Visualizing
HUMAN BIOLOGY
Kathleen Anne Ireland
David J. Tenenbaum
In collaboration with
isualizing Human Biologyis designed to help your students learn effectively. Cre-ated in collaboration with the National Geographic Society and our Wiley Visu-alizing Consulting Editor, Professor Jan Plass of New
York University, Visualizing Human Biologyintegrates
rich visuals and media with text to direct students’ at-tention to important information. This approach repre-sents complex processes, organizes related pieces of in-formation, and integrates information into clear
representations. Beautifully illustrated, Visualizing
Hu-man Biologyshows your students what the discipline is
all about, its main concepts and applications, while also instilling an appreciation and excitement about study-ing the human body.
Visuals, as used throughout this text, are in-structional components that display facts, concepts, processes, or principles. They create the foundation for the text and do more than simply support the writ-ten or spoken word. The visuals include diagrams, graphs, photographs, illustrations, schematics, anima-tions, and videos.
FO R E WO R D
From the Publisher
PUBLISHER Kaye Pace MANAGING DIRECTOR Helen McInnis
EXECUTIVE EDITOR Bonnie Roesch DIRECTOR OF DEVELOPMENT Barbara Heaney
DEVELOPMENT EDITOR Karen Trost PROJECT EDITOR Lorraina Raccuia EDITORIAL ASSISTANT Lauren Morris EXECUTIVE MARKETING MANAGER Jeffrey Rucker
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Stacy Gold, National Geographic Society ILLUSTRATION COORDINATOR Sandra Rigby
COVER CREDITS
Main image: Joel Sartore/NG Image Collection Small images (left to right): Dennis Kunkel/Phototake
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Copyright © 2008 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval sys-tem or transmitted in any form or by any means, electronic, me-chanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201) 748-6011, fax (201) 748-6008, Web site
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C R E D I T S
Why should a textbook based on visuals be ef-fective? Research shows that we learn better from inte-grated text and visuals than from either medium sepa-rately. Beginners in a subject benefit most from reading about the topic, attending class, and studying well-de-signed and integrated visuals. A visual, with good ac-companying discussion, really can be worth a thousand words!
Well-designed visuals can also improve the effi-ciency with which information is processed by a learner. The more effectively we process information, the more
V
v
prediction can also be based on visuals. Visuals can be ver y useful for drawing inferences, for predict-ing, and for problem solving.
5. Use visuals to situate learning in authentic contexts.
Learning is made more meaningful when a learner can apply facts, concepts, and principles to realistic situations or examples. Visuals can provide that real-istic context.
6. Use visuals to encourage collaboration.
Collaborative groups often are required to practice interactive processes such as giving explanations, asking questions, clarifying ideas, and argumenta-tion. These interactive, face-to-face processes pro-vide the information needed to build a verbal men-tal model. Learners also benefit from collaboration in many instances such as decision making or prob-lem solving.
Visualizing Human Biologynot only aids student
learning with extraordinary use of visuals, but it also of-fers an array of remarkable photos, media, and film from the National Geographic Society collections.
Stu-dents using Visualizing Human Biologyalso benefit from
the long histor y and rich, fascinating resources of National Geographic.
National Geographic has also performed an
in-valuable ser vice in fact-checking Visualizing Human
Biology:they have verified ever y fact in the book with
two outside sources, ensuring the accuracy and cur-rency of the text.
Given all of its strengths and resources,
Visualiz-ing Human Biologywill immerse your students in the
dis-cipline, its main concepts and applications, while also instilling an appreciation and excitement about the study of the human body.
Additional information on learning and in-structional design is provided in a special guide to
us-ing this book, Learning from Visuals: How and Why
Visu-als Can Help Students Learn, prepared by Matthew
Leavitt of Arizona State University. This article is avail-able at the Wiley Web site:
www.wiley.com/college/visu-alizing. The online Instructor’s Manual also provides
guidelines and suggestions on using the text and visuals most effectively.
Visualizing Human Biologyalso offers a rich
se-lection of visuals in the supplementary materials that accompany the book. To complete this robust package the following materials are available: Test Bank with vi-suals used in assessment, PowerPoints, Image Gallery to provide you with the same visuals used in the text, inter-active animations on the Web, and videos from National Geographic.
Foreword vii vi Foreword
2. Use visuals during class discussions or presentations.
By pointing out important information as the stu-dents look at the visuals during class discussions, you can help focus students’ attention on key elements of the visuals and help them begin to organize the information and develop an integrated model of un-derstanding. The verbal explanation of important information combined with the visual representa-tion can be highly effective.
3. Use visuals to review content knowledge.
Students can review key concepts, principles, processes, vocabulary, and relationships displayed visu-ally. Better understanding results when new informa-tion in working memory is linked to prior knowledge.
4. Use visuals for assignments or when assessing learning.
Visuals can be used for comprehension activities or assessments. For example, students could be asked to identify examples of concepts portrayed in visu-als. Higher-level thinking activities that require criti-cal thinking, deductive and inductive reasoning, and likely it is that we will learn. This processing of
informa-tion takes place in our working memory. As we learn we integrate new information in our working memory with existing knowledge in our long-term memory.
Have you ever read a paragraph or a page in a book, stopped, and said to yourself: “I don’t remember one thing I just read?” This may happen when your working memory has been overloaded, and the text you read was not successfully integrated into long-term memory. Visuals don’t automatically solve the problem of overload, but well-designed visuals can reduce the number of elements that working memor y must process, thus aiding learning.
You, as the instructor, facilitate your student’s learning. Well-designed visuals, used in class, can help you in that effort. Here are six methods for using the
visuals in Visualizing Human Biology in classroom
instruction.
1. Assign students to study visuals in addition to reading the text.
Instead of assigning only one medium of presenta-tion, it is important to make sure your students know that the visuals are just as essential as the text.
This text begins the study of life by focusing on the definitive characteristics of life. A general under-standing of chemistry, cell biology, and tissues rounds
out Unit 1: Introduction to the Study of Life. Unit 2:
Movement through the Environmentdiscusses the
hu-man systems involved in movement: the skeletal,
mus-cular, and nervous systems. Unit 3: Protection from the
Environmentdescribes how the integmentary and
lym-phatic systems protect the body against injury and
inva-sion by pathogens. Unit 4: Thriving within the
Environ-mentdescribes how the cardiovascular and respiratory
systems transport nutrients and oxygen to the tissues, and how food is digested and wastes are eliminated.
Unit 5: Populating the Environmentcovers the action
of the endocrine system, which brings us to sexual ma-turity and the reproductive system. Fertilization and
de-velopment complete this unit. Finally, Unit 6: Adapting
to and Affecting the Environmentrelates this
informa-tion to inheritance and DNA, human evoluinforma-tion, and the ecological balance of the biosphere, which serve to tie the entire book together.
viii Preface ix
isualizing Human Biologyimmerses
stu-dents in the world around them by demonstrating the interaction between humans and the environment, while fo-cusing on the human organism. Both structures and functions of the human body are covered in an engag-ing, personable style, following the natural curiosity of students. Topics such as evolution, ecology, and chem-istr y are introduced in a nonthreatening and logical fashion. Designed for introductory courses in human biology, the book answers authentic student questions in each chapter. Intriguing photographs, many from the National Geographic Society’s collection, sprinkled throughout the book remind the student that human biology is actually a study of humans in the world. Top-ics that regularly appear in the media are introduced and explained in the context of human biology.
ORGANIZATION
Any course in human biology must introduce the stu-dent to science through a focus on human beings; the authors achieve this by stressing the role of the human in the environment. This theme cements the broad-ranging information in human biology courses to-gether, providing an organizing principle that simulta-neously relates human biology to the student’s daily experience.
P R E FAC E
V
Organized by this theme of “humans in the en-vironment,” the chapters are filled with stimulating im-ages and photographs that create natural breaks in the information, allowing the reader to set and achieve at-tainable study goals. Each chapter begins with an en-gaging vignette designed to stimulate a desire for more information. The chapters are grouped in larger, cohe-sive units that ensure the logical flow of information in the entire course.
I L L U S T R A T E D
A number of pedagogical features using visuals have been developed specifically for
Visual-izing Human Biology. This Illustrated Book Tour provides a guide to the pedagogical features
of the book.
CHAPTER INTRODUCTIONS Unique chapter openers visually grab the students’
attention and connect them with the material that follows, and relate the chapter topic to current events and students’ daily lives. For example, Chapter 4: Tissues discusses the production of artificial blood for victims of accidents or wars.
N
o tissue is more important than blood: it delivers oxygen and nutrients, it removes carbon dioxide, and it plays a key role in fighting infections. At first glance, blood looks like a simple tissue: essentially a bunch of different cells floating in salty water, more or less. That means it should be pretty easy to make artificial blood. But it’s not.Many factors account for the interest in artificial blood. The military recognizes blood loss as a primary cause of death, owing to both pressure loss as blood volume de-creases and decreased oxygen delivery with fewer red blood cells present. Blood is typi-cally in short supply, and it cannot be frozen forever. Blood transfusions can carry viral dis-eases, and even in an emergency, it’s neces-sary to check the patient’s blood type before an infusion.
The most common way to deal with blood loss during emergencies is to infuse saline so-lution. This procedure maintains blood vol-ume but does not replace the essential oxy-gen-carrying function. The major goal of artificial blood is to carry oxygen, since oxy-gen starvation can destroy brain cells in four minutes. Scientists have tried to use hemo-globin, the oxygen-carrying molecule in the red blood cell, but unless it is “packaged” in-side a cell, it can damage the kidney.
At present, several experimental versions of oxygen-carrying artificial blood are being tested. But blood is a complex and subtle tis-sue, and so artificial blood is likely to serve as a supplement, not a replacement, for the nat-ural stuff.
92
Tissues
4
CHAPTER OUTLINE
F
F
P
P
O
O
■The Skeletal System is a Dynamic Living Systemp. 000
■Ossification forms bone and remodeling continues to shape it
p. 000
■The Axial Skeleton Is the Center of Thingsp. 000
■Your limbs comprise your Appendicular Skeletonp. 000
PROCESS DIAGRAMSprovide in-depth coverage of
physiological processes correlated with clear, step-by-step narrative, enabling students to grasp important concepts with less effort.
There are four steps in the transmission of an impulse at the NMJ:
Step●1ACh is released from the end of the neuron.
Step●2ACh binds to receptors on the muscle cell membrane, stimulating the release of calcium inside the muscle cell. Step●3A contraction cycle is begun in the muscle cell.
Step●4The ACh in the synapse is removed by enzymes, ending its effects on the muscle cell.
Neuromuscular JunctionFigure 6.8
Pr
ocess
Diagr
am
Axon terminal Axon terminal Axon of motor neuronSarcolemma Myofibril
ACh released from synaptic vesicle
Binding of ACh to ACh receptors opens cation channel Synaptic vesicle containing acetylcholine (ACh) Sarcolemma Synaptic cleft (space) Motor end plate
Synaptic cleft (space) (a) Neuromuscular junction
(b) Enlarged view of the neuromuscular junction
(c) Binding of acetylcholine to ACh receptors in the motor end plate
Synaptic end bulb Synaptic end bulb Neuromuscular junction (NMJ)
Synaptic end bulb
Motor end plate
Nerve impulse
Muscle action potential produced ACh broken down
Na+ 4 3 1 2 ILLUSTRATED CHAPTER
OUTLINESuse thumbnail
illustrations from the chapter to visually anticipate the content.
B O O K T O U R
ETHICS AND ISSUES BOXESin each chapter
highlight controversial topics in human biology to encourage critical thinking about such current issues as stem cell research, use of prescription drugs to treat youth behavioral problems, the human role in global warming, the use of antibiotics in livestock, eating disorders, and the hazard of bird flu.
HEALTH, WELLNESS, AND DISEASE BOXESprovide
information and insight on personal and community health. Topics include cancer, HIV/AIDS, fad diets, STDs, fetal alcohol syndrome, genetic engineering, and the human impact on the globe.
“I WONDER . . .” BOXESask students’
everyday questions about life science and the human body. These questions come directly from the students in Kathleen Ireland’s classroom. Some examples include: “I Wonder. . . Why do trained athletes have heart attacks?”; “I Wonder. . . What happens when we learn?”; and “I Wonder. . . Why are asthma rates going up?”
I W
O
NDER
.
.
.
Why are asthma rates going up?
Asthma, a constriction of the bronchi that causes wheezing and shortness of breath, has become an epidemic. An esti-mated 14 to 30 million Americans have asthma, including at least 6 million children, many in inner cities. The disease sends about 500,000 people to the hospital each year. In-credibly, the rate of diagnosed asthma patients has dou-bled since the 1980s.
Part of the increase may be due to better diagnosis, but is something else making this disease more common? The answer must lie in the environmental causes of asthma and/or in the human response to those causes. Asthma can result from exposure to irritants and allergens, including pollen, cockroaches, mold, cigarette smoke, air pollutants, respiratory infections, exercise, cold air, and some medi-cines. Researchers have examined these exposures and found some important clues to the asthma epidemic: •Asthma hospitalizations peak just after school starts in
the fall. In a Canadian study, schoolchildren aged 5 to 7 were going to emergency rooms a few days before preschoolers and adults. Of the wheezing schoolchild-ren, 80 to 85 percent had active rhinovirus (common cold) infections, as did 50 percent of adults. The re-search suggests that the common cold is spread by chil-dren (partly because immune systems are still develop-ing) and that rhinovirus infections may trigger many asthma attacks.
•Poverty and environmental pollution both help to ex-plain why inner-city African Americans have such high rates of asthma. One potent asthma allergen is the cuti-cle (shell) of a cockroach, an insect often found in crowded inner cities. Compounding this problem are the chaotic home lives characteristic of inner-city families,
which can also interfere with timely administration of medicines to prevent asthma symptoms. •Children who lived on a farm before age 5 have
signifi-cantly lower rates of asthma, wheezing, and use of asthma medicine, compared to children who live in town. Although allergies play a key role in asthma, the farm children did not have lower rates of hay fever, an allergic reaction to pollen.
None of these studies exactly explains the surge in asthma diagnoses, but the last one does offer a clue. Some scientists suspect that early exposure to dirt and/or infec-tious disease somehow “tunes” the immune system to re-duce the hyperactive reaction that contributes to the in-flammation of asthma. Early exposure to endotoxin, a component of the cell wall of gram-negative bacteria, has been associated with low rates of asthma. But the picture is complicated: Endotoxin also inflames lung tissue in healthy people, and some studies have linked it to more wheezing, not less.
With the causes of the asthma epidemic still uncertain, the best take-home message is this: Most cases of asthma are controllable. If you suffer from it, know what triggers your disease and take action to reduce your exposure to your personal asthma triggers. Take your preventative med-ications as prescribed and get the suggested immuniza-tions to prevent viral infecimmuniza-tions from triggering attacks.
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Ethics and
Issues
Attention Deficit Hyperactivity Disorder (ADHD, also called Attention Deficit Disorder, ADD) is one of the most common mental disorders among children. Characteristically, ADHD causes difficulties in concentration, taking directions, sitting still, and cooperating, all of which can lead to learning and social difficulties.
In terms of brain physiology, it is not clear what causes ADHD. Unlike Parkinson’s or Alzheimer’s disease, for exam-ple, nobody has made brain scan images showing that ADHD damages the brain. Some think ADHD may even be related to sleep deprivation. Some researchers have found abnormal levels of sleep apnea(the periodic cessation of breathing during sleep: a⫺ ⫽without, pnea⫽breath) among ADHD children. This breathing problem causes re-peated awakenings at night, interfering with deep sleep. If this observation is correct, stimulants could merely be masking a condition of sleepiness that might better be treated more specifically.
Whatever the cause, the diagnosis of ADHD is growing more common. Widely varying statistics show that it affects 1 to 6 percent of American youths. ADHD is also being diag-nosed among adults, with an estimated 1 percent of Ameri-cans aged 20 to 64 taking stimulants for the condition. Among adults, ADHD is less likely to cause hyperactivity than restlessness, difficulty paying attention, impulsive be-havior, and frustration with failing to reach goals.
What can be done to treat ADHD? One approach is be-havioral; parents try to shape behavior by rewarding desir-able activity and imposing consequences for actions they want to discourage. The behavioral approach can be com-bined with, or replaced by, treatment with stimulant drugs,
Attention Deficit Hyperactivity Disorder: Does Drug Treatment Make Sense?
especially forms of amphetamine. Curiously, although am-phetamines stimulate most people, they calm people with ADHD. That unexpected effect is actually a hallmark of the disease.
Still, the widespread use of prescription medication for ADHD is making some people nervous, especially those who suspect that an ADHD diagnosis is mainly a tactic to make business for psychiatrists and the pharmaceutical industry. These are reasons for concern:
1. Among 12- to 17-year-olds, abuse of prescription drugs is rising faster than abuse of illegal drugs, and ampheta-mines are addictive in some people.
2. Some college students with ADHD prescriptions say the amphetamines give them extra focus and energy during tests.
3. Stimulants have been linked to the death of 19 children and 6 adults (among an estimated 4 million people taking stimulants for ADHD) due to heart problems that may be related to the stimulants. The U.S. Food and Drug Admin-istration is considering stronger warning labels on the packages. Although some unexplained deaths are in-evitable among any group of 4 million people, the news should prompt doctors to evaluate heart health before prescribing stimulants for ADHD.
4. Shouldn’t we just “let boys be boys?” According to this logic, boys typically have more of the “ADHD personality characteristics,” like impulsivity, excess energy, and diffi-culty with planning. Should being male be considered a mental illness, especially in a society plagued by drug abuse?
Like other challenges of parenting, ADHD forces par-ents to persist, improvise, and decide. Behavioral therapy can be wearing, and it may require assistance from teachers and others who are important to the child. Stimulant drugs can send a message that psychological problems can be fixed with a pill. But if the consequences of failing to treat ADHD are negative enough, parents must choose a treat-ment strategy and philosophy, and carry it through.
Although scientists are improving their understanding of brain function, much remains to be understood, including the integration of different portions of the brain, and the function of various nuclei and neurotransmitters. As neuro-scientists probe deeper into the brain’s structure and func-tion, we may learn to treat or even prevent some of the se-vere mental disorders that afflict our fellow humans.
Health, W
ellness, and Disease
Lessons of the AIDS epidemic
The AIDS worldwide epidemic, which sprang seemingly from nowhere in the early 1980s, continues to spread around the world. Despite limited progress in some areas, the toll of death and disease remains high. About 40 million people were infected with HIV at the end of 2005, a year that saw 5 million new infections. More than 25 million have died since the epidemic was identified in 1981, and AIDS has dramatically slashed life expectancy for those living in southern Africa.
Africa is believed to be where HIV originated. The virus is structurally similar to simian immunodeficiency virus (SIV), which infects our closest relatives, chimpanzees. The virus may have “jumped species” when a hunter ate a chimp infected with a mutated form of SIV that could infect hu-mans, or got bitten by an infected chimp while hunting. A similar danger exists today. Scientists say a deadly avian flu virus may spread from poultry to people, starting a global
epidemic of a virus that spreads through the air (see discus-sion at the beginning of this chapter).
Although East Africa has been considered a focus of AIDS, scientists now concede that previous estimates of in-fection were overstated because they were based on women who visited prenatal clinics. Because these women were more active sexually than average, their high rates of HIV were not fully representative of all women. Despite the over-reporting, the AIDS epidemic is thriving in southern Africa, where at least 20 percent of pregnant women in six countries carry the virus.
AIDS is spreading in Eastern Europe and the Russian Federation, especially among drug injectors and prisoners. In Asia, 8 million people are infected, including 1 million in-fected during 2005. In the United States, about 1 million people are living with HIV, and about 42,000 people have AIDS.
xii Preface Preface xiii
OT H E R P E D AG O G I C A L F E AT U R E S
LEARNING OBJECTIVESlocated at each section head indicate
in behavioral terms what the student must be able to do to demonstrate understanding of chapter concepts.
are missing from a glance at a shuffled deck. But if you arrange the cards numerically by suit, the pattern re-veals which cards are missing. In chemistr y, the
peri-ement by its standard two-letter abbrevi-ation. The Internet provides many places to study the periodic table.
CONCEPT CHECK
Whatis carbon’s atomic number?
Whyis the atomic mass of carbon different from its atomic number?
Howmany electrons are in one oxygen atom? How many protons? How many neutrons?
Whathappens to the electrons of an element with two valence electrons during a chemical reaction?
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with more than 36 carbons. A carboxyl (acid) group is attached to the end carbon, which gives the name “fatty
to act like an animal fat and to be solid or semisolid at room temperature.
A triglycerideis three fatty acids attached to a glycerol backbone. Triglycerides, the most abundant fat in the body, can store two to three times as much en-ergy per gram as carbohydrates. Triglycerides are man-ufactured by the body as nonpolar, uncharged storage molecules. In adipose (fat) tissue (Chapter 4: Tissues), excess calories are stored in droplets of triglycerides.
Eicosanoidsare essential lipids that serve as raw materials for two important classes of
anti-inflammato-LipidsFigure 2.15
If you have used hydrocortisone cream as a topical treatment for poison ivy or another skin irritation, you know it feels greasy, indicating that it contains lipids.
Chemistry Is a
Story of Bonding
ife is made of atoms, but atoms are only the building blocks of molecules and chemical compounds. A molecule is a chemical unit formed from two or more
Listthe three types of chemical bonds and give an example of each.
Comparethe strength of each bond.
LEARNINGOBJECTIVES
L
Na NaWhatare van der Waals forces, and how strong are they in comparison to a covalent bond?
Describethe characteristics of polar and nonpolar molecules.
In a polar covalent bond, shared electrons re-side preferentially near one nucleus, forming a polar
l l P f h l l h li h i
Hydrogen atoms
Oxygen atom Water molecule
O O H H δ– + H H δ+ δ+
Although ions are common in the body,
covalent bondsare actually more important
than ionic bonds to living tissue. In cova-lent bonds, atoms share electrons; elec-trons are not donated by one atom and grabbed by another, as in an ionic bond. Covalent bonds commonly in-volve carbon, oxygen, nitrogen, or hy-drogen, the elements predominant in life. In a covalent bond, atoms share elec-trons so that each gets to complete its va-lence shell.
Two atoms share one pair of elec-trons in a single covalent bond, as occurs in a hydrogen molecule. Single covalent bonds are shown in chemical
di li H H
Polar covalent bondsFigure 2.5
development. Steroids include cholesterol, sex hor-mones, and metabolism regulators.
Cholesterolis an integral part of cell mem-branes, allowing for flexibility and growth. High blood cholesterol has been linked to heart disease, so dietar y re-striction of cholesterol is often suggested. However, genetics play a large role in cholesterol levels. Because your body syn-thesizes cholesterol, it is often difficult or even impossible to manage cholesterol levels solely by diet.
The sex hormones estrogen and testosterone
mance, t steroids c cles and problems PROTE AND FU Proteins c gen and a your bod proteins. function
CholesterolA
class of steroid found in animals; aids in membrane fluidity.
1.Radioisotopes are often used in medicine and biochemical ex-periments. For example, the chemistry of photosynthesis was uncovered with radioactive carbon dioxide. Photosynthesizing cells were exposed to radioactive carbon dioxide, and that ra-dioactive carbon was tracked through each step of glucose for-mation. Using this principle, how might radioactive compounds be used in medical research? in treating a disease like leukemia (cancer of the white-blood cells)?
2.Choose two properties of water. Briefly describe each property and show how it contributes to a specific aspect of human life. 3.Acid rain is caused when water in the atmosphere reacts with sulfur oxides to form sulfuric acid. The acidity of typical acid rain is pH 3 to pH 5 (normal precipitation is pH 7 to pH 7.5). What is the mathematical relationship between the
hydrogen-ion concentrathydrogen-ions at each of these pH levels? How could acid rain affect biological systems?
4.Enzymes are proteins that serve as catalysts, speeding up reac-tions without getting used, altered, or destroyed. Enzyme func-tion can be accelerated or slowed without damaging the en-zyme itself in a few ways. Review Figure 2.22 to understand normal enzyme functioning. What will happen to enzyme func-tion if products build up in the cell? if substrate concentrafunc-tion decreases? if a second compound, similar to the substrate but without its reactive properties, enters the enzyme’s environ-ment? if temperature rises slightly?
5.Although they serve different functions, DNA and ATP have common elements. What structures are found in both mole-cules? What purpose do these structures serve in ATP? in DNA?
CRITICAL THINKING QUESTIONS
the sequence of amino acids. Millions of proteins are built using just 20 amino acids. Enzymes are catalysts that allow faster Proteins, the building blocks of the
body, can be structural or functional. Pro-tein function is determined by shape and
■adenosine diphosphate (ADP) 000
■adenosine triphosphate (ATP) 000
■adhesive 000
■adipocytes 000
■alpha helix 000
■atomic mass 000
■atomic number 000
■cohesive 000
■dalton 000
■electron 000
■element 000
■functional group 000
■hydrophilic 000
■hydrophobic 000
■ion 000
■mass 000
■neutron 000
■peptide bonds 000
■proton 000
■radioactive decay 000
KEY TERMS
machinery. ATP, the energy-storage mole-cule inside cells, releases energy as it con-verts to ADP.
Part Structure Functions
Protects cellular contents; makes contact with other cells; contains channels, receptors, and cell-identity markers; mediates the entry and exit of substances.
Site of all intracellular activities except those occurring in the nucleus. Each organelle has one or more specific functions.
Maintains shape and general organization of celluar contents; responsible for cell movements.
Organizing center for microtubules and mitotic spindle.
Composed of a lipid bilayer consisting of phospholipids, and glycolipids with various proteins inserted; surrounds cytoplasm. Cellular contents between the plasma membrane and nucleus, including cytosol and organelles.
Specialized cellular structures with character-istic shapes and specific functions. Network composed of three protein filaments: microfilaments, intermediate filaments, and microtubules. Paired centrioles. Cell Membrane Cytoplasm Organelles Cytoskeleton Centrioles
Cell parts and their functionsTable 3.1
that we know of holding chemicals together are Van Der Waals forces. These are ex-tremely weak, impermanent electrical charge attractions formed as electrons whirl in their clouds. Transient negative charges are pulled toward equally transient positive portions of molecules. These charges change and disappear as electrons continue their whirling dance.
4
Water Is Life’s EssentialChemical
Water has many necessary charac-teristics for life, which trace back to the molecule’s polar condition. Water is liq-uid at room temperature; it is a good solvent; it has a high specific heat and a high heat of vaporization; and frozen water floats. Hydrogen and hydroxyl ions are released when a water mole-cule separates.
3
Chemistry Is a Storyof Bonding
Elements are joined by chemical bonds. Strong, ionic bonds result from the attraction of positive and negative ions. In weaker covalent bonds, atoms share elec-trons. Unequal sharing produces a polar co-valent bond resulting in a polar molecule like water. Hydrogen bonds are weak inter-actions between adjacent hydrogen—con-taining polar molecules. The weakest forces
CHAPTER SUMMARY
1.Which of the following is NOT a characteristic of life? a. Responds to external stimuli
b. Low degree of organization
c. Composed of proteins, lipids, and carbohydrates d. Maintains a stable internal environment
2.Which of the listed items listed below represents the smallest unit of life?
a. Organism b. Organ c. Tissue d. Cell
3.On the figure below, identify the non-living portion. a. A
b. B c. C d. B and D
4.Using the same figure, what is structure C? a. A viral particle b. Tissue
6.Identify the components of a typical feedback system by w ing the following terms on the diagram:
a. Receptor b. Effector c. Control center
that bring about a change or Controlled condition that is monitored by that send Some stimulus disrupts homeostasis by
Nerve impulses or chemical signals to a Increasing or decreasing a
Nerve impulses or chemical signals to
There is a return t homeostasis when the respons brings the control condition back to normal. that receives the input and provides
Response that alters the controlled condition.
Input
Output
SELF TEST
7.Which of the above components is responsible for altering havior to reduce the original stimulus?
A
B
C D
CONCEPT CHECKquestions at the end of each
section allow students to test their comprehension of the learning objectives.
MARGINAL GLOSSARY TERMS (IN GREEN)
introduce each chapter’s important terms. Other important terms appear in black boldface and are defined in the text.
IMAGES,many originating from National Geographic’s
rich archives, are used liberally, with captions that are integral to the information presented.
TABLES AND GRAPHSsummarize and
organize important information.
The CHAPTER SUMMARYrevisits each learning objective.
Each portion of the Chapter Summary is illustrated with a relevant photo or diagram from its section of the chapter.
KEY TERMSlisted at the end of each chapter provide
a reference for students.
CRITICAL THINKING QUESTIONSencourage a
creative approach to the topic, challenging students to think more broadly about chapter concepts.
A SELF TESTat the end of each chapter, which
incorporates modified versions of several of the illustrations from the chapter, challenges the
students to test their knowledge of the material they have just learned. The answers for the tests are found at the end of the book.
TEST BANK
(AVAILABLE IN WILEYPLUS AND ELECTRONIC FORMAT)
The visuals from the textbook are also carried through in the Test Bank, which was prepared by Corey Paulin of Allegany College of Maryland.
The test generation program has approximately 50 test items per chapter, with at least 20 percent incorporating visuals from the book. The test items include multiple choice, true/false, and short-answer questions.
INSTRUCTOR’S RESOURCES
The Instructor’s Resources begins with a special introduction on Using Visuals in the
Classroom, prepared by Matthew Leavitt of Arizona State University, which provides
guidelines and suggestions on using visuals to teach the course. Kathleen Ireland has carefully prepared Instructor’s Resources that will further help instructors use visuals and prepare interesting lectures. For each chapter, she has prepared:
• Guide to Using Video Lecture Launchers • Chapter Objectives
• Teaching Tips • Additional Activities
• Answers to Critical Thinking Questions
ANIMATIONS
www.wiley.com/college/IrelandA robust suite of multimedia learning resources have been designed for Visualizing
Human Biology. Red Web icons throughout the text direct students to animations or
additional Web content. Animations visually support the learning of a difficult con-cept or process, many of them built around a specific feature such as a Process Dia-gram, or key visual in the chapter. The animations go beyond the content and visual presented in the book, providing students with the opportunity to interact with the animation by completing activities.
xiv Preface Preface xv
www.wiley.com/ college/ireland
WILEYPLUS
WileyPLUS, a powerful online tool that provides instructors and students with an
in-tegrated suite of teaching and learning resources in one easy-to-use Web site, is orga-nized around the essential activities you and your students perform in and out of
class. WileyPLUS includes the complete text in digital format; all the resources
needed to prepare and present effective lectures; a wealth of study activities for stu-dents; a complete suite of assessment questions for pre- and post-quizzing, exams, or homework assignments; and student and instructor grade books. Prelecture Ques-tions were prepared by Mar ylynn Barkls of Black Hawk College and the Student Practice Quizzes were prepared by Keith Hench at Kirkood Community College.
ANCILLARY SUPPORT
www.wiley.com/college/Ireland
To support the printed text, Visualizing Human Biologyis supplemented by a rich
re-source of additional visual and media components. The concepts discussed in the text are supported by National Geographic Society video lecture-launchers, with content from the National Geographic Society, animations, PowerPoints, and a com-plete image bank.
VIDEOS
A rich collection of videos from the award-winning National Geographic Film Col-lection have been selected to accompany and enrich the text. Each unit includes at least one video clip, available online as digitized streaming video, to illustrate and expand on a concept or topic to aid student understanding.
Accompanying each video are appropriate commentary and questions de-signed to enhance student understanding.
The videos are available on the main Web site: www.wiley.com/college/ireland
POWERPOINT PRESENTATIONS AND IMAGE GALLERY
A complete set of dynamic, colorful Lecture PowerPoints prepared by Aimee To Lee of the University of Southern Mississippi is available online to enhance classroom presentations. With specially created lecture notes, the PowerPoints allow you to use the visuals from the book during class discussions.
All photographs, figures, and other visuals from the text are online for your use in the classroom. These digital files can easily be incorporated into your Power-Point or SmartBoard (and Symposium) presentations, or can be converted into your own overhead transparencies or handouts.
As noted, using visuals in class discussions allows you to focus attention on key elements of the visuals so that students can organize the information and de-velop greater understanding. The classroom explanation of important information combined with the visual representation is highly effective.
Loren Ammerman, Angelo State University
Curt Anderson, Idaho State University Bert Atsma, Union County College Thomas Bahl, Aquinas College Jamie M. Chapman, Central
Community College Elizabeth A. Cowles, Eastern
Connecticut State University Gerard Cronin, Salem Community
College
Michael Davis, Central Connecticut State
Ellie Dias, Westfield State College James Dunn, Laredo Community
College
Linda Celia Ellis, University of Toronto at Scarborough
Steve Fields, Winthrop University Heidi L. Forman, Buffalo State
University
Mary Louise Greeley, Salve Regina University
Robert Greene, Niagara University Gretel Guest, Alamance Community
College
Martin E. Hahn, William Paterson University
Richard R. Jurin, University of Northern Colorado
Martin A. Kapper, Central Connecticut State University
Jonathan Karp, Rider University Pushkar N. Kaul, Clark Atlanta
University
Johanna Kruckeburg, Kirkwood Community College
M. Leal, Sacred Heart University Marty Lowe, Bergen Community
College
Carol Mack, Erie Community College Nancy Jean Mann, Cuesta College James C. Marker, University of
Wisconsin
Kelly Murray, University of Wisconsin Corey Paulin, Allegany College of
Maryland
Polly K. Phillips, Florida International University
Mary C. Reese, Mississippi State University
Melody L. Ricci, Victor Valley College Alexandra P. Robins, Ivy Tech
Community College
April Rottman, Rock Valley College
Nahed Salama, Rockland Community College
D. Mike Satterwhite, Lewis-Clark State College
Sr. Donna Schroeder, College of St. Scholastica
Harry A. Schutte, Ohio University Charlie Shaeff, Central Virginia
Community College
Barkur S. Shastry, Oakland University Beverly Shieltz, Wright State University Patricia Singer, Simpson College Gregory Smutzer, Temple University Ruth Sporer, Rutgers University David Tauck, Santa Clara University James Thompson, Austin Peay State
University
Judith Valeras, University of Northern Colorado
Suzanne M. Walsh, Westfield State College
Murray Weinstein, Erie Community College
Emily Williamson, Mississippi State University
Richard Worthington, University of Texas
xvi Preface
Christine Barrow, Prince George’s Community College
Robert Chesney, William Paterson University
William Cushwa, Clark College Alison Elgart, Florida Gulf Coast
University
Sheldon R. Gordon, Oakland University Nancy Mann, Cuesta College
Lisa Maranto, Prince George’s Community College
Erin Morrey, Georgia Perimeter College Polly Phillips, Florida International
University
Melody Ricci, Victor Valley College Beverly A. Schieltz, Wright State
University
Alicia Steinhardt, Hartnell Community College
PROFESSIONAL FEEDBACK
Throughout the process of developing the concept of visual pedagogy for Wiley’s
Visualizing textbook, including Visualizing Human Biologyand others, we benefited
from the comments and constructive criticism provided by the instructors and col-leagues listed below. We offer our sincere appreciation to these individuals for their helpful reviews:
FOCUS GROUP AND TELESESSION PARTICIPANTS
A number of professors and students participated in focus groups and telesessions,
providing feedback on the text, visuals, and pedagogy in Visualizing Human Biology
and textbook for other academic discipline. Our thanks to the following participants for their helpful comments and suggestions.
Sylvester Allred, Northern Arizona University;David Bastedo, San Bernardino Valley College;Ann Brandt-Williams,
Glendale Community College;Natalie Bursztyn, Bakersfield College;Stan Celestian, Glendale Community College;
O. Pauline Chow, Harrisburg Area Community College;Diane Clemens-Knott, California State University, Fullerton;Mitchell Colgan, College of Charleston;Linda Crow, Montgomery College;Smruti Desai, Cy-Fair College;
Charles Dick, Pasco-Hernando Community College;Donald Glassman, Des Moines Area Community College;Mark Grobner,
California State University, Stanislaus;
Michael Hackett, Westchester Community
College;Gale Haigh, McNeese State University;Roger Hangarter, Indiana University;Michael Harman, North Harris College;Terry Harrison, Arapahoe Community College;Javier Hasbun,
University of West Georgia;Stephen Hasiotis, University of Kansas;Adam Hayashi, Central Florida Community College;Laura Hubbard, University of California, Berkeley;James Hutcheon,
Georgia Southern University;Scott Jeffrey,
Community College of Baltimore County, Catonsville Campus;Matther Kapell,
Wayne State University;Arnold Karpoff,
University of Louisville;Dale Lambert,
Tarrant County College NE;Arthur Lee,
Roane State Community College;Harvey
Liftin, Broward Community College;Walter Little, University at Albany, SUNY;Mary Meiners, San Diego Miramar College;Scott Miller, Penn State University;Jane
Murphy, Virginia College Online;Bethany Myers, Wichita State University;Terri Oltman, Westwood College;Keith Prufer,
Wichita State University;Ann Somers,
University of North Carolina, Greensboro;
Donald Thieme, Georgia Perimeter College;
Kip Thompson, Ozarks Technical
Community College;Judy Voelker, Northern Kentucky University;Arthur Washington,
Florida A&M University;Stephen Williams,Glendale Community College;
Feranda Williamson, Capella University.
ACKNOWLEDGMENTS
This book would not have come about without the tremendous work, creative energy, and tireless support of the Wiley team. Kathleen especially thanks Executive Editor Bonnie Roesch, who took a chance on a new author, giving her the opportunity to share her enthusiasm for the subject and her unconventional teaching style by putting it to paper. Kathleen and David sincerely appreciate Bonnie’s bravery and strong sup-port of this project from start to finish. Special thanks to Kaye Pace, Executive Pub-lisher, who oversaw the project and thanks to Barbara Heaney, Director of Develop-ment for all her guidance. Jeffrey Rucker, Marketing Manager for the Visualizing Series, and Ashaki Charles, Marketing Manager for Biology, also helped make this book a success. Thanks to Mary O’Sullivan, Development Editor, who helped us start this project. Perhaps most responsible for shaping this book and handling the recur-rent crises with calm professionalism and a touch of humor was Project Editor Lor-raina Raccuia. Production Manager Kelly Tavares, Christine Cervoni of Camelot Edi-torial Services, and Development Editor Karen Trost all spent countless hours on the project, ensuring that the tone and attitude of the text mirrored our original idea. The amazing images and illustrations reflect the patient efforts of photo editors Mary Ann Price and Tara Sanford, as well as Sandra Rigby, Illustration Coordinator. We love the look of the book—thank you, Hope Miller, for designing such a delightful cover. The interior is equally engaging, due to the design of Harry Nolan, Creative Director. We appreciate the talents of our page layout artist, Karim Kinchelor, who laid out the pages to be visually attractive and pedagogically effective, creating a student-friendly style. Media is a large part of this text, and Linda Muriello, Senior Media Editor, did a fantastic job knitting it together. Mahalo nui loa. Mazel Tov!
CLASS TESTING AND STUDENT FEEDBACK
In order to make certain that Visualizing Human Biologymet the needs of current
stu-dents, we asked several instructors to class test a chapter. The feedback that we re-ceived from students and instructors confirmed our belief that the visualizing ap-proach taken in this book is highly effective in helping students to learn. We wish to thank the following instructors and their students who provided us with helpful feedback and suggestions:
For my heart and soul: “the G-bud” and “baby M,” Gregory and Marcus Tatum.
Kathleen Anne Ireland
For Frances Tanenbaum: Always a writer, always an editor.
David J. Tenenbaum
UNIT 4: THRIVING WITHIN THE ENVIRONMENT
324
11 The Cardiovascular System
324
12 The Respiratory System
366
13 The Digestive System
404
14 The Urinary System
444
UNIT 5: POPULATING THE ENVIRONMENT
476
15 The Endocrine System
476
16 The Reproductive Systems: Maintaining the Species
510
17 Pregnancy: Development from Embryo to Newborn
552
UNIT 6: ADAPTING TO AND AFFECTING
THE ENVIRONMENT
585
18 Inheritance, Genetics, and Molecular Biology
588
19 Evolution
628
20 Ecology and Societal Issues
664
Answers to Self Test
708
Appendix A: The Periodic Table of Elements
710
Appendix B: Measurements
711
Glossary
713
Index
000
C O N T E N TS
in Brief
Foreword
v
Preface
vii
UNIT 1: INTRODUCTION TO THE STUDY OF LIFE
2
1 What Is Life?
2
2 Everyday Chemistry
26
3 Cells, Organization, and Communication
60
4 Tissues
92
UNIT 2: MOVEMENT THROUGH THE ENVIRONMENT
118
5 The Skeletal System
118
6 The Muscular System
156
7 The Nervous System
186
8 The Special Senses
228
UNIT 3: PROTECTION FROM THE ENVIRONMENT
254
9 Defense Against Disease: Stress, Nonspecific
Immunity, and the Integumentary System
254
10 The Lymphatic System and Specific Immunity
282
xviii xix
UNIT 1: INTRODUCTION TO THE STUDY
OF THE LIFE
2
National Geographic videos: The Incredible Human Machine Stem Cell Research
1
What is Life? 2
Living organisms display nine specific characteristics 4
■
I WONDER: A
RE VIRUSES CONSIDERED LIVINGORGANISMS
? 5
Living things must maintain homeostasis 6
■
HEALTH, WELLNESS,
AND DISEASE:
H
OMEOSTASIS AND BLOOD CHEMISTRY8
Biological classification is based on structure 9 Biological classification is logical 12
Scientists approach questions using the scientific method 15
■
ETHICS AND ISSUES: G
LOBAL WARMING—
A HUMAN SOLUTION TO A HUMAN PROBLEM? 18
Scientific findings often lead to ethicaldilemmas 20
2
Everyday Chemistry of Life 26
Life has a unique chemistry 28
■
I WONDER: D
OI
NEED TO TAKE DIETARY SUPPLEMENTS IN ORDER TO STAY HEALTHY? W
ILL THEY HELP ME LOSE WEIGHT? 29
Atomic structure is the foundation of life 30
■
HEALTH, WELLNESS, AND DISEASE:
R
ADIOISOTOPES IN SCIENCE AND MEDICINE32
Chemistry is a story ofbonding 34 Water is life’s
essential chemical 37 Hydrogen ion
concentration affects chemical properties 39 There are four main
categories of organic chemicals 41
■
ETHICS AND ISSUES: A
GING:
MAKING THE MOST OF A NATURAL BIOLOGICAL PROCESS45
3
Cells, Organization, and
Communication 60
The cell is highly organized 60
■
I WONDER: H
OW CAN YOU SEE CELLS? 64
The cell membrane isolatesthe cell 65
■
HEALTH, WELLNESS,
AND DISEASE: T
HE SCIENCE OF INTRAVENOUS FLUIDS70
The components of a cell are called organelles 72 Cell communication and cell
division are the keys to cellular success 83
■
ETHICS AND ISSUES: S
HOULD WE TRY TO CURE DEADLY DISEASES WITH EMBRYONIC STEMCELLS
? 85
xx Contents xxi
C O N T E N TS
7
The Nervous System 186
The nervous system makes sense of everything 188
The nervous system is categorized by function and structure 190
Nerve tissue is made of neurons and glial cells 193
Neurons work through action potentials 194
■
HEALTH, WELLNESS,
AND DISEASE:
P
SYCHOACTIVE DRUGS:
GETTING A GOOD RECEPTION AT THE SYNAPSE201
The brain and spinal cord are central to the nervous system 202
■
I WONDER: W
HAT HAPPENS WHEN WE LEARN? 210
■
ETHICS AND ISSUES: A
TTENTION DEFICIT HYPERACTIVITY DISORDER:
DOES DRUG TREATMENT MAKE SENSE? 216
The peripheral nervous system operates beyond the central nervous system 218
UNIT 2: MOVEMENT THROUGH
THE ENVIRONMENT
118
National Geographic videos:
Hugh Herr: A Man with Robotic Limbs The Search for Adam
5
The Skeletal System 118
The skeletal system is a dynamic living system 120
Ossification forms bone, and remodeling continues to shape it 124
■
HEALTH, WELLNESS, AND
DISEASE: H
EALING BROKEN BONES130
The axial skeleton is the center of things 131
■
ETHICS AND ISSUES: H
OW TO CONFRONT THE OSTEOPOROSIS CRISIS137
Your limbs comprise your appendicular skeleton 138
■
I WONDER: H
OW DO FORENSIC SCIENTISTS LEARN ABOUT SOMEONE’
S MOVEMENT FROM THE BONES? 144
Joints link the skeletal system together 147
4
Tissues 92
Cells are the building blocks of tissues 94
■
I WONDER: W
HAT IS ARTHRITIS? 102
■
HEALTH, WELLNESS, AND
DISEASE: A
RE WE MAKING PROGRESS IN THE STRUGGLE AGAINST CANCER? 104
Organization increases withorgans, organ systems, and the organism 106
■
ETHICS AND ISSUES:
S
HOULD WE,
COULD WE,
GROW NEW ORGANS? 108
Scientists use a road map tothe human body 110
xxii Contents
6
The Muscular System 156
The muscular system has many functions 158 Skeletal muscles are contractile organs 159 Muscle contraction occurs as filaments slide past
one another 167
Whole-muscle contractions emerge from tiny impulses 172
Muscles require energy to work smoothly and powerfully 175
■
HEALTH, WELLNESS, AND DISEASE:
M
USCLE FATIGUE,
MUSCLE WOES178
■
I WONDER: W
HAT ARE THE HOLISTIC BENEFITS OF PHYSICAL EXERCISE? 179
■
ETHICS AND ISSUES: T
HE DANGERS OF STEROIDHORMONES
180
Contents xxiii
UNIT 3: PROTECTION FROM THE
ENVIRONMENT
254
National Geographic video: Guns, Germs, and Steel
9
Defense Against Disease: Stress,
Nonspecific Immunity and the
Integumentary System 254
What is stress? 256 The general adaptation
syndrome helps overcome stress 258
The skin is the primary physical barrier 261
■
ETHICS AND ISSUES: S
KIN AND SOCIETY:
BEAUTY IS ONLY SKIN DEEP264
■
HEALTH, WELLNESS,
AND DISEASE:
S
KIN CANCER266
■
I WONDER: C
OULDI
BE FALSELY ACCUSED BASED ON FINGERPRINTIDENTIFICATION
? 270
We have other innate physical barriers 272 Chemical barriers can defeat bacteria 274 Other classes of innate defenses alter the
environment around the pathogen 276
8
The Special Senses 228
The special senses tell us about our environment 230
■
I WONDER: W
HAT IS THE ROLE OF ODOR IN EMOTIONAL COMMUNICATION? 232
Vision is our most acute special sense 239
■
HEALTH, WELLNESS, AND DISEASE: W
HAT ARE THE MOST COMMON VISUALIMPAIRMENTS
? 243
The special senses are our connection to the outside world 247
■
ETHICS AND ISSUES: B
EING BORN DEAF IS NOT ALWAYS CONSIDERED A DISABILITY249
xxiv Contents
10
The Lymphatic System and Specific
Immunity 282
The lymphatic system is the center of our immune response 284
■
I WONDER: W
HENI
WAS DIAGNOSED WITH MONONUCLEOSIS,
WHY WASI
TOLD NOT TO JUMP AROUND? 290
Specific immunity relies on a deadly series of cells 293
Immunity can be acquired actively or passively 303
Viruses and bacteria cause disease in different ways 306
■
ETHICS AND ISSUES: A
RE ANTIBIOTICS BEING OVERUSED ON THE FARM? 309
AIDS and HIV attack the immune system 312
■
HEALTH, WELLNESS, AND DISEASE:
L
ESSONS OF THEAIDS
EPIDEMIC316
Infectious disease is a global issue 318UNIT 4: THRIVING WITHIN THE
ENVIRONMENT
322
National Geographic video: High Altitude Peoples
11
The Cardiovascular System 324
The heart ensures continual, 24/7 nutrient delivery 326
Blood vessels and capillary transport involve miles of sophisticated plumbing 335
■
ETHICS AND ISSUES: E
THICS OF HEART REPLACEMENT338
Different circulatory pathways have specific purposes 340
Cardiovascular disorders have life-threatening consequences 342
■
I WONDER: W
HY DO TRAINED ATHLETES HAVE HEART ATTACKS? 347
Blood consists of plasma, cells, andother formed elements 348 Blood can suffer many disorders 358
■
HEALTH, WELLNESS, AND DISEASE: S
ICKLE CELL ANEMIA360
F
F
F
F
P
P
P
P
O
O
O
O
13
The Digestive System 404
Nutrients are
life-sustaining 406
■
HEALTH, WELLNESS,
AND DISEASE: A
TKINS DIET:
WILL ELIMINATING CARBOHYDRATES HELP ME LOSE WEIGHT? 410
The digestive systemprocesses food from start to finish 416 Digestion is both
mechanical and chemical 433
Nutritional health and eating disorders; you truly: are what you eat 436
■
ETHICS AND ISSUES: W
HAT IS AN IDEAL WEIGHT? H
OW FAR SHOULD YOUGO TO LOOK SKINNY
? 437
■
I WONDER: A
REE.
COLIBACTERIAHAZARDOUS TO MY HEALTH
? 438
12
The Respiratory System: Movement
of Air 366
The respiratory system provides us with essential gas exchange as well as vocalization 368
■
I WONDER: W
HY ARE ASTHMA RATES GOING UP? 380
In order to respire, air must be moved into and out of the respiratory system 382 External respiration
brings supplies for internal
respiration 387 Transport of oxygen
and carbon dioxide requires
hemoglobin and plasma 390 Respiratory health is
critical to survival 393
■
HEALTH, WELLNESS, AND DISEASE:
C
HRONIC OBSTRUCTIVE PULMONARY DISEASE:
WHY ARE CHRONIC BRONCHITIS AND EMPHYSEMA SO DEADLY? 395
■
ETHICS AND ISSUES: T
OBACCO:
THE UNIVERSAL POISON397
UNIT 5: POPULATING THE
ENVIRONMENT
476
National Geographic video:
The Incredible Human Machine: The Miracle of Conception
15
The Endocrine System and
Development 476
Hormones are chemical messengers 478
The endocrine glands secrete directly into the
bloodstream 483
■
ETHICS AND ISSUES:
I
S BEING SHORT A DISEASE?
W
HAT ARE THE ETHICS OF HUMAN GROWTHHORMONE
? 488
■
HEALTH, WELLNESS, AND DISEASE:
D
IABETES:
WHAT IS IT AND WHY IS IT SO COMMON? 494
■
I WONDER: C
ANI
FIGURE OUT MY OWN BASAL METABOLIC RATE? 498
Development takes us from infancy to adulthood 500
Contents xxvii
14
The Urinary System 494
The urinary system filters, transports, and stores waste products 496
Urine is formed through filtration and osmosis 452
■
HEALTH, WELLNESS, AND DISEASE:
H
OW MUCH WATER SHOULDI
DRINK? 454
Urine is transported to the bladder forstorage 458
The urinary system maintains the body’s water–salt balance 462
■
I WONDER: W
HY DO THEY KEEP TELLING ME TO CUT DOWN ON SALT? 464
The kidneys help maintain the blood’s acid–base balance 466
Life-threatening diseases affect the urinary system 468
■
ETHICS AND ISSUES: H
OW DOES A URINE TEST PROVE DRUG ABUSE? 469
17
Pregnancy: Development from embryo
to newborn 552
Fertilization creates an entire diploid genome 554
■
I WONDER: W
HAT CAUSES TWINS,
AND HOW DO THEY CONTRIBUTE TO THE STUDY OF GENETICS AND HUMANDEVELOPMENT
? 556
The fertilized eggbecomes a blastocyst 558 The embryonic stage is
marked by growth and differentiation 562 Fetal development
occupies the second and third trimesters 570
■
HEALTH, WELLNESS, AND DISEASE: W
HY ARE DRUG REGULATORS SO CAUTIOUS ABOUT THE EFFECTS OF DRUGS ON THE UNBORN? 572
Labor initiates the end of pregnancy and thebeginning of infancy 577
■
ETHICS AND ISSUES: P
REMATURITY:
HOW YOUNG IS TOO YOUNG? 580
16
The Reproductive Systems: Maintaining
the Species 510
Survival of the species depends on reproduction and gamete formation 512
Structures of the male reproductive system produce and store sperm 515
The female reproductive system is responsible for housing and nourishing the developing
baby 526
■
I WONDER: C
ANPMS
REALLY CAUSE MOOD SWINGS AND EMOTIONAL OUTBURSTS? 534
The orgasm is a moment of emotional andphysiological epiphany 537
Sexually transmitted diseases can be a side effect of sexual contact 538
■
HEALTH, WELLNESS, AND DISEASE: STD
S:
T
HE SCIENCE OF PREVENTION539
There are many birth control choices, none of them perfect 540
■
ETHICS AND ISSUES: S
HOULD WE CLONE HUMANS? 546
xxviii Contents
UNIT 6: ADAPTING TO AND AFFECTING
THE ENVIRONMENT
588
National Geographic video: Environmental Tissues
18
Inheritance, Genetics,
and Molecular
Biology 590
Plant and animal traits are inherited in specific patterns 590
Modern genetics uncovers a more complicated picture 595
The central dogma of genetics is still accurate 599 Genetic counseling puts genetic theory to
practical use 602
■
I WONDER: W
HY ARE TORTOISE-
SHELL CATS ALWAYS FEMALE? 604
■
ETHICS AND ISSUES: E
THICS OF PRENATAL GENETIC TESTING608
Biotechnology and DNA: the facts, the pros, and the cons 609
■
HEALTH, WELLNESS, AND DISEASE: A
RE GENETICALLY MODIFIED FOODS SAFE FOR THE ENVIRONMENT? A
RE THEY HEALTHY TO EAT?
617
Contents xxix
19
Evolution 628
The theory of evolution through natural selection is the foundation of biology 630
■
I WONDER: H
OW DIDD
ARWIN FIGURE OUT HIS THEORY OF EVOLUTION? 634
Evolution is backed by abundant evidence 636 Natural selection has far-reaching effects on
populations 644
■
HEALTH, WELLNESS, AND DISEASE:
D
OES ENVIRONMENTAL CHANGE CAUSE CIVILIZATIONS TO DISAPPEAR? 646
Mass extinctions can be followed by regrowth 647
■
ETHICS AND ISSUES: W
HY SHOULD ENDANGERED SPECIES MATTERTO ME
? 648
Amazingly, a planet forms and life begins 650 The human family tree is a confusing one 656
Answers to Self Tests 708
Appendix A: The Periodic Table of
Elements 710
Appendix B: Measurements 711
Glossary 713
Index 000
20
Ecology and Societal Issues 664
Ecosystems define plants and animals living together 667
Organisms have specific habitats and niches 671 Carrying capacity and population growth are
regulated by the environment 673 Organisms are either producers or
consumers 676
Energy flows through an ecosystem while chemicals cycle 678
■
HEALTH, WELLNESS, AND DISEASE: C
OULD VEGETARIANISM HELP FEED THE WORLD? 684
■
ETHICS AND ISSUES: H
OW BAD IS THE FRESHWATER CRISIS? 688
Humans have a tremendous impact on the environment 695
■
I WONDER: W
HERE DOES ALL THEGARBAGE GO
? 697
xxx Contents
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H
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HUMAN BIOLOGY
