Apago PDF Enhancer Ninth Edition Biology Kenneth A. Mason University of Iowa Jonathan B. Losos Apago PDF Enhancer Harvard University Susan R. Singer Carleton College based on the work of Peter H. Raven Director, Missouri Botanical Gardens; Engelmann Professor of Botany, Washington University George B. Johnson Professor Emeritus of Biology, Washington University rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd ii 1122//44//0099 1111::0088::1177 AAMM Reinforced Binding What does it mean? This textbook is widely adopted by colleges and universities yet it is frequently used in high school for teaching Advanced Placement*, honors and electives courses. Since high schools frequently adopt for several years, it is important that a textbook can withstand the wear and tear of usage by multiple students. 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Examination Board, which was not involved in the production of and does not endorse these products. 1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 4 3 2 1 0 ISBN 978–0–07–893649–4 MHID 0–07–893649–7 Vice President, Editor-in-Chief: Marty Lange Vice President, EDP: Kimberly Meriwether David Publisher: Janice Roerig-Blong Director of Development: Kristine Tibbetts Director of Development: Elizabeth Sievers Senior Developmental Editor: Lisa Brufl odt Senior Developmental Editor: Rose M. Koos Marketing Director: Patrick E. Reidy Apago PDF Enhancer Lead Project Manager: Sheila M. Frank Senior Production Supervisor: Kara Kudronowicz Senior Media Project Manager: Tammy Juran Senior Designer: David W. Hash Interior Designer: Christopher Reese (USE) Cover Image: computer generated model of DNA molecules, ©Doug Struthers/Stone/Getty Images, Inc.; water lily, ©Chad Kleitsch/Science Faction/Corbis; Galapagos giant tortoise, ©Digital Vision/PunchStock; retrovirus, conceptual computer artwork, ©PASIEKA/SPL/Science Photo Library/Getty Images, Inc.; studio shot of purple Lathyrus, sweet pea fl ower, ©Polina Plotnikova/Red Cover/Getty Images, Inc.; seated Orangutan reaching up, ©Dave King/Dorling Kindersley/Getty Images, Inc. Senior Photo Research Coordinator: Lori Hancock Photo Research: Danny Meldung/Photo Affairs, Inc Art Studio: Electronic Publishing Services Inc., NYC Compositor: Electronic Publishing Services Inc., NYC Typeface: 10/12 Janson Printer: R. R. Donnelley All credits appearing on page or at the end of the book are considered to be an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Biology / Peter H. Raven ... [et al.]. -- 9th ed. p. cm. Includes index. ISBN 978–0–07–893649–4 — ISBN 0–07–893649–7 (hard copy : alk. paper) 1. Biology. I. Raven, Peter H. QH308.2.R38 2011 570--dc22 2009034491 www.mhhe.com rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd iiii 1122//44//0099 1111::0088::1188 AAMM Brief Contents Preface v 29 Protists 567 30 Green Plants 588 Guided Tour x 31 Fungi 614 Contents xxi 32 Overview of Animal Diversity 633 33 Noncoelomate Invertebrates 649 I Part The Molecular Basis of Life 1 34 Coelomate Invertebrates 666 35 Vertebrates 693 1 The Science of Biology 1 VI 2 The Nature of Molecules and the Properties of Water 17 Part Plant Form and Function 729 3 The Chemical Building Blocks of Life 33 36 Plant Form 729 II Part The Biology of the Cell 59 37 Vegetative Plant Development 753 38 Transport in Plants 769 4 Cell Structure 59 39 Plant Nutrition and Soils 786 5 Membranes 88 40 Plant Defense Responses 802 6 Energy and Metabolism 107 41 Sensory Systems in Plants 814 7 How Cells Harvest Energy 122 42 Plant Reproduction 839 8 Photosynthesis 147 9 Cell Communication 168 VII Part Animal Form and Function 863 10 How Cells Divide 186 Apago PDF Enhancer III 43 The Animal Body and Principles of Regulation 863 Part Genetic and Molecular Biology 207 44 The Nervous System 887 45 Sensory Systems 915 11 Sexual Reproduction and Meiosis 207 46 The Endocrine System 937 12 Patterns of Inheritance 221 47 The Musculoskeletal System 961 13 Chromosomes, Mapping, and the Meiosis–Inheritance 48 The Digestive System 981 Connection 239 49 The Respiratory System 1001 14 DNA: The Genetic Material 256 50 The Circulatory System 1018 15 Genes and How They Work 278 51 Osmotic Regulation and the Urinary System 1038 16 Control of Gene Expression 304 52 The Immune System 1055 17 Biotechnology 327 53 The Reproductive System 1084 18 Genomics 352 54 Animal Development 1105 19 Cellular Mechanisms & Development 372 IV VIII Part Evolution 396 Part Ecology and Behavior 1132 20 Genes Within Populations 396 55 Behavioral Biology 1132 21 The Evidence for Evolution 417 56 Ecology of Individuals and Populations 1162 22 The Origin of Species 436 57 Community Ecology 1185 23 Systematics and the Phylogenetic Revolution 456 58 Dynamics of Ecosystems 1207 24 Genome Evolution 474 59 The Biosphere 1230 25 Evolution of Development 492 60 Conservation Biology 1256 V Appendix A A-1 Part The Diversity of Life 507 Glossary G-1 26 The Tree of Life 507 Credits C-1 27 Viruses 528 28 Prokaryotes 545 Index I-1 iii rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd iiiiii 1111//2233//0099 33::0011::1199 PPMM About the Authors Kenneth Mason is a lecturer at the University of Iowa where he teaches introductory biology. He was formerly at Purdue University where for 6 years he was responsible for the largest introductory biology course on campus and collaborated with chemistry and physics faculty on an innovative new course supported by the National Science Foundation that combined biology, chemistry, and physics. Prior to Purdue, he was on the faculty at the University of Kansas for 11 years, where he did research on the genetics of pigmentation in amphibians, publishing both original work and reviews on the topic. While there he taught a variety of courses, was involved in curricular issues, and wrote the lab manual for an upper division genetics laboratory course. His latest move to the University of Iowa was precipitated by his wife’s being named president of the University of Iowa. Pictured left to right: Susan Rundell Singer, Jonathan Losos, Kenneth Mason Jonathan Losos is the Monique and Philip Lehner Professor for Apago PDF theE Stnudhy oaf Lnatinc Aemerrica in the Department of Organismic and Evolutionary Biology and curator of herpetology at the Museum of Comparative Zoology at Harvard University. Losos’s research has focused on studying patterns of adaptive radiation and evolutionary diversifi cation in lizards. The recipient of several awards, including the prestigious Theodosius Dobzhanksy and David Starr Jordan Prizes, and the Edward Osborne-Wilson Naturalist Award. Losos has published more than 100 scientifi c articles. Susan Rundell Singer is the Laurence McKinley Gould Professor of the Natural Sciences in the department of biology at Carleton College in Northfi eld, Minnesota, where she has taught introductory biology, plant biology, genetics, plant development, and developmental genetics for 23 years. Her research interests focus on the development and evolution of fl owering plants. Singer has authored numerous scientifi c publications on plant development, contributed chapters to developmental biology texts, and is actively involved with the education eff orts of several professional societies. She received the American Society of Plant Biology’s Excellence in Teaching Award, serves on the National Academies Board on Science Education, and chaired the National Research Council study committee that produced America’s Lab Report. iv rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd iivv 1111//2233//0099 33::0011::1199 PPMM Committed To Excellence T his edition continues the evolution of the new Raven & The revised physiology unit has been further updated Johnson’s Biology. The author team is committed to con- to strengthen the evolutionary basis for understanding this tinually improving the text, keeping the student and section. The single chapter on circulation and respiration has learning foremost. We have an improved design and updated been broken into two to provide a more reasonable amount of pedagogical features to complement the new art program and material for the student in each chapter. The coverage of tem- completely revised content of the transformative eighth edition perature regulation has also been moved to the introductory of Biology. This latest edition of the text maintains the clear, chapter 43: The Animal Body and Principles of Regulation to accessible, and engaging writing style of past editions while provide a concrete example of regulation. All of this should maintaining the clear emphasis on evolution and scientifi c enhance readability for the student as well as integrate this inquiry that made this a leading textbook for students majoring material even closer with the rest of the text. in biology. This emphasis on the organizing power of evolu- The entire approach throughout the text is to emphasize tion is combined with a modern integration of the importance important biological concepts. This conceptual approach is of cellular and molecular biology and genomics to offer our supported by an evolutionary perspective and an emphasis on readers a text that is student-friendly while containing current scientifi c inquiry. Rather than present only dry facts, our con- content discussed from the most modern perspective. ceptual view combines an emphasis on scientifi c inquiry. We are committed to producing the best possible text for both student and faculty. Lead author, Kenneth Mason Our Consistent Themes (University of Iowa) has taught majors biology at three differ- ent major public universities for more than 15 years. Jonathan It is important to have consistent themes that organize and Losos (Harvard University) is at the cutting edge of evolution- unify a text. A number of themes are used throughout the book ary biology research and has taught evAoluptiaongaryo b iolPogDy Fto Ento hunaifyn tchee brroad-ranging material that makes up modern both biology majors and nonmajors students. Susan Rundell biology. This begins with the primary goal of this textbook to Singer (Carleton College) has been deeply involved in science provide a comprehensive understanding of evolutionary theory education policy issues on a national level. and the scientifi c basis for this view. We use an experimen- The extensive nature of the revision for the eighth edi- tal framework combining both historical and contemporary tion allowed the incorporation of the most current possible research examples to help students appreciate the progressive content throughout. This has been continued in the ninth and integrated nature of science. edition. Here we provide a more consistent approach to con- Biology Is Based on an Understanding of Evolution cepts so that the reader is not buried in detail in one chapter and left wondering how something works in another. In all When Peter Raven and George Johnson began work on Biology chapters, we provide a modern perspective emphasizing the in 1982 they set out to write a text that presented biology the structure and function of macromolecules and the evolution- way they taught in their classrooms—as the product of evolu- ary process that has led to this structure and function. tion. We bear in mind always that all biology “only makes sense This modern approach is illustrated with two examples. in the light of evolution;” so this text is enhanced by a consis- First, genomics are not given one chapter and otherwise i gnored. tent evolutionary theme that is woven throughout the text, and Instead, results from the analysis of genomes are p resented in we have enhanced this theme in the ninth edition. context across the text. It is important that these results are The enhanced evolutionary thread can be found in obvi- provided in the context of our traditional approaches and not ous examples such as the two chapters on molecular evolution, just lumped into a single chapter. We do not ignore the unique but can also be seen throughout the text. As each section con- features of this approach and therefore provide two chapters siders the current state of knowledge, the “what” of biological devoted to genomics and to genome evolution. phenomenon, they also consider how each system may have A second example is expanded coverage of noncoding arisen by evolution, the “where it came from” of biological RNA. It is hard to believe how rapidly miRNA have moved phenomenon. from a mere curiosity to a major topic in gene expression. We We added an explicit phylogenetic perspective to the have included both new text and graphics on this important understanding of animal form and function. This is most ob- topic. The results from complete genome sequencing have vious in the numerous fi gures containing phylogenies in the highlighted this important category of RNA that was largely form and function chapters. The diversity material is support- ignored in past texts. ed by the most up-to-date approach to phylogenies of both v rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd vv 1111//2233//0099 33::0011::1199 PPMM animals and plants. Together these current approaches add interaction of specifi c molecules, and this knowledge of life at even more evolutionary support to a text that set the standard the molecular level has illuminated relationships that were pre- for the integration of evolution in biology. viously unknown. Using this cutting-edge information, we more Our approach allows evolution to be dealt with in the strongly connect the different areas of biology in this edition. context in which it is relevant. The material throughout this One example of this integration concerns the structure book is considered not only in terms of present structure and and function of biological molecules—an emphasis of modern function, but how that structure and function may have arisen biology. This edition brings that focus to the entire book, using via evolution by natural selection. this as a theme to weave together the different aspects of con- tent material with a modern perspective. Given the enormous Biology Uses the Methods of Scientific Inquiry amount of information that has accumulated in recent years, Another unifying theme within the text is that knowledge arises this emphasis on structure and function provides a necessary from experimental work that moves us progressively forward. thread integrating these new perspectives into the fabric of the The use of historical and experimental approaches throughout traditional biology text. allow the student not only to see where the fi eld is now, but Although all current biology texts have added a genom- more importantly, how we arrived here. The incredible expan- ics chapter, our text was one of the fi rst to do so. This chap- sion of knowledge in biology has created challenges for authors ter has been updated, and we have added a chapter on the in deciding what content to keep, and to what level an introduc- evolution of genomes. More importantly, the results from the tory text should strive. We have tried to keep as much historical analysis of genomes and the proteomes they encode have been context as possible and to provide this within an experimental added throughout the book wherever this information is rel- framework consistently throughout the text. evant. This allows a more modern perspective throughout the We use a variety of approaches to expose the student to book rather than limiting it to a few chapters. Examples, for scientifi c inquiry. We use our new Scientifi c Thinking fi gures to instance, can be found in the diversity chapters, where classifi - walk through an experiment and its implications. These fi gures cation of some organisms were updated based on new fi ndings always use material that is relevant to the story being told. Data revealed by molecular techniques. are also provided throughout the text, and other fi gures illus- This systems approach to biology also shows up at the level trate how we arrived at our current view of the topics that make of chapter organization. We introduce genomes in the genetics up the different sections. Students are provided with Inquiry section in the context of learning about DNA and genomics. We Questions to stimulate thinking about the material throughout then come back to this topic with an entire chapter at the end of the book. The questions often involve data that are presented the evolution unit where we look at the evolution of genomes, in fi gures, but are not limited to this approachA, aplsoa legadoing thPe DF folElownedh bay na cchaepterr on the evolution of development, which student to question the material in the text as well. leads into our unit on the diversity of organisms. Similarly, we introduce the topic of development with Biology Is an Integrative Science a chapter in the genetics section, return to it in the evolution The explosion of molecular information has reverberated unit, and dedicate chapters to it in both the plant and animal throughout all areas of biological study. Scientists are increas- units. This layering of concepts is important because we be- ingly able to describe complicated processes in terms of the lieve that students best understand evolution, development, physiology, and ecology when they can reflect on the con- nections between the microscopic and macroscopic levels of This chapter covers one of the fastest-progressing organization. fi elds in biology. It must cover fundamental topics We’re excited about how we moved the previous high-quality textbook forward in a signifi cant way for a new as well as a wide variety of real and potential generation of students. All of us have extensive experience applications of the technology. The chapter does teaching undergraduate biology, and we’ve used this knowl- all of this well. There is good continuity from one edge as a guide in producing a text that is up to date, beautiful- ly illustrated, and pedagogically sound for the student. We’ve section to the next, which I fi nd important to also worked to provide clear explicit learning objectives, and make the text “readable.” more closely integrate the text with its media support mate- rials to provide instructors with an excellent complement to Michael Lentz their teaching. University of North Florida Ken Mason, Jonathan Losos, Susan Rundell Singer vi committed to excellence rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd vvii 1111//2233//0099 33::0011::2200 PPMM Cutting Edge Science Part III: Genetic and Molecular Biology The overall organization of this section remains the same. The Changes to the Ninth Edition splitting of transmission genetics into two chapters allows stu- dents to fi rst be introduced to general principles, then tie these Part I: The Molecular Basis of Life back to the behavior of chromosomes and the more complex The material in this section does not change much with time. topics related to genetic mapping. However, we have updated it to make it more friendly to the Content changes in the molecular genetics portion of this student. The student is introduced to the pedagogical features section are intended to do two things: (1) update material that is that characterize the book here: learning objectives with vari- the most rapidly changing in the entire book, and (2) introduce ous levels of cognitive diffi culty, scientifi c thinking fi gures, the idea that RNA plays a much greater role now than appre- and an integrated approach to guide the student through ciated in the past. The view of RNA has undergone a revolu- complex material. tion that is underappreciated in introductory textbooks. This In chapter 1, the idea of emergent properties has been has led to a complete updating of the section in chapter 16 on clarifi ed and material added to emphasize the nonequilibrium small RNAs complete with new graphics to go with the greatly nature of biology. This will help introduce students to the expanded and reorganized text. This new section should both fundamental nature of biological systems and prepare them introduce students to exciting new material and organize it so for the rest of the book. as to make it coherent with the rest of the chapter. The new material is put into historical context and updated to distinguish Part II: Biology of the Cell between siRNA and miRNA, and the mechanisms of RNA The overall organization of this section was retained, but silencing. Material on the classical bacterial operons trp and lac material on cell junctions and cell-to-cell interactions was was also refi ned for greater clarity. moved from chapter 9 to chapter 4, where it forms a natu- Chapter 11 — The information on meiotic cohesins and ral conclusion to cell structure. Within chapter 4 microsome/ protection of cohesins during meiosis I was clarifi ed peroxisome biogenesis was clarifi ed to complete the picture and updated. This is critical for students to understand of cell structure. The nature of trans fats is clarifi ed, a subject how meiosis actually works as opposed to memorizing students are likely to have been exposed to but not under- a series of events. stand. A brief discussion of the distribution of lipids in differ- ent membranes was also added. Chapter 12 — The second example of epistasis, which did not have graphical support in the eighth edition, was removed. Chapter 7 — The organization of chapter 7 was improved for Apago PDF EnhaThnisc alleowrs the remaining example to be explored in greater clarity. ATP structure and function is introduced greater detail. The organization of the explication of earlier, and the opening summary section covering all of Mendel’s principles was tightened to improve clarity. respiration was removed. This allows the information to unfold in a way that is easier to digest. A new analogy was Chapter l4 —Material on the eukaryotic replisome was added for the mechanism of ATP synthase to make this updated and the graphics for this refi ned from the last diffi cult enzyme more approachable. edition. Archaeal replication proteins are also introduced to give the student a more complete view of replication. Chapter 8 — The section on bacterial photosynthesis was completely rewritten for clarity and accuracy. In addition Chapter 15 —Has been tightened considerably. The example to the emphasis we always had on the experimental of sickle cell anemia was moved from chapter l3 to history of photosynthesis, the scientifi c thinking fi gures 15, where it fi ts more naturally in a discussion of how for chapters 7 and 8 are complementary and cross mutations affect gene function. referenced to reinforce how we accumulate evidence for Chapter 17 — Our goal is to help students apply what complex phenomenon such as chemiosmosis. they’ve learned about molecular biology to answering Chapter 9 — The removal of the cell junction material keeps important biological questions. This chapter has been the focus of chapter 9 on signaling through receptors, revised to balance newer technologies with approaches making this diffi cult topic more accessible. The that continue to be used in both the research and distribution of G protein-coupled receptor genes in education communities. RNAi applications to diseases humans and mouse was updated. like macular degeneration and next-generation sequencing technology are introduced by building on Chapter 10 — The discussion of bacterial cell division was what the student already knows about DNA replication, updated again to refl ect the enormous change in our transcription, and PCR. view of this fi eld. The organization of the chapter was tightened, by combining mitosis and cytokinesis as M Chapter 18 — Our book is unique in having two chapters phase. Not only is this a consensus view in the fi eld, it on genomes. The fi rst extends the molecular unit to simplifi es the overall organization for greater clarity. the scale of whole genomes, and chapter 24 focuses committed to excellence vii rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd vviiii 1111//2233//0099 33::0011::2200 PPMM on comparative genomics after students have learned Part V: Diversity of Life on Earth about evolution. This organization is core to our In revising the diversity chapters (protist, plants, and fungi) our full integration of evolution throughout the book. emphasis was on integrating an evolutionary theme. The fungi Chapter 18 has been revised to demonstrate the chapter was restructured to refl ect the current phylogenies while broad relevance of genomics, from understanding the keeping species that are familiar to instructors at the fore. While evolution of speech to identifying the source of the competitors have two plant diversity chapters, we have one. We 2001 anthrax attacks. integrated the diversity of fl owers and pollination strategies, as well as fruit diversity into the plant unit to enable students Chapter 19 — The material on stem cells was completely to fully appreciate morphological diversity because they have rewritten and updated. The content was reorganized to already learned about plant structure and development. put it into an even more solid historical context using the idea of nuclear reprogramming, and how this led Chapter 26 — This chapter has been updated so instructors to both the cloning of mammals and embryonic stem have the option of using it as a stand-alone diversity cells. New information on induced pluripotent stem chapter if their syllabus is too crowded to include the cells is included to keep this as current as possible. extensive coverage of diversity in the unit. Endosymbiosis This topic is one that is of general interest and is has been consolidated in this chapter (moving some of the another subject about which students have signifi cant content from chapter 4). misinformation. We strove to provide clear, well- Chapter 27 — Material on archaeal viruses was added to organized information. incorporate this area of active research that is often ignored. The approach to HIV drug treatments was completely Part IV: Evolution redone with revised strategies and updated graphics. The The evolution chapters were updated with new examples. A discussions of prions and viroids were also revised. strong emphasis on the role of experimental approaches to studying evolutionary phenomena has been maintained and Chapter 28 — All health statistics in chapter 28 were enhanced. updated, including information on TB, HIV and STDs. A discussion on archaeal photosynthesis was added to Chapter 20 — The various processes that can lead to the section on microbial metabolism. evolutionary change within populations are discussed in detail. Notably, these processes are not considered Chapter 30 — Findings of several plant genome projects in isolation, but explored through how they interact. informed the revision of the plant chapter. The remarkable Apago PDF Endehsicacantiocn teolerrance of moss is emphasized in a Scientifi c Chapter 21 — This chapter presents a state-of-the-art Thinking fi gure exploring the genes involved in desiccation discussion of the power of natural selection to tolerance. New fi ndings on correlations between the rate produce evolutionary change and the ever-increasing of pollen tube growth and the origins of the angiosperms documentation in the fossil record of evolutionary have also been integrated into the chapter. transitions through time. It also discusses a variety of phenomena that only make sense if evolution has Chapter 31 — Since the previous edition, much has been occurred and concludes with a critique of arguments learned about the evolution of fungi, fundamentally posed against the existence of evolution. changing relationships among groups. We revised the fungal phylogenies in this chapter to conform with Chapter 22 — The process of speciation and evolutionary the current understanding of fungal evolution, while diversifi cation is considered in this chapter. It includes contextualizing the older taxonomic groupings that may current disagreements on how species are identifi ed and be more familiar to some readers. how speciation operates. Chapters 32–34 — These chapters have been completely Chapter 23 — An up-to-date discussion of not only how overhauled to emphasize the latest understanding, phylogenies are inferred, but their broad and central synthesizing molecular and morphological information, role in comparative biology is the focus of chapter 23. on the phylogeny of animals. We refocused these chapters Chapter 24 — This chapter has been revised to incorporate the to emphasize the differences in major morphological, rapidly growing number of fully sequenced genomes in a behavioral, and ecological features that differentiate conceptual manner. We included the paradigm-changing the major animal groups, placing a strong emphasis fi ndings that noncoding DNA plays a critical role in on understanding the organism in the context of its regulating DNA expression. This chapter and chapter 25 environment. Chapter 32 is an overview, which could illustrate how we integrate both evolution and molecular be used as a standalone chapter, setting the stage for biology throughout our text. Chapters 33 on non-coelomate animals and Chapter 34 on coelomates. Chapter 25 — With updated examples we explore the changing perspectives on the evolution of development. Specifi cally, Chapter 35 — This chapter on vertebrates was revised to the fi eld is shifting away from the simplifi ed view that incorporate current ideas on vertebrate phylogeny and to changes in regulatory regions of genes are responsible for emphasize the phylogenetic approach to understanding the evolution of form. evolutionary diversifi cation. viii committed to excellence rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd vviiiiii 1111//2233//0099 33::0011::2200 PPMM Part VI: Plant Form and Function Chapter 51 — The osmotic regulation material in this chapter As with the animal unit we incorporated an evolutionary theme. is more coherent as a separate section without the In the Scientifi c Thinking fi gures, as well as the text, we chal- temperature regulation material. lenge the students to combine morphological, developmental, Chapter 52 — This chapter was reorganized and and molecular approaches to asking questions about plants. restructured to emphasize the existence of innate The goal is to help students integrate their conceptual under- versus adaptive immunity. This replaces the old standing over multiple levels of organization. In addition, most paradigm of nonspecifi c versus specifi c immunity. This of the questions at the end of the chapter are new. reorganization and new material also emphasize the Chapter 36 — The section on leaf development has been evolutionary basis of innate immunity, which exists in updated to include a molecular analysis of the role of a invertebrates and vertebrates. key gene, UNIFOLIATA, in compound leaf development. Chapter 54 — The material on organizer function was updated. Chapter 39 — Throughout the unit we included relevant The Scientifi c Thinking fi gure uses molecular approaches examples to illustrate core concepts in plant biology. introduced in part III and a fi gure that was already in the Here we added information about the effect of pH on chapter. This fi gure is much more pedagogically useful in germination and included a Scientifi c Thinking fi gure to this repurposing than as a static fi gure and illustrates the more fully engage the student in considering pH effects use of these fi gures. in an agricultural context. The discussion of elevated CO 2 Part VIII: Ecology and Behavior levels and increased temperatures on plant growth was updated. The very complex interactions affecting carbon The ecology chapters have been revised with a particular fo- and nitrogen content in plants is addressed at the level of cus on providing up-to-date information on current environ- plant and cell physiology. In addition, they are discussed mental issues, both in terms of the problems that exist and the at the ecosystem level later in the text in a more coherent potential action that can be taken to ameliorate them. presentation of the effects of climate change. Chapter 55 — Completely revised with a strong emphasis on Chapter 41 — The section of phytochrome was reorganized neuroethological approaches to understanding behavioral and updated. The emphasis is on guiding the student patterns, this chapter emphasizes modern molecular away from the historic examples of morphological approaches to the study of behavior. responses to different day lengths to a clear, coherent Chapter 56 — Considers the ecology of individuals and understanding of how red and far red light affect Apago PDF Enhaponpuclateionrs and includes up-to-date discussion of human the conformation of phytochrome and the signaling population growth. pathway it affects. Chapter 57 — The ecology of communities is discussed in Part VII: Animal Form and Function the context of the various ecological processes that Several organizational changes were made to this section to mediate interactions between co-occurring species. enhance overall coherence. The entire section was reinter- With updated examples, chapter 57 illustrates how preted with the intent of better integrating evolution into all different processes can interact, as well as emphasizing topics. The material on temperature regulation was moved the experimental approach to the study of ecology. from chapter 50 (8E) to the introductory chapter 43. This Chapter 58 — This chapter focuses on the dynamics of both provides an illustrative example to the introduction to ecosystems. It has been updated to emphasize current homeostasis and removes a formerly artifi cial combination of understanding of the how ecosystems function. temperature control and osmotic control. Respiration and cir- culation were made into separate chapters (49 and 50), allow- Chapter 59 — The chapter has been extensively updated to ing for greater clarity and removing an overly long chapter provide the latest information on factors affecting the that was a barrier to understanding. environment and human health with a clear focus on the biosphere and current environmental threats. Chapter 44 — The material on synaptic plasticity was rewritten with new graphics added. And in chapter 46 the addition Chapter 60 — And fi nally, chapter 60 considers conservation of learning objectives and our integrated pedagogical biology, emphasizing the causes of species endangerment tools make a complex topic more approachable. A new and what can be done. Data and examples provide the Scientifi c Thinking fi gure was added as well. latest information and thinking on conservation issues. committed to excellence ix rraavv3322222233__ffmm__AAPP__ii--xxxxvviiiiii..iinndddd iixx 1111//2233//0099 33::0011::2200 PPMM