Biology

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ISBN-10

1938168097

ISBN-13

978-1-938168-09-3

Revision

BM-1-001-DW

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Table of Contents
Preface to Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 1. The Chemistry of Life
Chapter 1: The Study of Life . . . . . . . . . . . . . . . . . . . . . . . . .
1.1 The Science of Biology . . . . . . . . . . . . . . . . . . . . . . . .
1.2 Themes and Concepts of Biology . . . . . . . . . . . . . . . . . . .
Chapter 2: The Chemical Foundation of Life . . . . . . . . . . . . . . . . .
2.1 Atoms, Isotopes, Ions, and Molecules: The Building Blocks . . . . .
2.2 Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.3 Carbon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter 3: Biological Macromolecules . . . . . . . . . . . . . . . . . . . .
3.1 Synthesis of Biological Macromolecules . . . . . . . . . . . . . . .
3.2 Carbohydrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.3 Lipids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4 Proteins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.5 Nucleic Acids . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 2. The Cell
Chapter 4: Cell Structure . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.1 Studying Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.2 Prokaryotic Cells . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.3 Eukaryotic Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.4 The Endomembrane System and Proteins . . . . . . . . . . . . . .
4.5 The Cytoskeleton . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.6 Connections between Cells and Cellular Activities . . . . . . . . . .
Chapter 5: Structure and Function of Plasma Membranes . . . . . . . . .
5.1 Components and Structure . . . . . . . . . . . . . . . . . . . . . .
5.2 Passive Transport . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.3 Active Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.4 Bulk Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter 6: Metabolism . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.1 Energy and Metabolism . . . . . . . . . . . . . . . . . . . . . . . .
6.2 Potential, Kinetic, Free, and Activation Energy . . . . . . . . . . . .
6.3 The Laws of Thermodynamics . . . . . . . . . . . . . . . . . . . .
6.4 ATP: Adenosine Triphosphate . . . . . . . . . . . . . . . . . . . . .
6.5 Enzymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter 7: Cellular Respiration . . . . . . . . . . . . . . . . . . . . . . . .
7.1 Energy in Living Systems . . . . . . . . . . . . . . . . . . . . . . .
7.2 Glycolysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7.3 Oxidation of Pyruvate and the Citric Acid Cycle . . . . . . . . . . . .
7.4 Oxidative Phosphorylation . . . . . . . . . . . . . . . . . . . . . .
7.5 Metabolism without Oxygen . . . . . . . . . . . . . . . . . . . . . .
7.6 Connections of Carbohydrate, Protein, and Lipid Metabolic Pathways
7.7 Regulation of Cellular Respiration . . . . . . . . . . . . . . . . . . .
Chapter 8: Photosynthesis . . . . . . . . . . . . . . . . . . . . . . . . . .
8.1 Overview of Photosynthesis . . . . . . . . . . . . . . . . . . . . . .
8.2 The Light-Dependent Reactions of Photosynthesis . . . . . . . . . .
8.3 Using Light Energy to Make Organic Molecules . . . . . . . . . . .
Chapter 9: Cell Communication . . . . . . . . . . . . . . . . . . . . . . . .
9.1 Signaling Molecules and Cellular Receptors . . . . . . . . . . . . .
9.2 Propagation of the Signal . . . . . . . . . . . . . . . . . . . . . . .
9.3 Response to the Signal . . . . . . . . . . . . . . . . . . . . . . . .
9.4 Signaling in Single-Celled Organisms . . . . . . . . . . . . . . . . .
Chapter 10: Cell Reproduction . . . . . . . . . . . . . . . . . . . . . . . .
10.1 Cell Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10.2 The Cell Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10.3 Control of the Cell Cycle . . . . . . . . . . . . . . . . . . . . . . .
10.4 Cancer and the Cell Cycle . . . . . . . . . . . . . . . . . . . . . .
10.5 Prokaryotic Cell Division . . . . . . . . . . . . . . . . . . . . . . .
Unit 3. Genetics
Chapter 11: Meiosis and Sexual Reproduction . . . . . . . . . . . . . . .
11.1 The Process of Meiosis . . . . . . . . . . . . . . . . . . . . . . .
11.2 Sexual Reproduction . . . . . . . . . . . . . . . . . . . . . . . . .

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Chapter 12: Mendel's Experiments and Heredity . . . . . . . . . . . .

12.1 Mendels Experiments and the Laws of Probability . . . . . . .
12.2 Characteristics and Traits . . . . . . . . . . . . . . . . . . . .
12.3 Laws of Inheritance . . . . . . . . . . . . . . . . . . . . . . .
Chapter 13: Modern Understandings of Inheritance . . . . . . . . . .
13.1 Chromosomal Theory and Genetic Linkage . . . . . . . . . . .
13.2 Chromosomal Basis of Inherited Disorders . . . . . . . . . . .
Chapter 14: DNA Structure and Function . . . . . . . . . . . . . . . .
14.1 Historical Basis of Modern Understanding . . . . . . . . . . . .
14.2 DNA Structure and Sequencing . . . . . . . . . . . . . . . . .
14.3 Basics of DNA Replication . . . . . . . . . . . . . . . . . . . .
14.4 DNA Replication in Prokaryotes . . . . . . . . . . . . . . . . .
14.5 DNA Replication in Eukaryotes . . . . . . . . . . . . . . . . .
14.6 DNA Repair . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter 15: Genes and Proteins . . . . . . . . . . . . . . . . . . . . .
15.1 The Genetic Code . . . . . . . . . . . . . . . . . . . . . . . .
15.2 Prokaryotic Transcription . . . . . . . . . . . . . . . . . . . . .
15.3 Eukaryotic Transcription . . . . . . . . . . . . . . . . . . . . .
15.4 RNA Processing in Eukaryotes . . . . . . . . . . . . . . . . .
15.5 Ribosomes and Protein Synthesis . . . . . . . . . . . . . . . .
Chapter 16: Gene Expression . . . . . . . . . . . . . . . . . . . . . . .
16.1 Regulation of Gene Expression . . . . . . . . . . . . . . . . .
16.2 Prokaryotic Gene Regulation . . . . . . . . . . . . . . . . . .
16.3 Eukaryotic Epigenetic Gene Regulation . . . . . . . . . . . . .
16.4 Eukaryotic Transcription Gene Regulation . . . . . . . . . . . .
16.5 Eukaryotic Post-transcriptional Gene Regulation . . . . . . . .
16.6 Eukaryotic Translational and Post-translational Gene Regulation
16.7 Cancer and Gene Regulation . . . . . . . . . . . . . . . . . .
Chapter 17: Biotechnology and Genomics . . . . . . . . . . . . . . . .
17.1 Biotechnology . . . . . . . . . . . . . . . . . . . . . . . . . .
17.2 Mapping Genomes . . . . . . . . . . . . . . . . . . . . . . . .
17.3 Whole-Genome Sequencing . . . . . . . . . . . . . . . . . . .
17.4 Applying Genomics . . . . . . . . . . . . . . . . . . . . . . .
17.5 Genomics and Proteomics . . . . . . . . . . . . . . . . . . . .
Unit 4. Evolutionary Processes
Chapter 18: Evolution and the Origin of Species . . . . . . . . . . . .
18.1 Understanding Evolution . . . . . . . . . . . . . . . . . . . . .
18.2 Formation of New Species . . . . . . . . . . . . . . . . . . . .
18.3 Reconnection and Rates of Speciation . . . . . . . . . . . . .
Chapter 19: The Evolution of Populations . . . . . . . . . . . . . . . .
19.1 Population Evolution . . . . . . . . . . . . . . . . . . . . . . .
19.2 Population Genetics . . . . . . . . . . . . . . . . . . . . . . .
19.3 Adaptive Evolution . . . . . . . . . . . . . . . . . . . . . . . .
Chapter 20: Phylogenies and the History of Life . . . . . . . . . . . .
20.1 Organizing Life on Earth . . . . . . . . . . . . . . . . . . . . .
20.2 Determining Evolutionary Relationships . . . . . . . . . . . . .
20.3 Perspectives on the Phylogenetic Tree . . . . . . . . . . . . .
Unit 5. Biological Diversity
Chapter 21: Viruses . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21.1 Viral Evolution, Morphology, and Classification . . . . . . . . .
21.2 Virus Infections and Hosts . . . . . . . . . . . . . . . . . . . .
21.3 Prevention and Treatment of Viral Infections . . . . . . . . . .
21.4 Other Acellular Entities: Prions and Viroids . . . . . . . . . . .
Chapter 22: Prokaryotes: Bacteria and Archaea . . . . . . . . . . . . .
22.1 Prokaryotic Diversity . . . . . . . . . . . . . . . . . . . . . . .
22.2 Structure of Prokaryotes . . . . . . . . . . . . . . . . . . . . .
22.3 Prokaryotic Metabolism . . . . . . . . . . . . . . . . . . . . .
22.4 Bacterial Diseases in Humans . . . . . . . . . . . . . . . . . .
22.5 Beneficial Prokaryotes . . . . . . . . . . . . . . . . . . . . . .
Chapter 23: Protists . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23.1 Eukaryotic Origins . . . . . . . . . . . . . . . . . . . . . . . .
23.2 Characteristics of Protists . . . . . . . . . . . . . . . . . . . .
23.3 Groups of Protists . . . . . . . . . . . . . . . . . . . . . . . .
This content is available for free at [Link]

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23.4 Ecology of Protists . . . . . . . . . . . . . . . . .

Chapter 24: Fungi . . . . . . . . . . . . . . . . . . . . . .
24.1 Characteristics of Fungi . . . . . . . . . . . . . .
24.2 Classifications of Fungi . . . . . . . . . . . . . .
24.3 Ecology of Fungi . . . . . . . . . . . . . . . . . .
24.4 Fungal Parasites and Pathogens . . . . . . . . .
24.5 Importance of Fungi in Human Life . . . . . . . .
Chapter 25: Seedless Plants . . . . . . . . . . . . . . . .
25.1 Early Plant Life . . . . . . . . . . . . . . . . . . .
25.2 Green Algae: Precursors of Land Plants . . . . . .
25.3 Bryophytes . . . . . . . . . . . . . . . . . . . . .
25.4 Seedless Vascular Plants . . . . . . . . . . . . .
Chapter 26: Seed Plants . . . . . . . . . . . . . . . . . . .
26.1 Evolution of Seed Plants . . . . . . . . . . . . . .
26.2 Gymnosperms . . . . . . . . . . . . . . . . . . .
26.3 Angiosperms . . . . . . . . . . . . . . . . . . . .
26.4 The Role of Seed Plants . . . . . . . . . . . . . .
Chapter 27: Introduction to Animal Diversity . . . . . . .
27.1 Features of the Animal Kingdom . . . . . . . . . .
27.2 Features Used to Classify Animals . . . . . . . .
27.3 Animal Phylogeny . . . . . . . . . . . . . . . . .
27.4 The Evolutionary History of the Animal Kingdom .
Chapter 28: Invertebrates . . . . . . . . . . . . . . . . . .
28.1 Phylum Porifera . . . . . . . . . . . . . . . . . .
28.2 Phylum Cnidaria . . . . . . . . . . . . . . . . . .
28.3 Superphylum Lophotrochozoa . . . . . . . . . . .
28.4 Superphylum Ecdysozoa . . . . . . . . . . . . .
28.5 Superphylum Deuterostomia . . . . . . . . . . . .
Chapter 29: Vertebrates . . . . . . . . . . . . . . . . . . .
29.1 Chordates . . . . . . . . . . . . . . . . . . . . .
29.2 Fishes . . . . . . . . . . . . . . . . . . . . . . .
29.3 Amphibians . . . . . . . . . . . . . . . . . . . .
29.4 Reptiles . . . . . . . . . . . . . . . . . . . . . .
29.5 Birds . . . . . . . . . . . . . . . . . . . . . . . .
29.6 Mammals . . . . . . . . . . . . . . . . . . . . . .
29.7 The Evolution of Primates . . . . . . . . . . . . .
Unit 6. Plant Structure and Function
Chapter 30: Plant Form and Physiology . . . . . . . . . .
30.1 The Plant Body . . . . . . . . . . . . . . . . . . .
30.2 Stems . . . . . . . . . . . . . . . . . . . . . . .
30.3 Roots . . . . . . . . . . . . . . . . . . . . . . . .
30.4 Leaves . . . . . . . . . . . . . . . . . . . . . . .
30.5 Transport of Water and Solutes in Plants . . . . .
30.6 Plant Sensory Systems and Responses . . . . . .
Chapter 31: Soil and Plant Nutrition . . . . . . . . . . . .
31.1 Nutritional Requirements of Plants . . . . . . . . .
31.2 The Soil . . . . . . . . . . . . . . . . . . . . . .
31.3 Nutritional Adaptations of Plants . . . . . . . . . .
Chapter 32: Plant Reproduction . . . . . . . . . . . . . .
32.1 Reproductive Development and Structure . . . . .
32.2 Pollination and Fertilization . . . . . . . . . . . .
32.3 Asexual Reproduction . . . . . . . . . . . . . . .
Unit 7. Animal Structure and Function
Chapter 33: The Animal Body: Basic Form and Function .
33.1 Animal Form and Function . . . . . . . . . . . . .
33.2 Animal Primary Tissues . . . . . . . . . . . . . .
33.3 Homeostasis . . . . . . . . . . . . . . . . . . . .
Chapter 34: Animal Nutrition and the Digestive System .
34.1 Digestive Systems . . . . . . . . . . . . . . . . .
34.2 Nutrition and Energy Production . . . . . . . . . .
34.3 Digestive System Processes . . . . . . . . . . . .
34.4 Digestive System Regulation . . . . . . . . . . .
Chapter 35: The Nervous System . . . . . . . . . . . . . .

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633
641
642
648
656
662
666
673
674
680
682
687
699
699
705
709
716
727
728
732
738
740
751
751
755
763
778
789
797
798
802
806
811
817
821
824

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839
840
842
850
853
861
868
883
883
887
891
901
901
911
922

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933
934
939
950
959
960
970
976
982
989

35.1 Neurons and Glial Cells . . . . . . . . . . . . . . .

35.2 How Neurons Communicate . . . . . . . . . . . . .
35.3 The Central Nervous System . . . . . . . . . . . .
35.4 The Peripheral Nervous System . . . . . . . . . . .
35.5 Nervous System Disorders . . . . . . . . . . . . .
Chapter 36: Sensory Systems . . . . . . . . . . . . . . . .
36.1 Sensory Processes . . . . . . . . . . . . . . . . .
36.2 Somatosensation . . . . . . . . . . . . . . . . . .
36.3 Taste and Smell . . . . . . . . . . . . . . . . . . .
36.4 Hearing and Vestibular Sensation . . . . . . . . . .
36.5 Vision . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter 37: The Endocrine System . . . . . . . . . . . . . .
37.1 Types of Hormones . . . . . . . . . . . . . . . . .
37.2 How Hormones Work . . . . . . . . . . . . . . . .
37.3 Regulation of Body Processes . . . . . . . . . . . .
37.4 Regulation of Hormone Production . . . . . . . . .
37.5 Endocrine Glands . . . . . . . . . . . . . . . . . .
Chapter 38: The Musculoskeletal System . . . . . . . . . .
38.1 Types of Skeletal Systems . . . . . . . . . . . . . .
38.2 Bone . . . . . . . . . . . . . . . . . . . . . . . . .
38.3 Joints and Skeletal Movement . . . . . . . . . . . .
38.4 Muscle Contraction and Locomotion . . . . . . . . .
Chapter 39: The Respiratory System . . . . . . . . . . . . .
39.1 Systems of Gas Exchange . . . . . . . . . . . . . .
39.2 Gas Exchange across Respiratory Surfaces . . . .
39.3 Breathing . . . . . . . . . . . . . . . . . . . . . . .
39.4 Transport of Gases in Human Bodily Fluids . . . . .
Chapter 40: The Circulatory System . . . . . . . . . . . . .
40.1 Overview of the Circulatory System . . . . . . . . .
40.2 Components of the Blood . . . . . . . . . . . . . .
40.3 Mammalian Heart and Blood Vessels . . . . . . . .
40.4 Blood Flow and Blood Pressure Regulation . . . . .
Chapter 41: Osmotic Regulation and Excretion . . . . . . .
41.1 Osmoregulation and Osmotic Balance . . . . . . . .
41.2 The Kidneys and Osmoregulatory Organs . . . . . .
41.3 Excretion Systems . . . . . . . . . . . . . . . . . .
41.4 Nitrogenous Wastes . . . . . . . . . . . . . . . . .
41.5 Hormonal Control of Osmoregulatory Functions . . .
Chapter 42: The Immune System . . . . . . . . . . . . . . .
42.1 Innate Immune Response . . . . . . . . . . . . . .
42.2 Adaptive Immune Response . . . . . . . . . . . . .
42.3 Antibodies . . . . . . . . . . . . . . . . . . . . . .
42.4 Disruptions in the Immune System . . . . . . . . .
Chapter 43: Animal Reproduction and Development . . . .
43.1 Reproduction Methods . . . . . . . . . . . . . . . .
43.2 Fertilization . . . . . . . . . . . . . . . . . . . . . .
43.3 Human Reproductive Anatomy and Gametogenesis
43.4 Hormonal Control of Human Reproduction . . . . .
43.5 Human Pregnancy and Birth . . . . . . . . . . . . .
43.6 Fertilization and Early Embryonic Development . . .
43.7 Organogenesis and Vertebrate Formation . . . . . .
Unit 8. Ecology
Chapter 44: Ecology and the Biosphere . . . . . . . . . . .
44.1 The Scope of Ecology . . . . . . . . . . . . . . . .
44.2 Biogeography . . . . . . . . . . . . . . . . . . . .
44.3 Terrestrial Biomes . . . . . . . . . . . . . . . . . .
44.4 Aquatic Biomes . . . . . . . . . . . . . . . . . . .
44.5 Climate and the Effects of Global Climate Change .
Chapter 45: Population and Community Ecology . . . . . .
45.1 Population Demography . . . . . . . . . . . . . . .
45.2 Life Histories and Natural Selection . . . . . . . . .
45.3 Environmental Limits to Population Growth . . . . .
45.4 Population Dynamics and Regulation . . . . . . . .
This content is available for free at [Link]

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. 989
. 996
1008
1014
1018
1031
1031
1036
1040
1044
1050
1063
1063
1066
1069
1078
1080
1093
1094
1104
1110
1118
1135
1136
1142
1147
1153
1163
1164
1167
1173
1179
1189
1190
1193
1199
1201
1204
1213
1214
1220
1233
1238
1247
1248
1251
1253
1260
1265
1270
1274

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1283
1284
1288
1294
1301
1307
1317
1318
1323
1326
1330

45.5 Human Population Growth . . . . . . . . . . . . . . . . . . . .

45.6 Community Ecology . . . . . . . . . . . . . . . . . . . . . . .
45.7 Behavioral Biology: Proximate and Ultimate Causes of Behavior
Chapter 46: Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . .
46.1 Ecology of Ecosystems . . . . . . . . . . . . . . . . . . . . .
46.2 Energy Flow through Ecosystems . . . . . . . . . . . . . . . .
46.3 Biogeochemical Cycles . . . . . . . . . . . . . . . . . . . . .
Chapter 47: Conservation Biology and Biodiversity . . . . . . . . . .
47.1 The Biodiversity Crisis . . . . . . . . . . . . . . . . . . . . . .
47.2 The Importance of Biodiversity to Human Life . . . . . . . . . .
47.3 Threats to Biodiversity . . . . . . . . . . . . . . . . . . . . . .
47.4 Preserving Biodiversity . . . . . . . . . . . . . . . . . . . . . .
A Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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1334
1338
1350
1367
1367
1376
1380
1397
1398
1407
1410
1418
1427
1458

PREFACE TO BIOLOGY

PREFACE TO BIOLOGY
Welcome to Biology, an OpenStax College resource. This textbook has been created with several goals
in mind: accessibility, customization, and student engagementall while encouraging science students
toward high levels of academic scholarship. Instructors and students alike will find that this textbook
offers a strong foundation in biology in an accessible format.

About OpenStax College

OpenStax College is a non-profit organization committed to improving student access to quality learning
materials. Our free textbooks are developed and peer-reviewed by educators to ensure they are readable,
accurate, and meet the scope and sequence requirements of todays college courses. Unlike traditional
textbooks, OpenStax College resources live online and are owned by the community of educators
using them. Through our partnerships with companies and foundations committed to reducing costs
for students, OpenStax College is working to improve access to higher education for all. OpenStax
College is an initiative of Rice University and is made possible through the generous support of several
philanthropic foundations.

About OpenStax Colleges Resources

OpenStax College resources provide quality academic instruction. Three key features set our materials
apart from others: they can be customized by instructors for each class, they are a living resource that
grows online through contributions from science educators, and they are available free or for minimal
cost.

Customization
OpenStax College learning resources are designed to be customized for each course. Our textbooks
provide a solid foundation on which instructors can build, and our resources are conceived and written
with flexibility in mind. Instructors can select the sections most relevant to their curricula and create
a textbook that speaks directly to the needs of their classes and student body. Teachers are encouraged
to expand on existing examples by adding unique context via geographically localized applications and
topical connections.
Biology can be easily customized using our online platform. Simply select the content most relevant
to your current semester and create a textbook that speaks directly to the needs of your class. Biology is
organized as a collection of sections that can be rearranged, modified, and enhanced through localized
examples or to incorporate a specific theme of your course. This customization feature will help bring
biology to life for your students and will ensure that your textbook truly reflects the goals of your course.

Curation
To broaden access and encourage community curation, Biology is open source licensed under a
Creative Commons Attribution (CC-BY) license. The scientific community is invited to submit
examples, emerging research, and other feedback to enhance and strengthen the material and keep
it current and relevant for todays students. Submit your suggestions to info@[Link],
and check in on edition status, alternate versions, errata, and news on the StaxDash at
[Link]

Cost
Our textbooks are available for free online, and in low-cost print and e-book editions.

About Biology
Biology is designed for multi-semester biology courses for science majors. It is grounded on an
evolutionary basis and includes exciting features that highlight careers in the biological sciences and
everyday applications of the concepts at hand. To meet the needs of todays instructors and students,
some content has been strategically condensed while maintaining the overall scope and coverage of
traditional texts for this course. Instructors can customize the book, adapting it to the approach that works

This content is available for free at [Link]

PREFACE TO BIOLOGY

best in their classroom. Biology also includes an innovative art program that incorporates critical thinking
and clicker questions to help students understandand applykey concepts.

Coverage and Scope

Biology meets the scope and sequence of a typical two semester biology course for biology majors, premed majors, and science majors. In developing Biology, we listened to hundreds of General Biology
instructors who readily provided feedback about their courses, students, challenges, and hopes for
innovation. The expense of textbooks and related items did prove to be a barrier to learning. But more
importantly, these teachers suggested improvements for the textbook, which would ultimately lead to
more meaningful and memorable learning experiences for students.
The result is a book that addresses a core organizational reality of the course and its materials
the sheer breadth of the topical coverage. We provide a thorough treatment of biologys foundational
concepts while condensing selected topics in response to the markets request for a textbook with a scope
that is manageable for instructors and students alike. We also strive to make biology, as a discipline,
interesting and accessible to students. In addition to a comprehensive coverage of core concepts and
foundational research, we have incorporated features that draw learners into the discipline in meaningful
ways.
The pedagogical choices, chapter arrangements, and learning objective fulfillment were developed
and vetted with the feedback of another one hundred reviewers, who thoroughly read the material and
offered detailed critical commentary.
Unit 1: The Chemistry of Life. Our opening unit introduces students to the sciences, including the
scientific method and the fundamental concepts of chemistry and physics that provide a framework
within which learners comprehend biological processes.
Unit 2: The Cell. Students will gain solid understanding of the structures, functions, and processes
of the most basic unit of life: the cell.
Unit 3: Genetics. Our comprehensive genetics unit takes learners from the earliest experiments that
revealed the basis of genetics through the intricacies of DNA to current applications in the emerging
studies of biotechnology and genomics.
Unit 4: Evolutionary Processes. The core concepts of evolution are discussed in this unit with
examples illustrating evolutionary processes. Additionally, the evolutionary basis of biology
reappears throughout the textbook in general discussion and is reinforced through special call-out
features highlighting specific evolution-based topics.
Unit 5: Biological Diversity. The diversity of life is explored with detailed study of various
organisms and discussion of emerging phylogenetic relationships. This unit moves from viruses to
living organisms like bacteria, discusses the organisms formerly grouped as protists, and devotes
multiple chapters to plant and animal life.
Unit 6: Plant Structure and Function. Our plant unit thoroughly covers the fundamental
knowledge of plant life essential to an introductory biology course.
Unit 7: Animal Structure and Function. An introduction to the form and function of the animal
body is followed by chapters on specific body systems and processes. This unit touches on the
biology of all organisms while maintaining an engaging focus on human anatomy and physiology
that helps students connect to the topics.
Unit 8: Ecology. Ecological concepts are broadly covered in this unit, with features highlighting
localized, real-world issues of conservation and biodiversity.

Pedagogical Foundation and Features

Biology is grounded on a solid scientific base and designed to help students understand the concepts
at hand. Throughout the text, one can explore features that engage the students in scientific inquiry by
taking selected topics a step further. Our features include:
Evolution Connection features uphold the importance of evolution to all biological study through
discussions like The Evolution of Metabolic Pathways and Algae and Evolutionary Paths to
Photosynthesis.
Scientific Method Connection call-outs walk students through actual or thought experiments that
elucidate the steps of the scientific process as applied to the topic. Features include Determining
the Time Spent in Cell Cycle Stages and Testing the Hypothesis of Independent Assortment.
Career Connection features present information on a variety of careers in the biological sciences,
introducing students to the educational requirements and day-to-day work life of a variety of
professions, such as microbiologist, ecologist, neurologist, and forensic scientist.

10

PREFACE TO BIOLOGY

Everyday Connection features tie biological concepts to emerging issues and discuss science in
terms of everyday life. Topics include Chesapeake Bay and Can Snail Venom Be Used as a
Pharmacological Pain Killer?

Art and Animations That Engage

Our art program takes a straightforward approach designed to help students learn the concepts of
biology through simple, effective illustrations, photos, and micrographs. Biology also incorporates links
to relevant animations and interactive exercises that help bring biology to life for students.
Art Connection features call out core figures in each chapter for student study. Questions about
key figures, including clicker questions that can be used in the classroom, engage students critical
thinking and analytical abilities to ensure their genuine understanding.
Link to Learning features direct students to online interactive exercises and animations to add a
fuller context and examples to core content.

About Our Team

Biology would not be possible if not for the tremendous contributions of the authors and community
reviewing team.

Senior Contributors
Yael Avissar

Rhode Island College

Cell Biology

Jung Choi

Georgia Institute of Technology

Genetics

Jean DeSaix

University of North Carolina at Chapel Hill Evolution

Vladimir Jurukovski Suffolk County Community College

Animal Physiology

Robert Wise

University of Wisconsin, Oshkosh

Plant Biology

Connie Rye

east Mississippi Community College

General Content Lead

Faculty Contributors and Reviewers

Julie Adams

Aurora University

Summer Allen

Brown University

James Bader

Case Western Reserve University

David Bailey

St. Norbert College

Mark Belk

Brigham Young University

Nancy Boury

Iowa State University

Lisa Bonneau

Metropolitan Community College - Blue River

Graciela Brelles-Marino California State University Pomona

Mark Browning

Purdue University

Sue Chaplin

University of St. Thomas

George Cline

Jacksonville State University

Deb Cook

Georgia Gwinnett College

Diane Day

Clayton State University

Frank Dirrigl

The University of Texas - Pan American

Waneene Dorsey

Grambling State University

Nick Downey

University of Wisconsin La Crosse

Rick Duhrkopf

Baylor University

Kristy Duran

Adams State University

Stan Eisen

Christian Brothers University

This content is available for free at [Link]

PREFACE TO BIOLOGY

Brent Ewers

University of Wyoming

Myriam Feldman

Lake Washington Institute of Technology

Michael Fine

Virginia Commonwealth University

Linda Flora

Delaware County Community College

Thomas Freeland

Walsh University

David Gris

Texas A & M University - Corpus Christi

Andrea Hazard

SUNY Cortland

Michael Hedrick

University of North Texas

Linda Hensel

Mercer University

Mark Kopeny

University of Virginia

Norman Johnson

University of Massachusetts - Amherst

Grace Lasker

Lake Washington Institute of Technology; Walden University

Sandy Latourelle

SUNY Plattsburgh

Theo Light

Shippensburg University

Clark Lindgren

Grinnell College

James Malcolm

University of Redlands

Mark Meade

Jacksonville State University

Richard Merritt

Houston Community College

James Mickle

North Carolina State University

Jasleen Mishra

Houston Community College

Dudley Moon

Albany College of Pharmacy and Health Sciences

Jonas Okeagu

Fayetteville State University

Diana Oliveras

University of Colorado Boulder

John Peters

College of Charleston

Joel Piperberg

Millersville University

Johanna Porter-Kelley

Winston-Salem State university

Robyn Puffenbarger

Bridgewater College

Dennis Revie

California Lutheran University

Ann Rushing

Baylor University

Sangha Saha

City College of Chicago

Edward Saiff

Ramapo College of New Jersey

Brian Shmaefsky

Lone Star College System

Robert Sizemore

Alcorn State University

Marc Smith

Sinclair Community College

Frederick Spiegel

University of Arkansas

Frederick Sproull

La Roche College

Bob Sullivan

Marist College

Mark Sutherland

Hendrix College

Toure Thompson

Alabama A&M University

Scott Thomson

University of Wisconsin - Parkside

Allison van de Meene

University of Melbourne

Mary White

Southeastern Louisiana University

Steven Wilt

Bellarmine University

James Wise

Hampton University

11

12

PREFACE TO BIOLOGY

Virginia Young

Mercer University

Leslie Zeman

University of Washington

Daniel Zurek

Pittsburg State University

Learning Resources
Wiley Plus for Biology-Fall 2013 Pilot
WileyPLUS
([Link] provides an engaging online environment for effective teaching and learning.
WileyPLUS builds students confidence because it takes the guesswork out of studying by
providing a clear roadmap; what to do, how to do it, and if they did it right. With WileyPLUS,
students take more initiative. Therefore, the course has a greater impact on their learning
experience. Adaptive tools provide students with a personal, adaptive learning experience so they
can build their proficiency on topics and use their study time most effectively. Please let us know if
you would like to participate in a Fall 2013 Pilot.
Biology Powerpoint Slides (faculty only)
The
PowerPoint
slides
([Link]
biology#biology_powerpoint_slides) are based on the extensive illustrations from Biology. They
can be edited, incorporated into lecture notes, and you are free to share with anyone in the
community. This is a restricted item requiring faculty registration. NOTE: This file is very large
and may take some time to download.
SimBio (Laboratory)
SimBios interactive modules ([Link] (virtual labs and interactive tutorials and
chapters) provide engaging, discovery-based learning tools that complement many of the chapters
of Biology. SimBio is best known for their EcoBeaker and EvoBeaker suites of simulated
ecology and evolution laboratories that guide students through the discovery of important
concepts via a mix of structured and open-ended experimentation on simulated systems. In response
to popular demand, SimBio has begun applying the same powerful approaches to topics in cell
biology, genetics, and neurobiology. All of SimBios modules include instant-feedback questions
that enhance student comprehension and auto-graded questions that facilitate implementation.

This content is available for free at [Link]

CHAPTER 1 | THE STUDY OF LIFE

1 | THE STUDY OF
LIFE

Figure 1.1 This NASA image is a composite of several satellite-based views of Earth. To make the
whole-Earth image, NASA scientists combine observations of different parts of the planet. (credit:
NASA/GSFC/NOAA/USGS)

Chapter Outline
1.1: The Science of Biology
1.2: Themes and Concepts of Biology

Introduction
Viewed from space, Earth offers no clues about the diversity of life forms that reside there. The first
forms of life on Earth are thought to have been microorganisms that existed for billions of years in the
ocean before plants and animals appeared. The mammals, birds, and flowers so familiar to us are all
relatively recent, originating 130 to 200 million years ago. Humans have inhabited this planet for only
the last 2.5 million years, and only in the last 200,000 years have humans started looking like we do
today.

1.1 | The Science of Biology

By the end of this section, you will be able to:
Identify the shared characteristics of the natural sciences
Summarize the steps of the scientific method
Compare inductive reasoning with deductive reasoning
Describe the goals of basic science and applied science

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CHAPTER 1 | THE STUDY OF LIFE

(b)
(a)
Figure 1.2 Formerly called blue-green algae, these (a) cyanobacteria, shown here at 300x
magnification under a light microscope, are some of Earths oldest life forms. These (b) stromatolites
along the shores of Lake Thetis in Western Australia are ancient structures formed by the layering
of cyanobacteria in shallow waters. (credit a: modification of work by NASA; credit b: modification of
work by Ruth Ellison; scale-bar data from Matt Russell)

What is biology? In simple terms, biology is the study of living organisms and their interactions with
one another and their environments. This is a very broad definition because the scope of biology is vast.
Biologists may study anything from the microscopic or submicroscopic view of a cell to ecosystems
and the whole living planet (Figure 1.2). Listening to the daily news, you will quickly realize how
many aspects of biology are discussed every day. For example, recent news topics include Escherichia
coli (Figure 1.3) outbreaks in spinach and Salmonella contamination in peanut butter. Other subjects
include efforts toward finding a cure for AIDS, Alzheimers disease, and cancer. On a global scale,
many researchers are committed to finding ways to protect the planet, solve environmental issues, and
reduce the effects of climate change. All of these diverse endeavors are related to different facets of the
discipline of biology.

Figure 1.3 Escherichia coli (E. coli) bacteria, seen in this scanning electron micrograph, are
normal residents of our digestive tracts that aid in the absorption of vitamin K and other nutrients.
However, virulent strains are sometimes responsible for disease outbreaks. (credit: Eric Erbe, digital
colorization by Christopher Pooley, both of USDA, ARS, EMU)

The Process of Science

Biology is a science, but what exactly is science? What does the study of biology share with other
scientific disciplines? Science (from the Latin scientia, meaning knowledge) can be defined as
knowledge that covers general truths or the operation of general laws, especially when acquired and
tested by the scientific method. It becomes clear from this definition that the application of the scientific
method plays a major role in science. The scientific method is a method of research with defined steps
that include experiments and careful observation.
The steps of the scientific method will be examined in detail later, but one of the most important
aspects of this method is the testing of hypotheses by means of repeatable experiments. A hypothesis is a
suggested explanation for an event, which can be tested. Although using the scientific method is inherent
to science, it is inadequate in determining what science is. This is because it is relatively easy to apply
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CHAPTER 1 | THE STUDY OF LIFE

the scientific method to disciplines such as physics and chemistry, but when it comes to disciplines like
archaeology, psychology, and geology, the scientific method becomes less applicable as it becomes more
difficult to repeat experiments.
These areas of study are still sciences, however. Consider archeologyeven though one cannot
perform repeatable experiments, hypotheses may still be supported. For instance, an archeologist can
hypothesize that an ancient culture existed based on finding a piece of pottery. Further hypotheses could
be made about various characteristics of this culture, and these hypotheses may be found to be correct
or false through continued support or contradictions from other findings. A hypothesis may become a
verified theory. A theory is a tested and confirmed explanation for observations or phenomena. Science
may be better defined as fields of study that attempt to comprehend the nature of the universe.
Natural Sciences
What would you expect to see in a museum of natural sciences? Frogs? Plants? Dinosaur skeletons?
Exhibits about how the brain functions? A planetarium? Gems and minerals? Or, maybe all of the above?
Science includes such diverse fields as astronomy, biology, computer sciences, geology, logic, physics,
chemistry, and mathematics (Figure 1.4). However, those fields of science related to the physical world
and its phenomena and processes are considered natural sciences. Thus, a museum of natural sciences
might contain any of the items listed above.

Figure 1.4 The diversity of scientific fields includes astronomy, biology, computer science, geology,
logic, physics, chemistry, mathematics, and many other fields. (credit: Image Editor/Flickr)

There is no complete agreement when it comes to defining what the natural sciences include,
however. For some experts, the natural sciences are astronomy, biology, chemistry, earth science, and
physics. Other scholars choose to divide natural sciences into life sciences, which study living things and
include biology, and physical sciences, which study nonliving matter and include astronomy, geology,
physics, and chemistry. Some disciplines such as biophysics and biochemistry build on both life and
physical sciences and are interdisciplinary. Natural sciences are sometimes referred to as hard science
because they rely on the use of quantitative data; social sciences that study society and human behavior
are more likely to use qualitative assessments to drive investigations and findings.
Not surprisingly, the natural science of biology has many branches or subdisciplines. Cell biologists
study cell structure and function, while biologists who study anatomy investigate the structure of an
entire organism. Those biologists studying physiology, however, focus on the internal functioning of an
organism. Some areas of biology focus on only particular types of living things. For example, botanists
explore plants, while zoologists specialize in animals.

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