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Physiological Processes
Preface
The origin of this book remains deeply rooted in our concern
for the education of college students in the field of biology. We
believe that large, thick books intimidate introductory-level students who are already anxious about taking science courses.
With each edition, we have worked hard to provide a book that
is useful, interesting, and engaging to students while introducing
them to the core concepts and current state of the science.
The Thirteenth Edition
There are several things about the thirteenth edition of
Concepts in Biology that we find exciting. This revision, as
with previous editions, is very much a collaborative effort.
When we approach a revision, we carefully consider comments and criticisms of reviewers and discuss how to address
their suggestions and concerns. As we proceed through the
revision process, we solicit input from one another and we
critique each other’s work. This edition has several significant
changes.
Opening Chapter Vignette
The opening page of each chapter now begins with a vignette
that presents a situation or scenario that students are likely to
encounter. The scenario is intended to draw the students into
the chapter by showing how the material is relevant to their
lives. At the end of the vignette, the student is asked to consider three questions. Two of the questions are factual. The
student should be able to answer these after reading the chapter. The third question poses an ethical dilemma and is meant
to challenge the student to think about the topic in broader
philosophical terms.
Background Check Feature
Each chapter is written with the assumption that the reader has
certain background information. A new feature—Background
Check—explicitly states the key concepts the reader should
already understand in order to get the most from the chapter.
Students who lack this essential background information are
referred to the chapter where the concepts are discussed.
Enhanced Visuals and Page Layout
The visual elements of a text are extremely important to the
learning process. Over 130 figures are new or have been modified. The purpose of these changes is to more clearly illustrate
a concept or show examples of material discussed in the text.
xvi
Major Content Changes
• The sections on the carbon and nitrogen cycles in
chapter 15 have been completely rewritten to more
clearly show the contributions of the various kinds of
organisms involved in the cycles.
• A new section on aquatic ecosystems has been added
to chapter 16.
• New sections on Mediterranean shrubland and tropical dry forest have been added to chapter 16.
• Several new boxed readings have been added:
HOW SCIENCE WORKS 2.2: The Scientific Method,
Chemistry, and Disaster
OUTLOOKS 3.3: Fat-Like but Not True Fats—Waxes
OUTLOOKS 5.1: Passing Gas, Enzymes, and Biotechnology
OUTLOOKS 6.1: What Happens When You Drink
Alcohol
OUTLOOKS 6.3: Body Odor and Bacterial Metabolism
OUTLOOKS 7.2: Even More Ways to Photosynthesize
HOW SCIENCE WORKS 20.1: How Scientific Names Are
Chosen
HOW SCIENCE WORKS 21.2: Bioremediation
OUTLOOKS 25.1: Exercise: More than Just Maintaining
Your Weight
OUTLOOKS 27.1: Cryptorchidism—Hidden Testes
Other Significant Changes
• In chapter 1, the How Science Works box on Edward
Jenner and vaccination was updated with the most
recent recommendations on vaccinations from the
Centers for Disease Control and Prevention.
• The term endomembrane system is introduced in
chapter 4.
• There is a new summary table of Photosynthesis in
chapter 7.
• In chapter 9, each of the stages of mitosis and meiosis
begins with a list of key points to help the reader sort
out the essential changes that occur in each stage.
• The format for the solution of genetic problems has
been modified to make it easier for the reader to follow the steps in chapter 10.
• New material on re-emerging infectious diseases has
been added to chapter 13.
• New material on human evolution has been added to
chapter 14.
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Preface
Background Check The Background check lists the key
concepts students should already understand to get the most
out of the chapter. Chapter references are included for
review purposes.
100
PART II
Cornerstones
Background Check
Concepts you should already know to get the most out of this chapter:
•
•
•
•
5.1
The different ways that chemicals can react with one another (chapter 2)
How atoms and molecules bond together (chapter 2)
The variety of shapes proteins can take (chapter 3)
The molecular structure of cellular membranes (chapter 4)
How Cells Use Enzymes
All living things require energy and building materials in
order to grow and reproduce. Energy may be in the form of
visible light, or it may be in energy-containing covalent bonds
found in nutrients. Nutrients are molecules required by
organisms for growth, reproduction, or repair—they are a
source of energy and molecular building materials. The formation, breakdown, and rearrangement of molecules to provide organisms with essential energy and building blocks are
known as biochemical reactions. Most reactions require an
input of energy to get them started. This energy is referred to
as activation energy. This energy is used to make reactants
unstable and more likely to react (figure 5.1).
If organisms are to survive, they must obtain sizable
amounts of energy and building materials in a very short
time. Experience tells us that the sucrose in candy bars contains the potential energy needed to keep us active, as well as
building materials to help us grow (sometimes to excess!).
Yet, random chemical processes alone could take millions of
years to break down a candy bar, releasing its energy and
building materials. Of course, living things cannot wait that
long. To sustain life, biochemical reactions must occur at
extremely rapid rates. One way to increase the rate of any
chemical reaction and make its energy and component parts
available to a cell is to increase the temperature of the reactants. In general, the hotter the reactants, the faster they will
react. However, this method of increasing reaction rates has a
major drawback when it comes to living things: Organisms
10
8
Reactant
7
e
ym
5
4 Substrate
e
W
ym
ith
nz
te
ou
6
ME
ENZY
Relative amount of energy in molecule
9
Enz
• The relationship between the field of environmental
science and ecology is clarified in chapter 15.
• The term biogeochemical cycles is introduced in conjunction with the discussion of nutrient cycles in chapter 15.
• A table summarizing the different ways in which
organisms interact was added to chapter 16.
• In chapter 16, a biome summary table highlights the
temperature, rainfall, and vegetation typical of each
biome.
• A short section on the deceleration phase of the population growth curve was added to chapter 17.
• New material on the differences between sedimentary,
metamorphic, and igneous rock was added to chapter 20.
• New material on the large mimivirus was added to
chapter 20.
• New material on muscle dysmorphia and “roid rage”
was added to chapter 25.
• New material on herd immunity was added to chapter 26.
• A new section on Sexual Attraction, Sex, and Sexual
Response; and new material on breast-feeding, lactation
amenorrhea, later-term abortions, and differentiation of
sexual characteristics were added to chapter 27.
With enzyme
3
2
End products
1
0
Time
FIGURE 5.1 The Lowering of Activation Energy
Enzymes operate by lowering the amount of energy needed to get a reaction going—the activation energy. When this energy is lowered, the
nature of the bonds is changed, so they are more easily broken. Although the figure shows the breakdown of a single reactant into many end
products (as in a hydrolysis reaction), the lowering of activation energy can also result in bonds being broken so that new bonds may be
formed in the construction of a single, larger end product from several reactants (as in a synthesis reaction).
Features
Opening Vignette
The vignette is designed to pique
students’ interest and help them recognize the application
and relevance of the topics presented in each chapter. The
thirteenth edition also introduces bulleted questions for further reflections.
Quality Visuals The line drawings and photographs
illustrate concepts or associate new concepts with previously
mastered information. Every illustration emphasizes a point
or helps teach a concept.
Yard and garden centers often sell plant species that are
not native to the area in which you live. Furthermore,
homeowners often want unusual plants that are particularly colorful or have other striking characteristics. Some
of these exotic plants are invasive. They have characteristics such as fruits or seeds that are easily spread from place
to place. When this occurs, the exotic plant may become a
pest because it competes with local native plants and
replaces them, causing local extinctions of native species.
In the United States, examples of exotic invasive
species are glossy buckthorn and autumn olive that have
replaced understory species in forests of the Northeast,
tamarisk (salt cedar) which has become a dominant species
along rivers in the Southwest, Brazilian pepper and
Melaleuca that have become major problems in south
Florida, and kudzu (a vine) and water hyacinth (see photo)
that have become significant problems in areas of the
South.
• What are the invasive exotic species found in your area?
• Should the kinds of plants you select to plant in your
yard be regulated by state laws and/or local ordinances?
CHAPTER OUTLINE
16.1
The Nature of Communities
16.2
Niche and Habitat
16.5
334
Kinds of Organism Interactions
336
Competition
Competition and Natural Selection
Predation
Symbiotic Relationships
Parasitism
Special Kinds of Predation and Parasitism
Commensalism
Mutualism
16.4
Types of Communities
Major Aquatic Ecosystems
350
Marine Ecosystems
Freshwater Ecosystems
The Niche Concept
The Habitat Concept
16.3
Boreal Coniferous Forest
Temperate Rainforest
Tundra
Tropical Rainforest
The Relationship Between Elevation and Climate
332
Defining Community Boundaries
Complexity and Stability
Communities Are Dynamic
Population size
• Why do some exotic species spread so rapidly?
342
Temperate Deciduous Forest
Temperate Grassland (Prairie)
Savanna
Mediterranean Shrubland (Chaparral)
Tropical Dry Forest
Desert
16.6
Succession
354
Primary Succession
Secondary Succession
Succession and Human Activity
16.7
Carrying capacity
The Impact of Human Actions on
Communities 358
Introduced Species
Predator Control
Habitat Destruction
Pesticide Use
Biomagnification
16.1: The Changing Nature of
the Climax Concept 357
HOW SCIENCE WORKS
OUTLOOKS
Europe
OUTLOOKS
16.1: Zebra Mussels: Invaders from
360
16.2: Biodiversity “Hot Spots”
364
331
Chapter Outline
At the opening of each chapter, the
outline lists the major headings in the chapter, as well as the
boxed readings.
Time
Limited space
Disease
Predators
Community
Interactions
Low food supply
16
Evolution and Ecology
CHAPTER
PART IV
Decreasing O2 supply
Environmental resistance
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Physiological Processes
Topical Headings Throughout each chapter, headings
subdivide the material into meaningful sections that help
readers recognize and organize information.
Chapter Summary The summary at the end of each
chapter clearly reviews the concepts presented.
CHAPTER 8
332
PART IV
generation to the next. Mutations that occur to DNA molecules can be passed on to the next generation only when the
mutation is present in cells such as sperm and egg. In the next
several chapters, we will look at how DNA is inherited. As
you read the next chapters remember that DNA codes for
proteins. Genetic differences between individuals are the
result of slightly different enzymes. These enzymes help cells
carry out such tasks as (1) producing the enzymes required
for the digestion of nutrients; (2) manufacturing enzymes that
will metabolize the nutrients and eliminate harmful wastes;
(3) repairing and assembling cell parts; (4) reproducing
healthy offspring; (5) reacting to favorable and unfavorable
changes in the environment; and (6) coordinating and regulating all of life’s essential functions. If any of these tasks are
not performed properly, the cell will die.
Evolution and Ecology
Background Check
Concepts you should already know to get the most out of this chapter:
• The nature of food chains. (chapter 15)
• The role of natural selection in shaping the evolution of organisms. (chapter 13)
16.1
The Nature of Communities
Scientists approach the study of ecological interactions in different ways. For example, in chapter 15, we looked at ecological relationships from the point of view of ecosystems and the
way energy and matter flow through them. But we can also
study relationships at the community level and focus on the
kinds of interactions that take place among organisms. Recall
that a community consists of all the populations of different
kinds of organisms that interact in a particular location.
Defining Community Boundaries
One of the first things a community ecologist must do is
determine the boundaries of the community to be studied. A
small pond is an example of a community with easily determined natural boundaries (figure 16.1). The water’s edge
naturally defines the limits of this community. We would
expect to find certain animals and plants living in the pond,
such as fish, frogs, snails, insects, algae, pondweeds, bacteria, and fungi. But you might ask at this point, What about
the plants and animals that live at the water’s edge? Are they
part of the pond community? Or what about great blue
herons which catch fish and frogs in the pond but build nests
atop some tall trees away from the pond? Or should we
include in this community the ducks that spend the night but
fly off to feed elsewhere during the day? Should the deer that
comes to the pond to drink at dusk be included? What originally seemed to be a clear example of a community has
become less clear-cut.
The point of this discussion is that all community boundaries are artificial. However, defining boundaries is important, because it allows us to focus on the changes that occur
in a particular area, recognize patterns and trends, and make
predictions.
missense mutation 166
mutation 166
non-coding strand 156
nonsense mutation 166
nucleoproteins (chromatin
fibers) 163
nucleic acids 152
nucleosomes 162
point mutation 166
promoter sequences 156
ribosomal RNA (rRNA) 157
RNA polymerase 156
DNA and RNA
169
silencer sequences 163
silent mutation 166
telomere 165
termination sequences 156
thymine 153
transcription 156
transcription factors 164
transfer RNA (tRNA) 157
translation 159
translocation 168
uracil 155
Basic Review
Summary
1. Genetic information is stored in what type of chemical?
a. proteins
The successful operation of a living cell depends on its ability to
accurately use the genetic information found in its DNA. DNA
replication results in an exact doubling of the genetic material.
The process virtually guarantees that identical strands of DNA
will be passed on to the next generation of cells. The production
of protein molecules is under the control of the nucleic acids, the
primary control molecules of the cell. The sequence of the bases
in the nucleic acids, DNA and RNA, determines the sequence of
amino acids in the protein, which in turn determine the protein’s
function. Protein synthesis involves the decoding of the DNA
into specific protein molecules and the use of the intermediate
molecules, mRNA and tRNA, at the ribosome. The process of
protein synthesis is controlled by regulatory sequences in the
nucleic acids. Errors in any of the protein coding sequences in
DNA may produce observable changes in the cell’s functioning
and can lead to cell death.
b. lipids
c. nucleic acids
d. sugars
2. The difference between ribose and deoxyribose is
a. the number of carbon atoms.
b. an oxygen atom.
c. one is a sugar and one is not.
d. they are the same molecule.
3. The nitrogenous bases in DNA
a. hold the two DNA strands together.
b. link the nucleotides together.
c. are part of the genetic blueprint.
d. Both a and c are correct.
4. Transcription copies genetic information
Key Terms
a. from DNA to RNA.
b. from proteins to DNA.
c. from DNA to proteins.
Use the interactive flash cards on the Concepts in Biology,
13/e website to help you learn the meanings of these terms.
adenine 153
alternative splicing 165
anticodon 160
chromosomal aberration 168
chromosome 163
coding strand 156
codon 159
cytosine 153
deletion mutation 167
deletion aberration 168
deoxyribonucleic acid 152
FIGURE 16.1 A Pond Community
Although a pond seems an easy community to characterize, it interacts extensively with the surrounding land-based communities. Some of
the organisms associated with a pond community are always present in the water (e.g., fish, pondweeds, clams); others occasionally venture
from the water to the surrounding land (e.g., frogs, dragonflies, turtles, muskrats); still others are occasional or rare visitors (e.g., minks,
heron, ducks).
How Science Works and Outlooks Each of these
boxed readings was designed to catch readers’ interest by providing alternative views, historical perspectives, or interesting
snippets of information related to the content of the chapter.
d. from RNA to proteins.
5. RNA polymerase starts synthesizing mRNA in
eukaryotic cells because
a. it finds a promoter sequence.
DNA replication 153
duplications 168
enhancer sequences 163
exons 164
frameshift mutation 168
gene expression 161
guanine 153
insertion mutation 167
introns 164
inversion 168
messenger RNA (mRNA) 157
b. transcription factors interact with RNA polymerase.
c. the gene is in a region of loosely packed chromatin.
d. All of the above are true.
6. Under normal conditions, translation
a. forms RNA.
b. reads in sets of three nucleotides called codons.
c. occurs in the nucleus.
d. All of the above statements are true.
Thinking Critically This feature gives students an
opportunity to think through problems logically and arrive
at conclusions based on the concepts presented in the chapters. Guidelines to assist students in thinking about these
questions are found on the Assessment Review Instruction
System (ARIS) site.
HOW SCIENCE WORKS 5.1
Metabolic Disorders Related to Enzyme Activity—
Fabray’s Disease and Gaucher Disease
Fabray’s disease is a fat-storage disorder caused by a deficiency
of an enzyme known as ceramidetrihexosidase, also called
alpha-galactosidase A. This enzyme is involved in the
breakdown of lipids. Twenty percent of normal
enzyme activity is usually enough to carry out
cellular function. The gene for the production of this enzyme is located on the
X chromosome. Normally, a woman has
2 X chromosomes; if 1 of these chromosomes contains this abnormal
form of the gene, she is considered
to be a “carrier” of this trait. Some
carriers show cloudiness of the
cornea of their eyes. Normally,
males have 1 X and 1 Y chromosome. Therefore, if their mother is a
carrier, they have a 50:50 chance of
inheriting this trait from their
mother. Males with this abnormality
have burning sensations in their hands
and feet, which become worse when
they exercise and in hot weather. Most
have small, raised, reddish-purple blemishes on their skin. As they grow older, they
are at risk for strokes, heart attacks, and kidney
damage. Some affected people develop gastrointestinal problems. They have frequent bowel
movements shortly after eating. It is hoped that enzyme
replacement and eventually gene therapy will allow patients to control, if not eliminate, the symptoms of Fabray’s disease.
Gaucher disease is an inherited, enzyme deficiency
disorder. People with this disease have a deficiency
in the enzyme glucocerebrosidase, which is necessary for the breakdown of the fatty acid glucocerebroside. People with Gaucher
disease cannot break down this fatty acid
as they should; instead, it becomes
abnormally stored in certain cells of the
bone marrow, spleen, and liver. People
may experience enlargement of the
liver and spleen and bone pain,
degeneration, and fractures. They
may also show symptoms of anemia,
fatigue, easy bruising, and a tendency to bleed. Gaucher disease is
diagnosed through DNA testing,
which identifies certain mutations in
the glucocerebrosidase gene on chromosome 1. In the past, the treatment
for Gaucher disease has relied on periodic blood transfusions, partial or total
spleen removal, and pain relievers. More
recently, however, enzyme replacement therapy has been used. This treatment relies on a
chemically modified form of the enzyme glucocerebrosidase that has been specifically targeted to bone cells.
170
PART III
Molecular Biology, Cell Division, and Genetics
7. The function of tRNA is to
a. be part of the ribosome’s subunits.
b. carry the genetic blueprint.
c. carry an amino acid to a working ribosome.
d. Both a and c are correct.
8. Enhancers
a. make ribosomes more efficient at translation.
b. prevent mutations from occurring.
c. increase the transcription of specific genes.
d. slow aging.
9. The process that joins exons from mRNA is called
a. silencing.
b. splicing.
c. transcription.
d. translation.
10. A deletion of a single base in the protein-coding
sequence of a gene will likely create
a. no problems.
b. a faulty RNA polymerase.
c. a tRNA.
d. a frameshift.
Answers
1. c 2. b 3. d 4. a 5. d 6. b 7. c 8. c 9. b 10. d
RNA Structure and Function
5. What are the differences between DNA and RNA?
8.4
Protein Synthesis
6. How does DNA replication differ from the
manufacture of an RNA molecule?
7. If a DNA nucleotide sequence is TACAAAGCA, what
is the mRNA nucleotide sequence that would base-pair
with it?
8. What amino acids would occur in the protein
chemically coded by the sequence of nucleotides in
question 7?
9. How do tRNA, rRNA, and mRNA differ in function?
10. What are the differences among a nucleotide, a
nitrogenous base, and a codon?
11. List the sequence of events that takes place when a
DNA message is translated into protein.
8.5
The Control of Protein Synthesis
12. Provide two examples of how a cell uses transcription
to control gene expression.
13. Provide an example of why it is advantageous for a cell
to control gene expression.
8.6
Mutations and Protein Synthesis
14. Both chromosomal and point mutations occur in DNA.
In what ways do they differ?
15 What is a silent mutation? Provide an example.
Thinking Critically
OUTLOOKS 5.1
Passing Gas, Enzymes, and Biotechnology
Certain foods like beans and peas will result in an increased
amount of intestinal gas. The average person releases about
a liter of gas every day (about 14 expulsions). As people
shift to healthier diets which include more fruits, vegetables, milk products,
bran and whole
grain, the amount
of intestinal gas
(flatus) produced
can increase, too.
8.3
About 99% of intestinal gas is composed of odorless carbon
dioxide, nitrogen, and oxygen. The other offensive gases are produced when bacteria, i.e., E. coli, living in the large intestine
hydrolyze complex carbohydrates that humans cannot enzymatically break down. The enzyme alpha-galactosidase breaks down
the complex carbohydrates found in these foods. When E. coli
metabolizes these carbohydrates, they release hydrogen and
foul-smelling gases. Some people have more of a gas problem
than others do. This is because the ratios of the two types of
intestinal bacteria—those that produce alpha-galactosidase and
those that do not—vary from person
to person. This ratio dictates how
much gas will be produced.
Biotechnology has been used to
genetically engineer the fungus
Aspergillus niger. By inserting the
gene for this enzyme into the fungus
and making other changes, Aspergillus
is able to secrete the enzyme in a
form that can be dissolved in glycerol
and water. This product is then put
into pill form and sold over the
counter. Since the flavor of Alphagalactosidase is similar to soy sauce,
it can be added to many foods without changing their flavor.
Concept Review
8.1
DNA and the Importance of Proteins
1. What is the product of transcription? Translation?
2. What is a gene?
8.2
DNA Structure and Function
3. Why is DNA replication necessary?
4. What is DNA polymerase, and how does it function?
A friend of yours gardens for a hobby. She has noticed that
she has a plant that no longer produces the same color of
flower it did a few years ago. It used to produce red flowers;
now, the flowers are white. Consider that petal color in
plants is due to at least one enzyme that produces the color
pigment. No color suggests no enzyme activity. Using what
you know about genes, protein synthesis, and mutations,
hypothesize what may have happened to cause the change in
flower color. Identify several possibilities; then, identify what
you would need to know to test your hypothesis.
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CHAPTER 24
Page-Referenced Key Terms
A list of pagereferenced key terms in each chapter helps students identify
the vocabulary they need to understand the concepts and
ideas presented in the chapter. Definitions are found in the
glossary at the end of the text. Students can practice learning key terms with interactive flash cards on the Assessment
Review Instruction System (ARIS) site.
434
PART V
The Origin and Classification of Life
Hadean Eon
4,600–3,800
Million
years
ago
“Big Bang”
14,000
Origin of
Earth
4,600
14,000
5,000
Archaean Eon
3,800–2,500
4,000
3,800
Origin
of life
Proterozoic Eon
2,500–540
Oxygen in
atmosphere
2,300
Oldest
rocks
3,500
3,000
3,000
Photosynthesis
by cyanobacteria
Phanerozoic
Eon
540–0
Multicelled Land
animals
plants
600
430
2,000
1,800
Eukaryotes
1,000
1,000
Multicelled
algae
0
420
Humans
Land
animals
FIGURE 19.14 An Evolutionary Time Line
This chart displays how science sees the order of major, probable events in the origin and evolution of life from the “Big Bang” to the
present day.
Summary
Current theories on the origin of life speculate that either the
primitive Earth’s environment led to the spontaneous organization of organic chemicals into primitive cells or primitive forms
of life arrived on Earth from space. Regardless of how the first
living things came to be on Earth, these basic units of life were
probably similar to present-day prokaryotes. The primitive
cells could have changed through time as a result of mutation
and in response to a changing environment. The recognition
that many prokaryotic organisms have characteristics that
clearly differentiate them from the rest of the bacteria has led
to the development of the concept that there are three major
domains of life: the Eubacteria, the Archaea, and the Eucarya.
The Eubacteria and Archaea are similar in structure, but the
Archaea have metabolic processes that are distinctly different
from those of the Eubacteria. Some people consider the
Archaea, many of which can live in very extreme environments,
good candidates for the first organisms to inhabit Earth. The
origin of the Eucarya is less contentious. Similarities between
cyanobacteria and chloroplasts and between aerobic bacteria
and mitochondria suggest that eukaryotic cells may actually be
a combination of ancient cell ancestors that lived together symbiotically. The likelihood of these occurrences is supported by
experiments that have simulated primitive Earth environments
and investigations of the cellular structure of simple organisms.
Despite volumes of information, the question of how life began
remains unanswered.
Key Terms
Use the interactive flash cards on the Concepts in Biology,
13/e website to help you learn the meaning of these terms.
biogenesis 418
endosymbiotic theory 428
oxidizing atmosphere 427
panspermia 419
reducing atmosphere 422
spontaneous generation 418
Materials Exchange in the Body
xix
cally for Concepts in Biology, Thirteenth Edition, instructors
can create and share course materials and assignments with
colleagues with a few clicks of the mouse. For instructors, an
Instructor’s Manual, all PowerPoint lectures, and assignable
content are directly tied to text-specific materials in Concepts
in Biology. On the site is also a laboratory resource guide that
correlates to the Laboratory Manual, active learning exercises, professional resources, and more. Instructors can also
edit questions, import their own content, and create
announcements and due dates for assignments.
ARIS has automatic grading and reporting of easy-toassign homework, quizzing, and testing. All student activity
within McGraw-Hill’s ARIS is automatically recorded and
available to the instructor through a fully integrated grade
book that can be downloaded to Excel.
For students, there are pre- and post tests, animations,
videos, key-term flashcards, case studies, and other materials
that may be used for self-study or in combination with
assigned materials.
Go to aris.mhhe.com to learn more and register!
Basic Review
1. The reproduction of an apple tree by seeds is an example of
a. spontaneous generation.
b. biogenesis.
c. endosymbiosis.
d. None of the above is correct.
2. The first organisms on Earth would have carried on
aerobic respiration. (T/F)
3. Endosymbiosis involves one cell invading and living
inside another cell. (T/F)
Presentation Center
Basic Review and Concept Review Questions
Students can assess their knowledge by answering the basic
review questions. The answers to the basic review questions
are given at the end of the question set, so students can get
immediate feedback. The concept review questions are
designed as a “writing-to-learn” experience. Students are
asked to address the concept questions by writing a few sentences, making a list, or composing a paragraph. Concept
review questions are answered on the student site of the
Assessment Review Instruction System (ARIS).
Teaching Supplements
for the Instructor
McGraw-Hill offers a variety of tools and technology products to support the thirteenth edition of Concepts in Biology.
McGraw-Hill’s ARIS—Assessment, Review,
and Instruction System
McGraw-Hill’s ARIS is a complete, online electronic homework and course management system, designed for greater
ease of use than any other system available. Created specifi-
Build instructional materials wherever, whenever, and however you want! Presentation Center is an online digital
library containing assets such as photos, artwork, animations, PowerPoints, and other types of media that can be
used to create customized lectures, visually enhanced tests
and quizzes, compelling course websites, or attractive
printed support materials.
Access to your book, access to all books! This evergrowing resource gives instructors the power to utilize assets
specific to their adopted textbook as well as content from
other McGraw-Hill books in the library. Presentation
Center’s dynamic search engine allows you to explore by
discipline, course, textbook chapter, asset type, or keyword.
Simply browse, select, and download the files you need to
build engaging course materials. All assets are copyright by
McGraw-Hill Higher Education but can be used by instructors for classroom purposes.
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Instructor’s Manual
ScienCentral Videos
The Instructor’s manual contains an overview and a list of
goals and objectives for each chapter.
Test Bank
A computerized test bank that uses testing software to
quickly create customized exams is available on the website
for this text. The user-friendly program allows instructors to
search for questions by topic or format, edit existing questions or add new ones; and scramble questions for multiple
versions of the same test. Word files of the test bank questions are provided for those instructors who prefer to work
outside the test-generator software.
Laboratory Manual
The
McGraw-Hill and ScienCentral,
Inc. have teamed up to provide brief biology news videos
for use in lecture or for student study and assessment purposes. A complete set of ScienCentral videos are located
within this text’s ARIS course management system, and each
video includes a learning objective and quiz questions. These
active learning tools enhance a biology course by engaging
students in real life issues and applications such as developing new cancer treatments and understanding how methamphetamine damages the brain. ScienCentral, Inc., funded in
part by grants from the National Science Foundation, produces science and technology content for television, video
and the Web.
McGraw-Hill: Biology Digitized Video Clips
laboratory manual features
30 carefully designed, class-tested
learning activities. Each exercise
contains an introduction to the
material, step-by-step procedures,
ample space to record and graph
data, and review questions. The
activities give students an opportunity to go beyond reading and
studying to actually participate in
the process of science.
Course Management Systems
ARIS content compatible with online course management systems like WebCT
and Blackboard makes putting together your course website
easy. Contact your local McGraw-Hill sales representative
for details.
Electronic Books
If you or your students are ready
for an alternative version of the traditional textbook,
McGraw-Hill and VitalSource have partnered to bring you
innovative and inexpensive electronic textbooks. By purchasing E-books from McGraw-Hill & VitalSource, students
can save as much as 50% on selected titles delivered on the
most advanced E-book platform available, VitalSource
Bookshelf
E-books from McGraw-Hill & VitalSource are smart,
interactive, searchable and portable. VitalSource Bookshelf
comes with a powerful suite of built-in tools that allow
detailed searching, highlighting, note taking, and student-tostudent or instructor-to-student note sharing. In addition,
the media-rich E-book for Concepts in Biology integrates
relevant animations and videos into the textbook content
for a true multimedia learning experience. E-books from
McGraw-Hill & VitalSource will help students study
smarter and quickly find the information they need. And
they will save money. Contact your McGraw-Hill sales representative to discuss E-book packaging options.
ISBN (13) 978-0-07-312155-0
ISBN (10) 0-07-312155-X
McGraw-Hill is pleased to offer adopting instructors a fabulous presentation tool—digitized biology video clips on
DVD! Licensed from some of the highest-quality science
video producers in the World, these brief segments range
from about five seconds to just under three minutes in
length and cover all areas of general biology from cells to
ecosystems. Engaging and informative, McGraw-Hill’s digitized biology videos will help capture students’ interest
while illustrating key biological concepts and processes such
as mitosis, how cilia and flagella work, and how some
plants have evolved into carnivores.
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Photo Atlas for General Biology
How to Study Science
ISBN (13) 978-0-07-284610-2
ISBN (10) 0-07-284610-0
This atlas was developed to support our numerous general
biology titles. It can be used as a supplement for a general
biology lecture or laboratory course.
ISBN (13) 978-0-07-234693-0
ISBN (10) 0-07-234693-0
This workbook offers students helpful suggestions for meeting the considerable challenges of a silence course. It gives
practical advice on such topics as how to take notes, how to
get the most out of laboratories, and how to overcome science anxiety.
Learning Supplements
for the Student
ARIS (Assessment Review and Instruction
System)
Explore this dynamic website for a variety of study tools.
• Pre- and post-tests test your understanding of key
concepts.
• BioTutorials animations and ScienCentral videos add
relevancey to your study of biology.
• Flash cards ease learning of new vocabulary.
• Concept maps and Labeling activities aid in
comprehension of important models.
• Experience This! connect the outside world to
everything biology.
• Virtual labs let the student experience the laboratory
without stepping foot into a classroom.
• Case Studies offer real-world applications to a variety
of medical, ecological, and social issues.
• Downloadable audio and visual files make studying
easy and convenient.
Go to aris.mhhe.com to learn more or go directly to this
book’s ARIS site at www.mhhe.com/enger13e.
Acknowledgments
A large number of people have helped us write this text. Our
families continued to give understanding and support as we
worked on this revision. We acknowledge the thousands of
students in our classes who have given us feedback over the
years concerning the material and its relevancy. They were the
best possible sources of criticism.
We gratefully acknowledge the invaluable assistance of
the following reviewers throughout the development of the
manuscript:
Reviewers for the Thirteenth Edition:
Donna Bivans, Pitt Community College
Lisa Boggs, Southwestern Oklahoma State University
Sara K. Browning, Palm Beach Atlantic University
Carol T. Burton, Bellevue Community College
Steven D. Carey, University of Mobile
Stephen Ebbs, Southern Illinois University–Carbondale
Jason Fitzgerald, Southeastern Illinois College
Andrew Goliszek, North Carolina A&T State University
Keith Hench, Kirkwood Community College
Scott Johnson, Central Carolina Technical College
John E. Marshall, Pulaski Technical College
Masood Mowlavi, Ph.D., Delta College
Celia Norman, Arapahoe Community College
Margaret N. Nsofor, Southern Illinois University–
Carbondale
Dr. Sergie A. Polozov, Concordia University
Calvin A. Porter, Xavier University of Louisiana
Krishna Raychoudhury, Benedict College
Samir Raychoudhury, Benedict College
Sangha Saha, Harold Washington College
Leba Sarkis, Aims Community College
Dr. Fred Schindler, Indian Hills Community College
Crystal Sims, Cossatot Community College of the
University of Arkansas
Carol St. Angelo, Hofstra University
Jorge Vasquez-Kool, Johnston Community College
Dr. Keti Venovski, MD., Lake Sumter Community
College
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Jennifer Waldo, State University of New York–New
Paltz
Carol H. Weaver, Union University
Michael Wenzel, California State University–Sacramento
Donald L. Williams, Park University
We also want to express our appreciation to the entire
McGraw-Hill book team for their wonderful work in putting
together this edition. Janice Roerig-Blong, publisher, has sup-
ported this project with enthusiasm and creative ideas. Debra
Henricks, developmental editor, and Robin Reed, Carlisle
Publishing Services, oversaw the many facets of the developmental stages. Joyce Watters kept everything running
smoothly through the production process. Lori Hancock
assisted with the photos. Brenda Rowles provided us with a
beautiful design. Tamara Maury promoted the text and educated the sales reps on its message.