Author : Sylvia S. From the unique delivery of biology content, to the time tested art program, to the complete integration of the text with technology, Dr. Sylvia Mader has formed a teaching system that will both motivate and enable your students to understand and appreciate the wonders of all areas of biology. Author : Sylvia S. From the unique delivery of biology content, to the time tested art program, to the complete integration of the text with technology, Dr.
Sylvia Mader has formed a teaching system that will both motivate and enable your students to understand and appreciate the wonders of all areas of biology. Students need to know not only about themselves but also about the other organisms that share this planet with us.
The systems chapters in Inquiry into Life pertain to humans, and the anatomy and physiology of other animals is discussed in the Animal Kingdom chapters. I firmly believe that students must develop an understanding and appreciation of how the biosphere works in order to make decisions that will help the biosphere endure. Biology has changed rapidly since Inquiry into Life was first published in New findings, ideas, and concepts have emerged over the years and created an excitement that I have always worked hard to convey.
To continue with this tradition, I enlisted the help of three major contributors for the twelfth edition of Inquiry into Life. Each contributor has a different area of expertise, and shares a genuine enthusiasm for teaching biology to non-major students.
What Sets This Book Apart Inquiry into Life covers the entire field of general biology to provide the fundamental principles. What sets the book apart is the application of those principles to human concerns. As with previous editions, the central theme of Inquiry into Life is understanding the workings of the human body and how humans fit into the world of living things.
The content and clarity that have been a hallmark of Dr. Each figure has been updated for content clarification and visual appeal. Content revised throughout by contributing experts in the field. Changes were made throughout all chapters to clarify and update information. See pages xi and xii for a listing of the significant changes.
Collation of human disease coverage. As requested by adopters, coverage of diseases the continued use of short stories to begin each chapter, many of which are stories that apply chapter material to real-life situations, analogies to help students relate the concepts to something familiar, and the Health, Ecology, Science, and Bioethical Focus readings that present current and applicable information for discussion. These focus readings cover topics such as DNA Fingerprinting and the Criminal Justice System, Bioterrorism, and Emerging Viral Pathogens, and are presented with the core content to encourage the application of the concepts to current happenings in our world.
These sections will allow an instructor to focus on disorders after students have learned about the normal anatomy and physiology of a system. Questions that encourage students to apply what they have learned are now provided with every boxed reading and at the end of each chapter. These sections will give instructors an opportunity to incorporate diseases into a review of the chapter to enhance student interest and learning.
Colors are brilliant and figures are designed to be visually eye-catching. Each figure is new or significantly revised to convey the concepts with greater clarity and effectiveness. Review the Guided Tour on pages xiv and xv for an overview of the art program in this edition. Content Changes and Updates Each chapter has been revised by the contributors in accordance with their areas of expertise, and with the guidance of Dr.
Sylvia Mader. Many of the changes are in direct response to reviewer feedback and the following gives a summary of those changes. Chapter 1 includes a new chapter-opening vignette that captures three major themes of the book: 1 an emphasis on humans; 2 the commonality of living things; and, 3 environmental concerns.
In addition, the controlled experiment section has been revised with better artwork and a clearer description of the experiment. Chapter 3 has been reorganized. The discussion of prokaryotic cells now precedes that of eukaryotic cells. This gives students a clearer, evolutionary prospective of cell structure and function. Chapter 4 has been consolidated and simplified. Chapter 5 Prokaryotic binary fission has been added to the chapter and clearer differentiation is made between cytokinesis in plant and animal cells.
The section on oogenesis has been revised for clarity. Chapter 6 The concepts of enzymes and energy have been integrated into the overarching theme of metabolism.
Some of the more difficult concepts have been explained in the text and correspondingly illustrated with new artwork. Familiar analogies are used whenever possible. The very difficult topic of redox reactions was deleted in order to provide more examples and analogies to reinforce the overall aspect of metabolism. Chapter 8 emphasizes the value of plants and photosynthesis to students. Chapter 10 contains updated data on transgenic crops and the concept of totipotency.
The hormone section has been significantly improved for clarity and accuracy. Chapter 13 has been updated and clarified to reflect recent terminology changes in immunology.
For example, sections have been renamed and divided into manageable segments. The discussion of B and T cells and their relationship to self antigens has been improved. Chapter 14 Material related to disorders of the digestive tract has been moved into a new section at the end of the chapter. Chapter 16 The text explaining the function of the distal convoluted tubule has been rewritten to improve clarity. A new image of a bladder stone, as well as a newly developed artificial bladder, has also been added.
New examples have been added for relevancy, such as hearing loss from overuse of iPods. Chapter 19 Based on reviewer comments, the description of the role of actin and myosin in muscle contraction has been clarified. Chapter 20 The section on chemical signals and hormone action has been moved to the beginning of the chapter so students will have a better idea of how hormones work before learning about specific endocrine organs.
Chapter 21 The descriptions of the male and female reproductive anatomy and physiology have been clarified. Chapter 23 includes a more thorough explanation of probability to help students understand the formation of gametes. Terminology was clarified in order to reduce student confusion.
Chapter 24 The discussion and artwork explaining the genetic code and translation have been revised for clarity, as students often struggle with these concepts. Chapter 25 has been extensively revised to simplify the concepts and to make the level of detail more consistent and appropriate for non-majors. The chapter begins with an introduction to cellular differentiation and then describes gene expression in prokaryotes.
The terminology in the section on gene expression in eukaryotes has been simplified. Chapter 26 The section covering genomics has been updated to keep pace with this rapidly changing field. Chapter 27 has been reorganized and extensively revised for clarity, precision, and flow.
Definitions were made more precise and appropriate for the non-majors level. In addition, it is likely that viruses evolved from cells that already existed, so this chronology is more consistent with that line of thinking.
Chapter 29 Dates significant to evolution have been updated, life cycle explanations have been clarified, and the section on the ferns has been streamlined. Chapter 31 The section on human evolution has been revised to include new artwork and current information. For example, the recent discovery of Homo florensis fossils is discussed. The section on human mate choice was rewritten to point out that many ideas about human mate choice are controversial. The reorganization creates a smooth transition into the next chapter on ecosystems.
Chapter 35 The discussion of solar radiation effects has been revised for clarity. The Ecology Focus reading has been revised to include the most current tissue techniques pertinent to forensic genetics.
Chapter 36 includes additional examples to increase the relevancy of the chapter. For example, discussions were added about insecticide resistance and meat consumption, hurricane Katrina, and hybrid cars. Guided Tour. Students and instructors can become acquainted with the key features of this book by browsing through the Guided Tour starting on the next page.
I want to thank the contributors who joined me in revising this edition. Jeff Isaacson, Kimberly Lyle-Ippolito, and Andrew Storfer met with me at the onset of the project to discuss my overall vision for Inquiry into Life, and together we formulated a plan for developing the twelfth edition.
Their unique and specialized backgrounds, in addition to their current experiences in the classroom, have been extremely helpful in shaping this edition. I also want to extend a special thank you to Dr. Donna Becker, Northern Michigan University, for her expertise in revising chapters 9, 10, and It has been a pleasure to work with my associates at McGraw-Hill publishing: Tom Lyon, my editor; Tamara Maury, my marketing manager; Rose Koos, my developmental editor; and Jayne Klein, my production manager.
Anderson Westminster College Nahel W. Campbell Northwest College John R. Capeheart University of Houston Ann M. Coleman University of Hartford Susan J. Garnder Triton College Larry E.
Gibson Georgia Military College Amy Goode Illinois Central College another and urged each other on to reach a higher level of accomplishment than would have otherwise been possible. The design of the book was managed by Rick Noel, and the illustration program was carried to completion by the artists at Electronic Publishing Services. Evelyn Jo Hebert and Lori Hancock did a superb job of securing quality photographs.
Textbook writing is very time consuming, and I have always appreciated the continued patience and encouragement of my family. By now my children are grown, but they never fail to keep up with how I am progressing with my work. My husband, Arthur Cohen, himself a biology teacher, gives me considerable support each day and discusses with me the details of my work. His input is invaluable to me. Inquiry into Life is the product of my own efforts and those of the many reviewers that give me guidance on particular parts of the book.
I am extremely grateful to these reviewers whose comments were so valuable as we worked on this edition. Marcella W. DNA 2. Polypeptide synthesis takes place one amino acid at a time. Anticodon—codon complementary base pairing occurs. In the gut of a female Anopheles mosquito, gametes fuse, and the zygote undergoes many divisions to produce sporozoites, which migrate to her salivary gland.
When the mosquito bites a human, the sporozoites pass from the mosquito salivary glands into the bloodstream and then the liver of the host. Asexual spores merozoites produced in liver cells enter the bloodstream and then the red blood cells. These figures break down processes into a series of smaller steps and organize them in an easy-to-follow format. Some merozoites become gametocytes, which enter the bloodstream. If taken up by a mosquito, they become gametes.
Merozoites and toxins pour into the bloodstream when the red blood cells rupture, causing chills and fever. When the red blood cells rupture, merozoites invade and reproduce asexually inside new red blood cells. He had conditioned his body to withstand hours of grueling physical activity. For any athlete to function at such a high level, the cells, tissues, organs, and organ systems of the body must work together in an extremely coordinated fashion.
The increased demand for oxygen by muscle tissues must be balanced by the amount of heat generated by muscles and the amount of fluid lost through sweating. Once cancer struck, Lance had to rely on his immune system to help him fight the cancer cells, and his liver and kidneys to help his normal cells survive the toxic effects of chemotherapy.
Chapter Concepts The chapter outline contains questions, encouraging students to concentrate on concepts and how the concepts relate to one another. Opening Vignette A short, thought-provoking vignette applies chapter material to a real life situation.
The electron transport chain is located in the cristae of mitochondria. As electrons pass down the electron transport chain, energy is released and captured for the production of ATP. What are some examples of this type of tissue? What smaller cavities are in each of these?
Your body temperature is maintained in a relatively narrow range, just as a thermostat-controlled heating and air conditioning system controls the temperature in a house. Your blood pressure, heart rate, breathing rate, and urinary output are all being monitored and maintained for you without any conscious effort. Beyond this, the numbers and types of cells in your blood as well as the concentrations of hundreds of enzymes, electrolytes, and other molecules are being regulated.
Many poisons act on the electron transport chain. The Bioethical Focus essay discusses one such poison, cyanide. How does the body maintain homeostasis? What are some general types of disease?
The cristae increase the internal sur- synthase. When the floodgates are open, the water rushes through, generating electricity. Figure 7. We have been stressing that the carriers of the electron transport chain accept electrons, which they pass from one to the other.
The complexes in the cristae use the energy released by electrons as they move down the electron transport chain to pump H; from the mitochondrial matrix into the space between the outer and inner membrane of a mitochondrion.
This space is called the intermembrane space. The pumping of H; into the intermembrane space establishes an unequal distribution of H; ions; there are many H; in the intermembrane space and few in the matrix of a mitochondrion.
The cristae also contain an ATP synthase complex. The H; ions flow through an ATP synthase complex from the intermembrane space into the matrix. Once formed, ATP molecules pass into the cytoplasm. Chemiosmosis is similar to using water behind a dam to generate electricity. The pumping of H; out of the matrix into the intermembrane space is like pumping water behind the dam. If these two electrons are delivered by a shuttle mechanism to the start of the electron transport chain, six ATP result; otherwise, four ATP result.
Energy Yield from Cellular Respiration Figure 7. The As citric acidmove cycle, which occurs The electron transport is located in the cristae. This means space. ATP tronistransport chain. The most ATP is produced by the electron transport chain and chemiosmosis.
The shuttle consists of an organic molecule, which can cross the outer membrane, accept the electrons, and in most, but not all cells, deliver them to a FAD molecule in the inner membrane. If FAD is used, only two ATP result because the electrons have not entered at the start of the electron transport chain. Efficiency of Cellular Respiration It is interesting to calculate how much of the energy in a glucose molecule eventually becomes available to the cell.
The difference in energy content between the reactants glucose and O2 and the products CO2 and H2O is kcal. An ATP phosphate bond has an energy content of 7. The rest of the energy dissipates in the form of heat. Internal Summary Statements A summary statement appears at the end of each major section of the chapter to help students focus on the key concepts.
Although it may seem more like an epiwhole experience more tolerable, at least Figure 12B sode of a popular TV show than a real-life physically. Mentally, however, the applicaLeeches. Discussion Questions various tissues. Their use in 1. If you had an injury and your doctor Leeches are bloodsucking, aquatic medicine seems said it might help, would you be willing creatures, whose closest living relatives to be making a Ozone Shield Depletion to let leeches feast for a few minutes, say, are earthworms Fig.
Prior to modcomeback. On your face? Can you think of several can pool in the appendage they thought were responsible for many insulation, and padding. Formerly, CFCs were oxygen molecules O , and then the single The absorption of UV reasons radiationwhy, by prior the to the mid-nineteenth diseases. This practice was abandoned, 2 and threaten its survival. It turns out that as propellants in spray cans, but this ozone shield critical for living things.
In used might oxygen atoms O combine withsaliva other oxygen century, early physicians have leech contains chemicals thatisdilate thankfully, in the nineteenth century when is now banned in the United States humans, UV radiation mutations that molecules to form ozoneblood O3. Most countries in the world have stopped atmosphere closest to the These ground, it is considof the eye develop cataracts. In addition, it 3. The use of actual living organisms in effects can improve the circulation to True to their tenacious nature, however, CFCs, and the United States halted ered a pollutant becausethe it adversely affects adversely affects the immunemedical system treatments and our using is sometimes called body part.
Another substance in leech leeches are making a comeback in twentyproduction Since that time, satellite plant growth and our ability to breathe oxygen. By applying leeches Matching Organs for Transplantation But in the stratosphere, some 50 kilometers tion also impairs croptoand treesituations growth and in kills which measurements living creaturesindicate that the amount of In a natural setting, this allows the leech to tissues that have been injured by trauma off of algae phytoplankton andmight tiny shrimplike harmfulhealth chlorine pollution in the stratosphere be used for human feast on the blood supply its victim undeor disease, blood supply can be improved.
Without has 16A started to decline. It is clear, however, that benefits, eitherFigure directly or indirectly? Since humans normally and food sources are threatened.
For example, ozonewas levels as greenhouse gases kidney, kept moist obvious choice as the first complex make sure theBioethical blood types match. Another stepcolder in matching organs for 16A. Ozone depletion increases when the share the same prooperating room. When the process is over, called human leukocyte antigens HLA heart. It exposed not stratosphere is very teins, cold. To trace the path of blood in the systemic circuit, start with the or major histocompatibility complex MHC into his twin, Richard, who was dying of only Antarctica but also the southern blood reaches a capillary, water moves out at the arteaorta from the left ventricle.
Follow its pathkidney until itdisease. As the latter name implies, these are tip of South America and vast areas of Discussion Questions artery going to a specific organ. It can be assumed thattothe artery due to blood pressure. At the venule end, water moves ful enough allow Richard torial liveend another a familiar example; some individuals the major the Pacific and Atlantic oceans to harm1.
Should have we care about ozonemolecules depletion, antigens that are recogdivides into arterioles and capillaries and that the capillaries lead in due to one osmoticonly pressure.
Of even greater concern, an on their especially when the most ozone immune system when to venules which join to form a vein. The vein that takes blood to wastes diffuse in. A mismatch at one is rejected. In the adult systemic circuit, transplant unlikesometimes fingerprints blood are nottype left O.
However, anatumatch at Because a single locus is not fingerprinting first successful was been performed they are foundDNA on almost all cells ofcan be used to establish Because an individual detected within northern and southern 2. Ozone depletion and global warming Hypertension and atherosclerosis are two to cardiovascular dis- sample at the the pulmonary circuit, the arteries carry Obetween crime other times finger- against enough DNA paternity and maternity, determine national2-rich blood, twins.
A attack, United and connected in the thatbody, warming of theI molecules probably play orders that lead tonot stroke, heart aneurysm. Medical veins carry O2-poor blood. The hepatic the particular at all. DNAsure profiling, particular genotype is compared to victims ofparent a national to make that donorWhy?
Should we decrease disease, but the best policy is prevention by following a heartvein originates from intestinal capillaries and finishes in hepatic on the other hand,are does not depend onsomeone finthe frequency of that genotype incoding the FBIfor dataConsidering the usefulness of DNA before giving a blood transfusion. It can be usedgetting to identify suspects base.
Some skin cancer cases every year, worldwide. So, the sample chance of accidental match. Is this guilt beyond Figure 34A tis. Almost all urinary the risk ofsuch bladder cancer. Certain types of bladder 3. Some chemicals, as industrial destroy up to , of ozone tract infections canmolecules be cured with before quintuples can come from a drop of blood, semen from a reasonable doubt? Surely not.
Therefore, the Ozone shieldappropriate depletion antibiotics. With no bladder, the ureters must either be diverted Bladder stones Fig. If you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy. Includes quizzes, games and printing. Ryobi weed viper repair manual. Whether you need a custom lab manual, lab notebook, pre- or post-lab assessments, digital incentives or a full online lab course, we are the gold standard in custom publishing.
Applicants to the University of Calgary Faculty of Veterinary Medicine should ensure they have read the current year's Application Manual. Michael personally guided and oversaw all aspects of Connect and LearnSmart content accompany Human Biology, 15th Edition. Download Inquiry Into Life books , Basic biological concepts and processes with a human emphasis.
From the unique delivery of biology content, to the time tested art program, to the complete integration of the text with technology, Dr. Sylvia Mader has formed a teaching system that will both motivate and enable your students to understand and appreciate the wonders of all areas of biology.
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