Revision Notes for Biology of Humans Concepts, Applications, and Issues, 6th Edition

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INSTRUCTOR GUIDERobert SullivanMARIST COLLEGEBiology of Humans:Concepts, Applications, and IssuesSIXTH EDITIONJudith GoodenoughBetty McGuireCLASS NOTES

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iiiContentsCHAPTER 1Humans in the World of Biology.............................................................1CHAPTER 1aBecoming a Patient: A Major Decision ...................................................5CHAPTER 2Chemistry Comes to Life .........................................................................7CHAPTER 3The Cell..................................................................................................12CHAPTER 4Body Organization and Homeostasis.....................................................20CHAPTER 5The Skeletal System...............................................................................25CHAPTER 6The Muscular System ............................................................................29CHAPTER 7Neurons: The Matter of the Mind ..........................................................33CHAPTER 8The Nervous System ..............................................................................37CHAPTER 8aDrugs and the Mind ...............................................................................41CHAPTER 9Sensory Systems ....................................................................................44CHAPTER 10The Endocrine System ...........................................................................48CHAPTER 10aDiabetes Mellitus ...................................................................................52CHAPTER 11Blood......................................................................................................54CHAPTER 12The Cardiovascular and Lymphatic Systems.........................................58CHAPTER 12aCardiovascular Disease..........................................................................61CHAPTER 13Body Defense Mechanisms....................................................................63CHAPTER 13aInfectious Disease ..................................................................................66CHAPTER 14The Respiratory System.........................................................................69CHAPTER 15The Digestive System and Nutrition......................................................72CHAPTER 15aThe Obesity Epidemic............................................................................78CHAPTER 16The Urinary System ...............................................................................80CHAPTER 17Reproductive Systems............................................................................85CHAPTER 17aSexually Transmitted Diseases and AIDS .............................................88

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ivCONTENTSCHAPTER 18Development throughout Life................................................................91CHAPTER 18aAutism Spectrum Disorders...................................................................95CHAPTER 19Chromosomes and Cell Division ...........................................................97CHAPTER 19aStem Cells—A Repair Kit for the Body ...............................................101CHAPTER 20Genetics and Human Inheritance ..........................................................103CHAPTER 21DNA and Biotechnology.......................................................................109CHAPTER 21aCancer ...................................................................................................113CHAPTER 22Evolution and Our Heritage ..................................................................115CHAPTER 23Ecology, the Environment, and Us .......................................................120CHAPTER 24Human Population, Limited Resources, and Pollution.........................123

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1CHAPTER1Humans in the World of BiologyLearning ObjectivesAfter reading the textbook and studying the material in this chapter, the student should be able to:List the characteristics of life.Describe how evolutionary relationships are reflected in modern systems of classification.Define and give examples of the following groups of organisms:population, community,ecosystem,andbiosphere.Design an experiment with a control and experimental group that follows the scientificmethod.Write five questions one might ask to use the critical-thinking approach to decisionmaking.Chapter 1 Group ActivitiesGroup Activity 1: Scientific Card SortEstimated Time to Complete:This activity should be done in at least two sessions.Each session is variable in length, depending on how detailed you want to the activity tobe. The first session could take anywhere from 10 minutes to an hour, depending on howmuch discussion you wish to take place. The first session should be completed as early aspossible in the term.Learning Objectives:Design an experiment with a control and experimental group that follows the scientificmethod.Write five questions one might ask to use the critical-thinking approach to decisionmaking.Introduction:In this activity, students will be given various statements about science andthe scientific method that you have prepared for them. The statements are printed on a set ofnotecards. Students will sort the cards into true and false piles and then work with otherstudents in a group to resolve differences in their answers. Later in the term, the same cardswill be revisited and the students will have the opportunity to re-sort the cards.Materials:A series of index cards printed with various statements about science and the scientificmethod (these statements can be as general or as specific as you like; it is helpful tochoose statements that represent common misconceptions in biology).

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2INSTRUCTOR GUIDE FORBIOLOGY OF HUMANS: CONCEPTS, APPLICATIONS, AND ISSUES,6eProcedure:1.Ask students to pair with just one other student. Give each pair a set of statements(10 or so per pair is a good number). You can give each pair the same statements orgive each pair different statements.2.Ask each pair to sort the cards into true and false piles. If the two students disagreeabout how to sort one of the statements, have them put those cards aside.3.Ask each pair of students to join another pair of students so that each group is nowcomposed of four students. Have them combine their card sets and negotiate how tosort any cards they are uncertain about.4.Once each group has resolved its differences, come together as a class and go oversome of the true and false statements from each group. There are two approaches here.One is to go over the “answers”; the other is to have each group present its true andfalse statements but to leave the “answers” for the students to investigate further.5.At a later date in the term, return the cards to the students and have them sort thecards again.6.Have students discuss the differences in their perspectives between the first andsecond sessions.Alternate Procedure:If you are working with a very large class and the card sorting seemshard to manage or you prefer not to print out so many sets of notecards, present thestatements to the class and ask them to vote true or false using their clickers. This is a greatway to immediately illustrate common misconceptions in the class. Students could then pairwith neighbors or small groups and discuss the statements followed by clicker repolling.Assessment Suggestions:You may ask students to follow up on the card statements outsideof class after the first sorting session by doing their own research to clarify which statementsare true and which are false.Group Activity 2: What Can You Really Believe?Estimated Time to Complete:15 to 30 minutesLearning Objectives:Design an experiment with a control and experimental group that follows thescientific method.Write five questions one might ask to use the critical-thinking approach to decisionmaking.Introduction:In this activity, students will be asked to perform a brief pre-class assignmentto collect information that alleges to be supported by scientific claims. Students will work ingroups to analyze these claims and develop questions about the methods used to generatethem. The goal of this activity is to help students ask the right questions to analyze claimsthat are made based on bad science or pseudoscience.Materials:An advertisement or article (i.e., from the Internet, a newspaper, or a magazine) fromeach student that presents a questionable scientific claim.

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CHAPTER 1 Humans in the World of Biology3Procedure:1.Distribute a pre-class assignment asking students to bring in an advertisement or article(i.e., from the Internet, a newspaper, or a magazine) that presents a scientific claim thatseems questionable. Offer examples, such as an ad for a weight-loss supplement thatdeclares unrealistic success.2.During the next class period, ask students to break into groups (3 to 5 students) to sharetheir information with the others in their group.3.The students should analyze the claims made and indicate what questions they mightwant answered in order to assess the validity of those claims. For example, if aweight-loss supplement claims that everyone who takes it loses significant weight, thestudents might ask how much weight is considered significant, if the participants alsoexercised or restricted their diets, if a control group was used, who performed thestudies, how many times the studies were repeated, and so forth. The goal is to havestudents asking questions about the methods used to generate results.Assessment Suggestions:After the activity concludes, cite examples from the exercise thatrepresent scientific claims that are valid and some that are based on pseudoscience. Askstudents to compare each example and explain why it is or is not based on solid science.This could be collected during the next class period.Group Activity 3: Where Do Viruses Fit In?Estimated Time to Complete:15 minutesLearning Objective:List the characteristics of life.Introduction:The classification of viruses as living versus nonliving is a long-standingdebate in science. In this activity, students will break into groups to debate whether a virus isalive or not. The debate should be grounded in the characteristics of life, as described inthe text.Materials:noneProcedure:1.Break the class into groups of 3 to 5 students and tell them to discuss with their groupwhether a virus is alive or not simply based on their preconceived notions. Also tell thestudents to think about how viruses are classified. Are they in a domain or kingdom?(Often, students are confused and believe that viruses are classified within a domainor kingdom.)2.Describe the basic structure of a virus to the students, or ask students to research this.This explanation can be quite brief.3.Shift their focus to the characteristics of life and ask students to analyze whether a virusmeets the criteria to be alive.4.Have a member of each group contribute his or her justification for a singlecharacteristic of life. Repeat the gathering of perspectives from different groups andencourage other groups to jump in with opposing views.5.It is likely that you will have valid arguments for viruses being alive and validarguments for viruses not being alive. Use this as an opportunity to stress that differentpeople can view the same scientific situations from very different perspectives.

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4INSTRUCTOR GUIDE FORBIOLOGY OF HUMANS: CONCEPTS, APPLICATIONS, AND ISSUES,6eAssessment Suggestions:Ask students to reflect on the class discussion and to consideranother possible situation where the distinction between living and nonliving is not clear.Case StudyRana is 19 years old and a sophomore in college.During her freshman year, Rana’s eatinghabits were less than stellar and she was not exercising, which led to a significant weightgain. Rana is now concerned about losing the weight she gained. Her roommate suggests anew supplement that promises that Rana can lose up to 10 pounds in her first week with nodieting or exercise required. Her roommate shows Rana the label, which advertises all thescientific studies that were used in the testing of the product.What questions should Rana ask about this supplement?Should supplement companies be able to advertise unrealistic claims?Resourceswww.dhmo.org/—This is a great site to have students investigate the persuasiveness of theInternet and their own critical analysis skills. This site looks very credible and warns consumersof the dangers of dihydrogen monoxide. Many students will read this and buy into the claimsuntil they realize that dihydrogen monoxide is water.www.project2061.org/publications/sfaa/online/chap1.htm—This site is from Project 2061. Itdescribes basic information on the nature of science and scientific inquiry.http://google2.fda.gov/search?q=clinical+trials&client=FDAgov&site=FDAgov&lr=&proxystylesheet=FDAgov&requiredfields=-archive%3AYes&output=xml_no_dtd&getfields=*—ThisFDA site has information on the specifics of clinical trials.Slesnick, I.Clones, Cats, and Chemicals: Thinking Scientifically about Controversial Issues.Arlington, VA: National Science Teachers Association, 2004.

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5CHAPTER1aBecoming a Patient:A Major DecisionLearning ObjectivesAfter reading the textbook and studying the material in this chapter, the student should be able to:List questions and considerations one would use when choosing a primary care physician.Develop a checklist of medical questions and concerns to use in preparation for a doctor’sappointment.Describe when a specialist and/or second opinion might be necessary.Explain the responsibilities and importance of a health care agent.Prepare a list of considerations to research when choosing a hospital.Choose one health condition and use the critical-thinking approach to research it.Chapter 1a Group ActivitiesGroup Activity 1: Taking Charge of Your Health CareEstimated Time to Complete:This activity can be completed outside of class.Learning Objectives:List questions and considerations one would use when choosing a primary carephysician.Develop a checklist of medical questions and concerns to use in preparation for adoctor’s appointment.Describe when a specialist and/or second opinion might be necessary.Prepare a list of considerations to research when choosing a hospital.Introduction:Due to the individual and personalized nature of this topic, a group activitymay not be the best option here. Students should complete this assignment individually sothat they can focus on an aspect of health care that is relevant to them individually. Becauseyour students are diverse in their general health and health care needs, this assignment shouldbe flexible enough that it can be tailored for individual student needs.Materials:NoneProcedure:1.Have students consider aspects of their health care they would like to investigate.This will be personalized to the students’ individual preferences. Perhaps healthy,

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6INSTRUCTOR GUIDE FORBIOLOGY OF HUMANS: CONCEPTS, APPLICATIONS, AND ISSUES,6etraditionally aged college freshmen may be interested in how to find a primary carephysician or navigate the health care system once they are out of college (and off theirparents’ health care plans!). You will likely have students who have more specificconcerns about their health care, such as how to pick a specialist for themselves, theirchildren, or another family member. You may also have students who are currentlysuffering from a medical condition and are looking for information, second opinions, orhospital referrals.2.Once students have selected a health care topic to investigate, ask them to refer to theirtext and web resources to research their topic.3.Students should summarize their research.Assessment Suggestions:This activity is very personal for each student, so you may notwant to assess students’ findings. If you do prefer an assessment, ask students to summarizetheir research or record what they have learned in a journal.Resourceshttps://extapps.ama-assn.org/doctorfinder/recaptcha.jsp—This is the American MedicalAssociation physician finder page.www.cdc.gov/family/checkuplist/—This site lists things to do before your next checkup.www.nlm.nih.gov/medlineplus/ency/article/001939.htm—This site is from Medline Plus anddescribes how to select a primary care physician.www.bidmc.org/YourHealth/HolisticHealth/HealthcareCenter.aspx?ChunkID=134173—Thissite, from Beth Israel Deaconess Medical Center, describes how to select a medical specialist.

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7CHAPTER2Chemistry Comes to LifeLearning ObjectivesAfter reading the textbook and studying the material in this chapter, the student should be able to:Describe the characteristics of the subatomic particles (protons, neutrons, and electrons)and explain the structure of an isotope.Differentiate between covalent, ionic, and hydrogen bonds in terms of strength and theactions of the electrons.List the unique properties of water that make it valuable to biological systems.Predict what happens when an acid or a base is added to water.DefinepH,explain the range of the pH scale, and tell which values indicate acid and whichvalues indicate base.Describe the structure of a polymer, including its formation through dehydration synthesisand its breakdown through hydrolysis.Describe the structure and biological purpose of carbohydrates, lipids, proteins, andnucleotides and give an example of each.Describe ATP as the energy currency of the cell.Chapter 2 Group ActivitiesGroup Activity 1: Interpreting Nutrition LabelsEstimated Time to Complete:15 to 20 minutesLearning Objective:Describe the structure and biological purpose of carbohydrates, lipids, proteins, andnucleotides and give an example of each.Introduction:In this chapter, students have learned about biological molecules such ascarbohydrates, proteins, and lipids and their importance to the human body. This activityallows students to relate this information to nutritional labels. Students will be providedwith two nutritional labels and be asked to compare the labels and analyze each productfor its nutritional content.Materials:Provide each group of students with a copy of two nutritional labels (without the name ofthe product listed). One should be from a “healthy” food and the other from a junk food.They should both have detailed fat information (total, saturated, mono, andpolyunsaturated) and carbohydrate information (sugar, fiber, and complex carbohydrates).

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8INSTRUCTOR GUIDE FORBIOLOGY OF HUMANS: CONCEPTS, APPLICATIONS, AND ISSUES,6eProcedure:1.Break class into groups of 3 to 5 students and provide each group with a copy of thetwo nutritional labels. Ask students to begin comparing the two products to ultimatelycome to a conclusion concerning which product would be a healthier choice and why.2.Have the students make a list of the criteria they used to evaluate each product.3.Go over the results as a class. Ask each group to reveal what information ultimately ledit to its conclusions. This might include things such as calorie content, total fat content,saturated fat content, amount of sugar, amount of fiber, and so forth.4.Ask students what it means if the product containstransfats.5.Make sure to correct any misconceptions about the labels and explain that the topic ofnutrition will be revisited in a later chapter.Assessment Suggestions:Ask students to analyze the nutrition label on a food product oftheir choice.Group Activity 2: Debating the Pros and Cons of Food IrradiationEstimated Time to Complete:20 to 40 minutes, based on whether students have completeda pre-assignment (which will decrease class time needed) and how much detail you wouldlike to go into.Learning Objective:Describe the characteristics of the subatomic particles (protons, neutrons, and electrons)and explain the structure of an isotope.Introduction:In this activity, students will complete a preparatory assignment that simplyinvolves reading a website from either the FDA or CDC on food irradiation. Afterwardstudents will participate in a group discussion to clarify any misconceptions and to debate thepros and cons of food irradiation.Materials:NoneProcedure:1.Ask students to read an article on food irradiation in preparation for this activity.The following are excellent articles on the topic:www.cdc.gov/ncidod/dbmd/diseaseinfo/foodirradiation.htmwww.fsis.usda.gov/Fact_Sheets/Irradiation_and_Food_Safety/index.asp2.Break the class into groups of 3 to 5 students to discuss the process of irradiation.Either let the students discuss freely or distribute a handout with some specificquestions to direct their discussion (especially if time limitations are a factor). To testwhether they truly understand the process, ask questions such as: How does the processof food irradiation work? How long have studies been done on the safety of irradiatedfood? Does the food become radioactive after the treatment? Are there any specialconcerns related to food that has been irradiated? What sorts of foods (and otherproducts) can be irradiated? What benefits come from irradiation? What items otherthan food are irradiated?3.As a class, review the answers to specific questions you have posed and clarify anymisconceptions.

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CHAPTER 2 Chemistry Comes to Life94.Allow the groups to resume their discussion with the final goal of evaluating the safetyof food irradiation. If given the choice, would students be more likely to choose anuntreated or an irradiated product? If they might be likely to choose an irradiatedproduct, would they still be likely to do so if the cost was increased due to the expenseof the irradiation process?5.You might also ask groups to debate their positions.Assessment Suggestions:Ask students to reflect on this discussion and prepare a briefwriting assignment describing the process of irradiation and then make an argument for oragainst the use of this process.Group Activity 3: Practicing with Chemical BondsEstimated Time to Complete:15 to 20 minutesLearning Objective:Differentiate between covalent, ionic, and hydrogen bonds in terms of strength and theactions of the electrons.Introduction:This activity can be completed in class as a group activity or sent home forstudents as practice.Materials:Copies of the attached handoutProcedure:1.Decide whether this will be an in-class or at-home activity.2.If it is to be completed in class, break students into groups and allow them to gothrough the problems.3.If you are completing the activity in class, consider having different groups completedifferent problems. Then ask two groups to get together and explain to each other theproblems they solved.4.Once each group has attempted the problems, review the answers as a class.Assessment Suggestions:You can collect the worksheet or ask students to follow up bydoing additional bonding problems.Case StudyJuan has just learned that his mother has been diagnosed with breast cancer. Preliminarytests suggest that the best course of treatment would be surgery followed by radiation therapy.Juan’s mother is unfamiliar with radiation treatments and recalls hearing that exposure toradiation can actually cause cancer. Based on Juan’s knowledge of chemistry, he will needto explain how the radiation therapy might help in his mother’s treatment plan.Can exposure to radiation cause cancer?How would radiation treatment be useful in the treatment of cancer?What harmful side effects might occur?What type of radiation would be used in the treatment?

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10INSTRUCTOR GUIDE FORBIOLOGY OF HUMANS: CONCEPTS, APPLICATIONS, AND ISSUES,6eResourceswww.choosemyplate.gov/—This site contains tailored nutritional information from the U.S.Department of Agriculture.www.chemcollective.org/—This site is a collection of teaching resources for chemistry.www.physics.isu.edu/radinf/—This site—the Radiation Information Network—from IdahoState University has an extensive list of resources concerning irradiation.www.learner.org/resources/series61.html—This is a series of video and other resourcessupporting basic chemistry topics.www.biology.arizona.edu/biochemistry/biochemistry.html—This site contains a variety ofresources on chemistry and biological molecules from the Biology Project.

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CHAPTER 2 Chemistry Comes to Life11Practicing with Chemical Bonds WorksheetForeachof the atoms shown (Cl, F, Ne, Cr, H, and K), review the electron shell diagram andanswer the following questions on a separate piece of paper. You may find it helpful to cutout each of the atoms so that you can compare them side by side. Since there are six atoms onthe page, you will go through this question set six times—once for each atom.Is this atom capable of bonding? If the answer is no, skip the remaining questions forthis atom. If the answer is yes, continue with the questions.Could this atom bond with another atom of the exact same type? (For example, if youare looking at the chlorine atom, this question is asking if chlorine could bond toanother chlorine atom.) If the answer is yes, what type of bond would it be?Compare the atom to each of the other atoms on the page. List every other atom that thisatom could bond with. For example, if you are working with chlorine, you would wantto compare it to F, Ne, Cr, H, and K. Make sure to indicate whether the bond would beionic or covalent for each of your choices. If you indicate that a bond is covalent, makesure to be specific and state whether it would be a polar or nonpolar covalent bond.

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12CHAPTER3The CellLearning ObjectivesAfter reading the textbook and studying the material in this chapter, the student should be able to:Compare prokaryotic and eukaryotic cells.Relate the surface-to-volume ratio to maximum cell size.Provide examples that show the relationship between the structure and function of a cell.Explain how the structure of the plasma membrane regulates the movement of materials inand out of the cell.Describe the function and structural features of each of the following organelles: nucleus,endoplasmic reticulum, Golgi complex, lysosomes, and mitochondria.Compare the structure and function of the three fibers that make up the cytoskeleton.Summarize the efficiency of cellular respiration and fermentation as methods to harvestcellular energy from the food we eat.Chapter 3 Group ActivityGroup Activity 1: Design an Antibacterial ProductEstimated Time to Complete:15 to 30 minutesLearning Objective:Compare prokaryotic and eukaryotic cells.Introduction:This activity will introduce students to the concept of antibacterials andantibiotics. Students will consider the structure of prokaryotic bacterial cells as comparedwith eukaryotic cells as they attempt to develop potential targets for an antibacterial agent.At the conclusion of the activity, you can introduce the concept of antibiotic resistance.Materials:NoneProcedure:1.Ask students to define the termsantibacterialandantibioticand explain how thesesubstances work. You will likely get some confusion over these questions. Havestudents provide several examples of products they have seen that claim to beantibacterial. Allow other students to offer additional information and clarify anymisconceptions.2.Having defined these terms, ask the class to break into small groups of 3 to 5 studentsand consider how they could design an antibacterial product or antibiotic drug that

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