seus bordões,
E cinco palmos a vara,
Tantas arrobas de tara
Tem cada um dos caixões.

Aguardente é geribita,
...dura é .....,
A ...... é pismam
E todo o listão é fita:
A colera logo irrita,
Ganhamú é caranguejo,
Não é sancto São Serejo,
Mas no ceu moram os sanctos;
Todas as casas têm cantos,
Do leite se faz o queijo.
Nos trunfos ha basto e sota,
Dará cartas quem foi mão,
A mulher tem seu pampam,
Pelo pé se calça a bota:
Quem não tem voto não vota,
O que deu cartas é pé,
O escrivão porta por fé,
Obra grosseira é do Porto,
Todo o defuncto está morto,
Vaza e mais enche a maré.

Almorreimas é quentura,
As redes têm seus cadilhos,
Zebedeu foi pae de filhos,
Quem morreu, já não tem cura:
........................
.......................
Jogo de trez é a espadilha,
Ao de dous lhe chamam zanga,
Camisa tem sua manga,
Não ha navio sem quilha.

Faz pasteis o pasteleiro,

Toda a virgem é donzella,
No Brazil ha já cannella,
Todo o frade é redoleiro.
Bate no ferro o ferreiro
E o marido na mulher,
Porque um e mais outro quer,
E gostam da tal asneira,
E não ha mister peneira
Quem farinha não tiver
Todas as côres são tintas,
Duro pau é supipira,
Quem é manso não tem ira,
Do zengá se fazem cintas:
Portugal tem ricas quintas,
E cada uma tem seu dono,
O que quer dormir tem somno,
O que dorme está dormindo,
O que veio tem já vindo
E toda a solfa tem tono.

Ha pelo entrudo filhozes,

Não ha carne na quaresma,
É todo o fedelho—lesma,
No poder os reis são crozes:
Quem tem dente come nozes,
O que quebra está quebrando,
Quem come está manducando,
O que corre vai correndo,
O que bebe está bebendo
E quem joga está jogando.

Dico vere veritates,

Crede mihi, vou fallando,
E quanto mais for andando,
Magis dicam asnitates:
No Recife ha mil mascates
Sobreposse mercadores,
Geme quem padece dores,
É o ... todo vento,
Freiras moram no convento,
E quem quer tem seus amores.
As madrinhas são comadres,
Chocolate tem cacau
Passa dez não é pacau,
Clerigos todos são padres:
É cego não ver por grades,
O limão todo é azedo,
O que tem pavor tem medo,
É boa a mulher que ....,
Não é boa a ... mole,
A pedra grande é penedo.

Quem tem boca vai a Roma,

Quem tem sangue faz chouriços,
As abelhas têm cortiços,
A zabelê sua coma:
O ruim assucar é broma,
A canada tem quartilho,
Não tem pé a mão de milho,
Coruja não é canario,
Livro velho é calendario,
O maná não é quintilho.

É o memento lembrança
Das almas do outro mundo,
A panella tem seu fundo,
E quem herdou teve herança:
É zombar estar de chança,
Muitos filhos tem Antonio
Nunes, do seu matrimonio,
Que dos outros não sabemos;
Aposto que já entendemos
Em que é purga o antimonio.
Os sapatos levam sola,
A carne de boi é vacca,
A ... em criança é caca,
É redonda toda a bola:
Passarinho na gaiola
Está prezo na cadeia,
O gatinho bravo meia,
São frades os franciscanos,
O homem velho já tem annos,
A formosa não é feia.

Quem vai só—vai solitario,

Quem tem fome excusa môlho,
O ... tem no meio ôlho,
Tem a mulher ordinario:
Chama-se a pessa Calvario;
Cidades tem Portugal,
Ouro é o que ouro val,
Pratos de côr tem rabique,
Não se faz renda sem pique,
Todo o salgado tem sal.

Peccados mortaes são septe,

E dez são os mandamentos,
Septe são os Sacramentos,
O estojo tem canivete:
Os frades com seu topete
Não pagam luguel de cazas,
Os anjinhos levam azas,
Cães de fila todos mordem,
Sacramento sexto é ordem,
Ganhou o que fez mais vazas.
Estas pois e outras verdades,
Amigo, que aqui vos digo,
São as de que sou amigo;
.........................
O mais são só asnidades
D’esses que dizem rodeios,
Porque só por estes meios
Se falla bem portuguez;
Tudo o mais é ser francez,
E trazer na boca freios.
 JUSTIÇA
QUE FAZ O P. NA HONRA HYPOCRITA PELOS ESTRAGOS QUE
ANDA FAZENDO NA VERDADEIRA HONRA

Uma cidade tão nobre[2],

Uma gente tão honrada,
Veja-se um dia louvada
Desde o mais rico ao mais pobre:
Cada pessoa o seu cobre;
Mas si o diabo me atiça,
Que indo a fazer-lhes justiça,
Algum saia a justiçar,
Não me poderão negar
Que por direito e por lei
Esta é a justiça que manda El-Rei.

[2] Lisboa.

O fidalgo de solar
Se dá por envergonhado
De um tostão pedir prestado
Para o ventre sustentar:
Diz que antes o quer furtar,
Por manter a negra honra,
Que passar pela deshonra
De que lh’o neguem talvez:
Mas si o vires nas galés
Com honras de vice-rei,
Esta é a justiça que manda El-Rei.
 A donzella embiocada,
Mal trajada, peior comida,
Antes quer na sua vida
Ter saia que ser honrada:
É publica amancebada
Por manter a negra honrinha,
E si lh’o chama a visinha,
E lh’o ouve a clerizia,
Dão com ella na enxovia,
E paga a pena da lei:
Esta é a justiça que manda El-Rei.

A casada com adorno,

E o marido mal vestido,
Crêde que este tal marido
Pentêa monho de ...
Si disser pelo contorno
Que si soffre a frei Thomaz,
Por manter a honrinha o faz;
Esperae pela pancada,
Que com carocha pintada
De Angola ha de ser vis-rei:
Esta é a justiça que manda El-Rei.

Os lettrados peralvilhos,
Citando o mesmo doutor
A favor do réu e auctor,
Comem de ambos os carrilhos:
Si se diz pelos corrilhos
Sua prevaricação,
A desculpa que vos dão
É a honra de seus parentes;
E entonces os requerentes
Fogem d’esta infame grei:
Esta é a justiça que manda El-Rei.
 O clerigo julgador,
Que’as causas julga sem pejo,
Não reparando que eu vejo
Que erra a lei e erra o doutor:
Quando vem do monsenhor
A sentença revogada,
Por saber que foi comprada
Pelo gimbo ou pelo abraço,
Responde o padre madraço:
Minha honra é minha lei;
Esta é a justiça que manda El-Rei.

O mercador avarento
Quando a sua conta extende,
No que compra e no que vende
Tira duzentos por cento:
Não é elle tão jumento
Que não saiba que em Lisboa
Se lhe ha de dar na gamboa;
Mas comido já o dinheiro,
Diz que a honra está primeiro,
E que honrado a toda a lei.
Esta é a justiça que manda El-Rei.

A viuva auctorisada,
Que não possue vintem,
Porque o marido de bem
Deixou a casa empenhada:
Alli entra a fradalhada,
Qual formiga em correição,
Dizendo que á casa vão
Manter a honra da casa;
Si a vires arder em brasa,
Que ardeu a honra entendei.
Esta é a justiça que manda El-Rei.
 O Adonis da manhãa,
O Cupido em todo o dia,
Que anda correndo a coxia
Com recadinhos á irmãa,
E si lhe cortam a lãa
Diz que anda naquelle andar
Pela honra conservar
Bem tractado e bem vestido;
Eu o verei tão despido,
Que até as costas lhe verei.
Esta é a justiça que manda El-Rei.

Si vires um dom abbade

Sôbre o pulpito cioso,
Não lhe chameis religioso,
Chamae-lhe embora de frade:
E si o tal Paternidade
Rouba as rendas do convento,
Para acudir ao sustento
Da ..., como da peita
Com que livra de suspeita
Do Geral, do Vice-Rei,
Esta é a justiça que manda El-Rei.
 DIALOGO
ENTRE O DEMONIO E A ALMA

Cantavam naquelle tempo os chulos da Bahia certas

cantigas por uma toada triste que rematava, dizendo:
«Banguê, que será de ti?» Mas outros mais piedosos
reduziam a mesma canção ao Divino finalizando assim: «Meu
Deus, que será de mim?» E o P. entre o temporal e o eterno
de uma o outra chularia introduziu uma alma christãa
resistindo ás tentações do demonio com a glosa de ambos os
extremos:

Meu Deus, que será de mim?

Banguê, que será de ti?

Alma—Si o descuido do futuro

E a lembrança do presente
É em mim tão continente,
Como do mundo murmuro?
Será porque não procuro
Temer do principio o fim?
Será porque sigo assim
Cegamente o meu peccado?
Mas si me vir condemnado,
Meu Deus, que será de mim?
Dem.—Si não segues meus enganos
E meus deleites não segues,
Temo que nunca socegues
No florido de teus annos:
Vê como vivem ufanos
Os descuidados de si:
Canta, baila, folga e ri;
Porque os que não se alegraram,
Dous infernos militaram:
Banguê, que será de ti?

Alma—Si para o céu me creastes,

Meu Deus, á imagem vossa,
Como é possivel que possa
Fugir-vos, pois me buscastes?
E si para mim tractastes
O melhor remedio e fim;
Eu, como ingrato Caim,
D’este bem tão esquecido,
Tendo-vos tão offendido,
Meu Deus, que será de mim?

Dem.—Todo o cantar allivia

E todo o folgar alegra,
Toda a branca, parda e negra
Tem sua hora de folia:
Só tu na melancolia
Tens allivio? Canta aqui
E torna a cantar alli,
Que d’esse modo o practicam
Os que alegres prognosticam
Banguê, que será de ti?
Alma—Eu para vós—offensor,
Vós para mim—derretido?
Eu—de vós tão esquecido,
E vós de mim—Redemptor?
Ai como sinto, Senhor,
De tão mau principio o fim,
Si me não valeis assim,
Como áquelle que na cruz
Feristes com vossa luz?
Meu Deus, que será de mim?

Dem.—Como assim na flor dos annos

Colhes o fructo amargoso?
Não vês que todo o penoso
É causa de muitos damnos?
Deixa, deixa desenganos,
Segue os deleites, que aqui
Te offereço, porque alli
Os mais que cantando vão,
Dizem na triste canção:
Banguê, que será de ti?

Alma—Quem vos offendeu, Senhor?

Uma creatura vossa?
Como é possivel que eu possa
Offender meu Creador?
Triste de mim peccador,
Si a gloria que daes sem fim,
Perdida num Serafim
Se perder em mim tambem?
Si eu perder tamanho bem,
Meu Deus, que será de mim?
Dem.—Si a tua culpa merece
Do teu Deus toda a esquivança,
Folga no mundo e descança
Que o arrepender aborrece:
Si o peccado te entristece,
Como já em outros vi,
Te prometto desde aqui
Que os mais da tua facção
E tu no inferno dirão:
Banguê, que será de ti?
 CONTRA
OS INGRATOS MURMURADORES DO BEM QUE
ACTUALMENTE RECEBEM DA MÃE UNIVERSAL, QUE OS
AFFAGA, SE QUEIXA A BAHIA, CONFESSANDO-SE DAS
CULPAS, QUE LHE DÃO, PELOS PRECEITOS DO DECALOGO

ROMANCE

Já que me põem a tormento

Murmuradores noviços,
Carregando sobre mim
Suas culpas e delictos;
Por credito do meu nome,
E não por temer castigo,
Confessar quero os peccados
Que faço, e que patrocino.
E si alguem tiver a mal
Descobrir este sigillo,
Não me infame que eu serei
Pedra em poço, ou seixo em rio.
Sabei, céu, sabei estrellas,
Escutae, flores e lirios,
Montes, serras, peixes, aves,
Lua, sol, mortos e vivos,
Que não ha nem póde haver,
Desde o Sul ao Norte frio,
Cidade com mais maldades,
Nem provincia com mais vicios,
Do que sou eu, porque em mim
Recopilados e unidos
Estão junctos quantos têm
Mundos e reinos distinctos.
Tenho Turcos, tenho Persas,
 Homens de nação impios,
Mogores, Armenios, Gregos,
Infieis e outros gentios.
Tenho ousados Mermidonios,
Tenho Judeus, tenho Assyrios,
E de quantas seitas ha
Muito tenho, e muito abrigo.
E sinão digam aquelles
Presados de vingativos,
Que sanctidade têm mais
Que um Turco e que um Mohabito!
Digam idolatras falsos,
Que estou vendo de continuo
Adorarem ao dinheiro,
Gula, ambição e amoricos!
Quantos com capa christãa
Professam o judaismo,
Mostrando hypocritamente
Devoção á Lei de Christo!
Quantos com pelle de ovelha
São lobos enfurecidos,
Ladrões, falsos, aleivosos,
Embusteiros e assassinos!
Estes por seu mau viver,
Sempre pessimo e nocivo,
São os que me accusam damnos,
E põem labéos inauditos.
Mas o que mais me atormenta
É ver que os contemplativos,
Sabendo a minha innocencia,
Dão a seu mentir ouvidos.
Até os mesmos culpados
Têm tomado por capricho,
Para mais me difamarem
Pôrem pela praça escriptos,
Onde escrevem sem vergonha,
Não só brancos, mas mestiços,
 Que para os bons sou inferno,
E para os mais paraizo.
Oh velhacos insolentes,
Ingratos, mal procedidos!
Si eu sou essa que dizeis,
Porque não largais meu sitio?
Porque habitais em tal terra,
Podendo em melhor abrigo?
Eu pego em vós? eu vos rogo?
Respondei: dizei, maldictos?
Mandei acaso chamar-vos,
Ou por carta, ou por aviso?
Não viestes para aqui
Por vosso livre alvedrio?
A todos não dei entrada,
Tractando-vos como a filhos?
Que razão tendes agora
De difamar-me atrevidos?
Meus males de quem procedem?
Não é de vós? claro é isso:
Que eu não faço mal a nada
Por ser terra e matto arisco.
Si me lançais má semente
Como quereis fructo limpo?
Lançae-a boa, e vereis
Si vos dou cachos optimos.
Eu me lembro que algum tempo,
Isto foi no meu principio,
A semente que me davam
Era boa e de bom trigo.
Por cuja causa meus campos
Produziam pomos lindos,
De que ainda se conservam
Alguns remotos indicios.
Mas depois que vós viestes
Carregados, como ouriços,
De sementes invejosas
 E legumes de maus vicios;
Logo declinei comvosco,
E tal volta tenho tido,
Que o que produzia rozas
Hoje só produz espinhos.
Mas para que se conheça
Si fallo verdade ou minto,
E quanto os vossos enganos
Têm difamado meu brio:
Confessar quero de plano
O que encubro por servir-vos,
E saiba quem me moteja
Os premios que ganho nisso.
Já que fui tão pouco attenta,
Que a luz da razão e o sizo
Não só quiz cegar por gosto,
Mas ser do mundo ludibrio.
Vós me ensinastes a ser
Das inconstancias archivo,
Pois nem as pedras que gero
Guardam fé aos edificios.
Por vosso respeito dei
Campo franco e grande auxilio
Para que se quebrantassem
Os mandamentos divinos.
Cada um por suas obras
Verá contra quem me explico,
Sem andar excogitando
Para quem se aponta o tiro.

PRECEITO I

Que de quilombos que tenho.

Com mestres superlativos,
Nos quaes se ensina de noite
Os calundús e feitiços!