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    iii

    CONTENTS

    To the Student iv

    Helpful Study Hints vi

    1 The Study of Life 1

    Part I Cell Biology 8

    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

    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

    11 Human Organization 87

    12 Digestive System and Nutrition 95

    13 Cardiovascular System 101

    14 Lymphatic System and Immunity 111

    15 Respiratory System 120

    16 Urinary System and Excretion 126

    Part IV Integration and Control

    of the Human Body 133

    17 Nervous System 133

    Game: Simon Says About Nervous

    Conduction 141

    18 Senses 145

    19 Musculoskeletal System 152

    20 Endocrine System 162

    Game: Hormone Hockey 168

    Part V Continuance of the

    Species 171

    21 Reproductive System 171

    22 Development 180

    23 Patterns of Gene Inheritance 188

    24 Patterns of Chromosomal Inheritance 196

    25 Molecular Basis of Inheritance 203

    Game: Gene Expression Maze 210

    26 Biotechnology 214

    Part VI Evolution and Diversity 221

    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

    Part VII Behavior and Ecology 282

    32 Animal Behavior 282

    33 Population Ecology 287

    34 Community Ecology 294

    35 Biosphere 300

    Games: Hoop Dreams 303

    36 Ecosystems and Human Interferences 307

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    iv

    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 majorconcepts 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 Testat 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.

    THETEXTBOOK

    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 helpsstudents to focus their study efforts on the basics.

    TOTHE STUDENT

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    vi

    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 towhat 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!

    HELPFUL STUDYHINTS