CONTENTS

To the Student iv Helpful Study Hints vi

1 The Study of Life

Part I Cell Biology 8

1
Part V

18 Senses 145 19 Musculoskeletal System 152 20 Endocrine System 162 Game: Hormone Hockey 168
Continuance of the Species 171

2 The Molecules of Cells 8 Game: Organic Chemistry, Las Vegas Style 16 3 Cell Structure and Functions 21 4 Membrane Structure and Function 30 5 Cell Division 36 Game: Solitaire 43 6 Metabolism: Energy and Enzymes 47 7 Cellular Respiration 53 Game: Cellular Respiration Roulette 57
Part II Plant Biology 60

21 22 23 24 25

Reproductive System 171 Development 180 Patterns of Gene Inheritance 188 Patterns of Chromosomal Inheritance Molecular Basis of Inheritance 203 Game: Gene Expression Maze 210 26 Biotechnology 214
Part VI Evolution and Diversity

196

221

8 Photosynthesis 60 Game: Photosynthesis: A Play in Two Acts 65 9 Plant Organization and Growth 68 10 Plant Physiology and Reproduction 76
Part III Maintenance of the Human Body 87 Part VII

27 Origin and Evolution of Life 221 28 Microbiology 230 29 Plants 245 Game: Classification Tiddledywinks 254 30 Animals: Part I 258 31 Animals: Part II 270 Game: Constructing Office Buildings 276
Behavior and Ecology 282

11 12 13 14 15 16
Part IV

Human Organization 87 Digestive System and Nutrition 95 Cardiovascular System 101 Lymphatic System and Immunity 111 Respiratory System 120 Urinary System and Excretion 126

32 33 34 35

Animal Behavior 282 Population Ecology 287 Community Ecology 294 Biosphere 300 Games: Hoop Dreams 303 36 Ecosystems and Human Interferences

307

Integration and Control of the Human Body 133

17 Nervous System 133 Game: Simon Says About Nervous Conduction 141

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TO THE STUDENT

STUDENT STUDY GUIDE

The philosophy behind this edition of the Student Study Guide is based upon the practical experience of the author in which students complete the first section, called Study Exercises, according to information found in the textbook. The second part, called the Chapter Test, allows the students to determine how much they remember by providing questions similar to what most teachers would ask. Engaging in a systematic and thorough study of the textbook first, makes it easier to study for a test. However, it is recognized that the Study Exercises section is an excellent review in and of itself by having someone else read the statements to you or by you covering up the answers that you filled in. Some instructors may have you fill these sections out for extra credit. Ideally, you should have completed these sections before the instructor ever lectures on the topic. Chapter Review: This section, taken from the summary at the end of the corresponding chapter in the textbook, provides you with a quick overview of the main concepts in the chapter. Key terms, identified in the textbook by bold print, are also found here. Study Exercises: Here, each section in the textbook is correlated to the Student Study Guide along with the major concepts for that section. The page numbers allow for a quick identification of the answer. Chapter Test: This part of the Student Study Guide was designed to allow you to test yourself. Multiple choice questions, and thought questions provide a evaluation of your newly acquired knowledge. The thought questions involve critical thinking, and there may not be any single correct answer. Answers: Answers are provided for the Study Exercises, and the Chapter Test at the end of each chapter. However, be sure to give your own answers first. The questions will be of little help to you if you simply fill in your Student Study Guide with the answers provided.

THE TEXTBOOK
Inquiry Into Life, ninth edition, by Sylvia S. Mader also has many student aids that you should be sure to use. History of Biology End Papers: The inside front covers list major contributions to the field of biology in a concise, chronological manner. Students may refer to these whenever it is appropriate. Text Introduction: The introductory chapter examines the scientific process and discusses the characteristics of life. This chapter surveys the field of biology as a whole and prepares students for the study of the rest of the text. Part Introduction: The part introduction tells the student how the topics within each part contribute to biological knowledge. Each chapter is represented by a portion of its opening photograph, and a short statement describes the content of the chapter. Career Pages: Biology offers many varied types of careers. Each part has a career page that lists possible biological careers in that particular field. The career pages illustrate how the study of biology can result in a life-long vocation. Chapter Concepts: Each chapter begins with a list of concepts that organize the content of the chapter into a few meaningful sentences. The concepts provide a framework for the content of the chapter. The concepts are grouped under the major sections of the chapter and are page-referenced for student study. This system also enables instructors to assign certain portions of the chapter. Key Terms: Key terms are boldfaced in the chapter and are defined in context. These terms are page-referenced in Understanding the Terms at the end of the chapter, and are defined in the glossary. An extensive glossary is located at the Inquiry website, http://www.mhhe.com/biosci/genbio/mader. Internal Summary Statements: Short internal summary statements appear at the end of major sections and helps students to focus their study efforts on the basics.

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Readings: Reading topics correlate to the subject matter of the chapter. Three types of readings are included in the text: Health Focus readings review measures to keep healthy, such as the need for exercise Exercise, Exercise, Exercise, Chapter 19 and guidelines for preventing cancer Prevention of Cancer, Chapter 25. Ecology Focus readings draw attention to a particular environmental problem, such as acid rain The Harm Done by Acid Deposition, Chapter 2. Science Focus readings, such as How Memories are Made, Chapter 17 are designed to introduce students to the research methods of scientists. Illustrations: The illustrations in Inquiry Into Life are consistent with multicultural educational goals. Integrative illustrations relate micrographs with drawings. This enables students to see an actual structure alongside a diagram drawn similarly to the micrograph. Leaders and labels common to both the micrograph and the drawing allow the student to accurately locate and visualize a particular structure. The Visual Focus illustrations are new to this edition. They illustrate in depth a main topic, system, or cycle in the chapter. The use of icons helps students to relate a part of the cell to the whole cell (Part I) or reminds students of the evolutionary relationship among groups of organisms (animal chapters 30 and 31). Map icons in the biosphere chapter (chapter 35) tell students where a particular biome is located around the world. Bioethical Issues: This section is new to this edition. A bioethical issue topic is covered in a non-biased manner at the ends of the chapters. These topics stimulate thought and discussion of todays most relevant bioethical issues. Chapter Summaries: The summary, called Summarizing the Concepts, is organized according to the major sections of the chapter, and the content of each section is summarized in a short paragraph of two. Chapter summaries offer a concise review of material in each chapter. Students may read them before beginning the chapter to preview the topics of importance, and they may also use them to refresh their memories after they have a firm grasp of the concepts presented in each chapter. Chapter Questions: Studying the Concepts are page-referenced short-answer questions that follow the organization of the material in the chapter. Testing Yourself are new multiple choice objective questions. Answers are supplied in Appendix A. Thinking Scientifically are thought-provoking questions that pertain to the topics stressed in the chapter. These questions ask students to think as a scientist thinks. Understanding the Terms: This section lists the texts boldface key terms and includes a short definition matching exercise. Definitions of the key terms are given in the glossary. Using Technology: This section provides further resources on the Internet and on CD-ROM for studying the topics presented in the chapter. Further Readings: The further readings list at the end of each part suggests references that can be used to investigate the topics in that part. New to this edition, at the request of readers, are references to additional scientific magazines and journals that can be easily obtained by the student. Articles can be used for research on a specific topic, or instructors can assign readings. Magazine articles cite the date, volume, issue, and page number, followed by a short summary of their content. Appendices and Glossary: The appendices contain optional information. Appendix A is the answer key to the questions found at the end of each chapter. Appendix B is an expanded table for the classification of organisms. The metric system and an expanded table of chemical elements are on the inside of the back cover. You will find a table outlining drugs of abuse and their effects, and definitions for acronyms used in the text at the Inquiry Into Life 9E web site. The glossary defines all the boldfaced terms in the text. These terms are the ones most necessary for the successful study of biology. Terms that are difficult to pronounce have a phonetic spelling. See the extended glossary at the Inquiry Into Life 9E web site. Index: The text also includes an index in the back of the book. By consulting the index it is possible to determine on what page or pages various topics are discussed. Exploring the Internet: The Mader Home Page allows students and teachers from all over the world to communicate. A portion of the Mader Home Page is devoted specifically to Inquiry Into Life, ninth edition. The address site is as follows: http://www.mhhe.com/biosci/genbio/mader By visiting this site, students can access additional study aids, explore links to other relevant biology sites, catch up on current information, and pursue other activities.

HELPFUL STUDY HINTS

Learning how to study efficiently is a prerequisite to being a successful student. The following concepts are meant to be an aid in helping you study more productively. Please realize that this list is not all-inclusive and that it may not apply to all individuals who come to this course with different backgrounds, interests, and abilities. I. Be motivated. This attitude cannot be taught to you by an instructor or learned from a textbook but must come from within yourself. It requires commitment, discipline, and perseverance on your part even when you do not feel like studying. Maintain a high expectation on your part. Think positively. II. Set aside several hours at a particular time of the day to go over old and new material. Preview and review your assigned material; repetition of the material and consistency in your study habits combine for successful learning. Review every chance you have. Try to stay one lecture ahead of the instructor. Study in a quiet, well-lit room away from distractions. III. Try to grasp the big picture as well as the details in every chapter. Try to understand how it is related to the rest of the textbook. Whenever possible, try to attach concepts to silly images and build upon them for better recall. Make up rhymes by using the first letter of each word. Look for distinguishing characteristics when analyzing abstract concepts. IV. Continually ask yourself questions. Although it may be boring to remember some things, asking questions will keep you mentally alert. After each paragraph or main idea, you should ask: What does this mean? How does this relate to what Ive already learned? How can I put that idea into my own words? or How can I apply that concept? Try to relate the information to your past experiences. Make sure you know the definitions of key words that are usually boldfaced or italicized in the text. Read the first and last paragraph of the chapter, then the first and last sentence of each paragraph, and then change the statements in the paragraph into questions and answers. Draw a line on a paper and write the question on one side and the answer on the other side. V. Have a positive attitude. Even though all of us have personal problems that may interfere with learning, look at it as a growing experience. A positive attitude means that you should not give up just because the instructor is poor or you think the textbook is poorly written. Sometimes you will have to dig the information out of the textbook by yourself. After all, that is what learning is ultimately all about: it is a lifelong process that we have to achieve basically by ourselves. VI. Have someone ask you questions. Asking and responding to questions from another person will improve your thinking and understanding of the material. Cover up definitions to a word and see if you can answer them correctly. Ask the instructor if you can use a tape recorder in class and then listen to the lecture again at another time. Dont be embarrassed to ask the instructor during or after class about things that you do not understand. Most instructors will be glad to help you. Use any other available study aids such as those described on pages iv and v. Perhaps rewriting your notes into an outline format will be helpful as well. VII. Learn as much as possible while in class. Perhaps you may even avoid taking notes in class. Instead, listen very attentively, follow along with the instructor from the material in the textbook, and highlight key words that the instructor mentions. If you have previewed the lecture material, you will know where to find the information that is being discussed in class. If you do take lecture notes, be selective and do not try to take notes on everything mentioned. Abbreviate words and fill them in immediately after class. Review the same material from the textbook as soon as possible. Try to grasp the big picture given in class. VIII. On the night prior to a test, make sure you get a good sleep. When taking the test, try to relax by taking several deep breaths or by tightening up your muscles and then slowly relaxing them. When reading the questions, make sure you understand exactly what the teacher wants to know AND read carefully to understand any limitations placed upon the question. On essay questions that are very broad, limit your answer to what the teacher felt was relevant in the class. Make a quick outline of the salient, major points and then fill in the details as you write your essay. When exams are returned, review them so that you can learn from your mistakes. That information may be on the final comprehensive test. Above all, keep things in perspective. Even if you do fail one test, it is not the end of the world. Learn from your mistakes and do the best you can. Good luck! vi