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Solution Manual for Campbell Biology, 11th Edition

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    Fifth Edition Textbook Guide Biological Inquiry A Workbook of Investigative Cases Margaret Waterman Southeast Missouri State University Ethel Stanley BioQUEST Curriculum Consortium and Beloit College Campbell Biology Eleventh Edition Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, Jane B. Reece URRY9530_05_BIIG_FM_PRF.indd 1 11/3/16 5:57 PM

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    Annotated Preface to the Student Edition Note to Instructors: Preparing students for investigative cases and collaborative learning is important. Collaborative learning methodologies are gaining popularity in education; however, they are little used in traditional science teaching. When introducing Investigative Case–Based Learning (ICBL), instructors need to take time to tell students about the new expectations that come with these approaches. Students need to understand that ICBL requires that they will be doing some of the learning on their own. Not all students have experience working effectively in groups. The Preface to the Student Edition provides information on what to expect when using cases. However, students need to know their instructors’ individual expectations. Whether you are asking individual students to do a case or asking groups of students to develop their own investigations based on the Case Analysis, share your assessment plan with your students. Biological Inquiry: A Workbook of Investigative Cases is a book of short cases (stories or scenarios) based on decisions people face in everyday life that require familiarity with biological concepts. Each case is designed to complement a related unit in Campbell Biology . These investigative cases provide opportunities for you to apply the biology you are learning in the classroom to realistic situations. Your instructor may use the cases in a variety of ways during your course. For example, the cases could be assigned as homework, integrated into a lecture, or incorporated into a labora- tory. You might work alone or in groups. Working in groups can give you insight into the way scientists work because real-world scientific investigations often involve collaboration. Even if you are not planning on becoming a scientist, it is important to understand the way scientists work in order to better grasp biological issues that affect you as a global citizen. Regardless of the way your instructor chooses to use this book, this preface will give you some general advice and insight into learning with cases. (1) What is a case? A case is a type of scenario that is useful for learning. In general, cases are created in many formats including videos, computer-based programs, and written forms. Text-based cases, such as the ones in this book, are common and they can be one paragraph or many pages long. In this book, the cases are about a page long. Following is an example of a short biology case similar to ones you will find in this book. viii Case: Derrick’s Malaise About a month after returning home from a season of fieldwork in Guatemala, Derrick began to feel sick again. His roommate took him to the clinic. They were both worried that he was having a recurrence of the malaria he had contracted on the trip. URRY9530_05_BIIG_FM_PRF.indd 8 11/3/16 5:57 PM

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    “How could I have these symptoms again?” Derrick asked the resident, Dr. Welty. “I finished the prescription they gave me in Guatemala and I have been feeling fine.” “I’m not sure why you have this again,” Dr. Welty replied. “We’ll need a blood sample so we can analyze the organism to see what strain it is. In the meantime, let’s try a differ- ent drug. I’m going to switch you to chloroquine.” He continued, “You know, malaria is one of the most common infectious diseases in the world. I’ve got some contacts at the CDC who may be interested in your relapse. May I share your records with them?” “I wonder if I can get malaria from Derrick?” wondered Derrick’s roommate, who was flipping through magazines in the waiting room. Case Authors: Ethel Stanley and Margaret Waterman, 2001. Investigative Cases and Case Based Learning in Biology, version 1.0., in Jungck and Vaughan (Eds.) BioQUEST Library VI. San Diego: Academic Press. annotated pR eface to the student ed I t I on b ix (2) How do I begin? Begin by finding out what the case is about. Read through the case to get a sense of the story and issues. If you are working in a group, try having one person read the case aloud while the others read along silently. This may sound unusual, but it helps everyone in the group focus on the case. Note to Instructors: Consider reading the case as a whole class. You might project the case or have students open their book to the case. Ask for student volunteers to read the case aloud. (No more than a couple of paragraphs per student is a good idea.) Then ask, “What is this case about?” Let 5–7 people answer. Accept responses or ask for clarification, but do not start lecturing. You may be surprised at the range of answers you hear. Next, ask if anyone has any experience with the topics related to the case. For example, if you were using our sample case, Derrick’s Malaise, you could ask: “Does anyone have any experience with malaria?” “Has anyone had shots before traveling in the tropics?” “How can you prevent mosquito bites?” These questions get the students to think about what they already know. (3) What is the Case Analysis all about? Once your group has read the case, go to the Case Analysis sheet found just after each case. Case Analysis helps you to identify the main ideas in the case, as well as what you already know about the situation, and what your questions are about the case. If you analyze the case in a group, you will share your ideas, hear what others are thinking, and have a good sense of what the group needs to learn about this case. Case Analysis involves four steps. URRY9530_05_BIIG_FM_PRF.indd 9 11/3/16 5:57 PM

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    Note to Instructors: We strongly recommend that students do the Case Analysis in small groups of 4–10. When students share their ideas, several things happen. They become aware of what they already know and what they don’t know. They learn from others. In a peer group, students are more likely to share their ideas, especially ones they are not certain of, including misconceptions. If you are teaching an online course, consider doing the Case Analysis in a chat room or bulletin board. s tep a . Recognize potential issues and major topics in the case. Go back and read the case again, this time highlighting or underlining words or phrases that seem important to understanding the situation. Look for issues that you might explore further. Jot down your ideas and questions about these words and phrases. If you are working in a group, this approach might be done as a group discussion, with one person keeping a list of issues as they are raised. At this point, you are also answering the question, “What is this case about?” The following are examples of some of the kinds of issues raised in the case Derrick’s Malaise . x a annotated pR eface to the s tudent e d I t I on What does the case seem to be about? Malaria, how it is caused, why it might recur, how it is treated, and how it is transmitted. What are some potential issues? How malarial drugs work, Derrick’s relapse, worldwide rates of malarial infections, the role of the CDC. s tep B. What specific questions do you have about these topics? Note to Instructors: For this section, we also recommend that you break the class into groups of 4–10 students and have them brainstorm the Know/Want to Know chart for 5 to 10 minutes. As you walk around and listen to the groups, you may hear wrong information. Usually this misinformation will get sorted out as the students continue their work in the unit, or someone else in the class may pro- vide the correction. Don’t stop a group to correct wrong information. After most students seem finished, bring the class back together and ask for a few items in the “What Do I Know?” and the “What Do I Need to Know?” columns. Groups can share their thinking with the larger class. Case Analysis discus- sions often serve as segues to lectures that will link to many of the questions the students have asked. These discussions also provide opportunities to introduce labs that go with the topics raised in the cases. In this step of Case Analysis, you will share what you already know, or what you think you know, and you will raise your questions. The “Know/Need to Know” chart, found in each Case Analysis, is a way to organize your thoughts. An example is included on the next page. Use Case Analysis as a brainstorming session. You can refer to the underlined words and phrases in the case as a way to help organize this discussion. This step can be accomplished alone; however, experience shows it is better done in a group. Using the Derrick’s Malaise case as an example, here are some questions raised by learners who have worked with this case: URRY9530_05_BIIG_FM_PRF.indd 10 11/3/16 5:57 PM

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    annotated pR eface to the student ed I t I on b xi s tep c . a ssign priority to the questions. Review the questions listed on the “What Do I Need to Know?” side of the chart. It is very likely that your brainstorming session raised many different kinds of questions on many topics relat- ed to the case (but not necessarily to biology). Go over your list and put a check by the three questions that seem most important to understanding this case. One way to do this is to think about which questions fit with the topics on your course syllabus or in the textbook chapters being studied. Check off those questions as well as others that interest you the most. • Malaria is transmitted by mosquitoes. • It is found in locations that are warm and damp. • It isn’t common today in the United States. • It can be treated with drugs. • You can get better. • It can recur (from the case). • It is caused by a microorganism. • The CDC is the Centers for Disease Control and Prevention. • Many people die of malaria each year. • Why was Derrick in Guatemala? • How common is malaria—worldwide, Guatemala, United States? • What role does the CDC have? • What kind of organism causes malaria? • Should Derrick’s roommate be concerned? • What is chloroquine? Is it a common drug? How does it work? Is it safe? • What other drugs are used? • How do you prevent malaria? • Do all types of mosquitoes transmit malaria? • What strains of the malarial organism are there? • Is it OK for the doctor to switch drugs without knowing more? What d o I Know? What d o I n eed to Know? If Derrick’s Malaise was introduced while you were reading a chapter on microorganisms, questions about the organism causing malaria would be fairly important to investigate. Other questions that you find interesting but are not linked to a syllabus topic may also be chosen for study, such as “How does chloroquine work?” You will find that some of your questions may be addressed in the investigations that accompany the case. You might also have questions that this Case Book does not address. Your instructor might suggest that you expand on these questions by developing a paper, presentation, experiment, ethics statement, or other project. Note to Instructors: You might want to find out what the students thought were their most relevant questions. This could be useful information to integrate into the course at some point. In any event, asking students to decide on the most important questions helps to foster an essential learning skill— prioritizing their own learning. URRY9530_05_BIIG_FM_PRF.indd 11 11/3/16 5:57 PM

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    s tep d . What kinds of references or resources would help you answer or explore these questions? No matter what questions you investigate, it is likely you will seek and use resources to help you develop persuasive answers. It is important to develop the habit of thinking broadly about where you might go to find answers to your questions. Resources may include your textbooks, other library materials, computer simulations, results of lab or field research, articles, data sets, maps, e-mails, pamphlets from organizations, interviews with experts, or museum exhibits. Be creative, but remember your data are only as good as your sources. xii a annotated pR eface to the s tudent e d I t I on “One of the greatest challenges in biology is to frame appropriate and productive questions that can be pursued by the technology at hand. You have probably had a great deal of experience in solving pre-posed problems, such as those found at the end of textbook chapters. However, if you were asked to go into a lab or out in a field and pose a research question, you will find that this is often difficult to do without some practice . . .” (The BioQUEST Library IV: A Note to the Student . University of Maryland Press, 1996) For Derrick’s Malaise , you might choose to examine • Maps of malaria prevalence • A reference book such as Physicians’ Desk Reference to find out how chloroquine works • A Web page from the CDC with international travel precautions • Your textbook index for relevant terms • A simulation in which the prevalence of different species of competing mosquitoes is examined under different conditions • An interview with a person who has had malaria You will find links to a variety of online resources referenced in the cases on MasteringBiology in the Instructor Resources section, under Instructor Guides for Supplements. In addition to the resources organized by case, you will find additional open-ended investigations where you can pose your own questions. Note to Instructors: To reduce the time students spend looking for information, you might choose to put some text materials on reserve in the library, make a page of relevant Web links, or have resources immediately available in the classroom or online. We are always pleased to hear some of the unusual sources of information students suggest. Sometimes this is an opportunity to discuss the quality of information. URRY9530_05_BIIG_FM_PRF.indd 12 11/3/16 5:57 PM

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    annotated pR eface to the student ed I t I on b xiii (4) What do I do after the Case Analysis? Each case is accompanied by several investigations. Your instructor might assign just one or two of the available investigations, depending on what fits best in your course. You can also use this book independently. You might complete the Case Analysis and selected investigations as a way to check your own knowledge. Note to Instructors: We really do expect you to pick and choose among the investigations offered or to use only the case as a way to open up a new topic in class. There are more investigations in each chapter (and more on the Case Book website) than we expect any instructor to use in one course. You will find a comprehensive article on ways to use investigative cases in college science courses online at http://serc .carleton.edu/introgeo/icbl/index.html. (5) What if my instructor wants me to develop my own investigations? Your group is likely to raise different questions in the Case Analysis from the ones investigated in this book. Sometimes an instructor might ask you to follow up your own question in a lab or to design an investigation of your choice. Following is some advice on ways to turn your case-related questions into scientific investigations. Note to Instructors: Again, we refer you to http://serc.carleton.edu/introgeo/icbl/index.html for much more information on guiding students to open-ended investigations related to a case. a . Getting started: h ow do I develop my question? As you develop the problem and questions you want to use to investigate and learn more about the topics, it will be important for you to consult with others, such as members of your group or other classmates. Discussing your ideas and plans is an important step in refining problems and can lead you to different perspectives and possible good research problems. Continue this practice of sharing with others as you gather evidence for your problem and as you prepare to present your conclu- sions. This kind of communication is the standard among scientists. B. What am I expected to do with my question(s)? Once you have a problem you want to investigate, you and your instructor might consider any of the following: • Design and conduct new investigations utilizing laboratory or field methods. • Use computer software modules, spreadsheets, simulations, data sets, interactive maps, remote sensing, or graphics to investigate the question. • Seek new sources of data (further references, interviews, data sets). • Develop an investigation that builds from a standard lab exercise, perhaps by changing the independent variable or establishing new controls. URRY9530_05_BIIG_FM_PRF.indd 13 11/3/16 5:57 PM

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    xiv a annotated pR eface to the s tudent e d I t I on 1. Work with a simulation to investigate hypotheses about control of mosquitoes that carry malaria-causing organisms. Nonvector mosquitoes can be introduced to compete with the vectors. 2. Use genomics tools and the PlasmoDB (a database of gene sequences from many species of Plasmodium ) to examine genes in resistant and nonresistant strains of Plasmodium falciparum . 3. Develop an experiment to test the effectiveness of controlling mosquito populations with fish that feed on larvae. Note to Instructors: There are many ways to engage students in scientific inquiry. Students might be asked to design their own experiments from scratch. Alternatively, the instructor may provide the structure of an inquiry experience in its entirety. Or an instructor could take a middle-of-the-road approach by telling students about available materials and procedures but allowing the students to develop their own experiments. The instructor may play an active role by introducing specific lab activities, equipment, or methodologies, or by introducing students to simulations, data sets, or modeling programs that relate to key questions raised by the case. Again, it is up to the instructor to decide how open-ended he or she wishes the investigations to be. Many of the faculty using cases initiate inquiry by starting with lab and field activities with which students are familiar. They ask students to build on prior knowledge as they alter variables or methods and implement their own experiments. C. When am I finished? “. . . You must confront the issue of closure in research. How do you know when you have a ‘right’ answer? When is research done? Scientists do not arrive at a final answer; usually research is abandoned for a variety of reasons, including time, resources, and most importantly, when the scientific research team is ‘satisfied’ with their conclusions, that is, when the solution is ‘useful” for some purpose.’ (The BioQUEST Library IV: A Note to the Student . University of Maryland Press, 1996) When you are ready to present your conclusions, remember that you need to persuade others of the value of your methodologies and data. Consider your audience carefully as you develop prod- ucts to support your conclusions, such as • scientific posters • advertisements urging political action • videos defining the issues for the public • pamphlets/brochures with recommendations for a specific user group • consulting reports (if you are role-playing) • artwork, such as cartoons, revealing issues from the case Following are three possible investigations for Derrick’s Malaise. URRY9530_05_BIIG_FM_PRF.indd 14 11/3/16 5:57 PM

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    • designs for a new technological approach to the problem • scientific reports to local or regional groups • a new case study to emphasize your findings annotated pR eface to the student ed I t I on b xv “Research is not complete, no matter how many experiments have been conducted, no mat- ter how many puzzles have been solved, until peers outside of a research team are persuaded of the utility of the answers. Persuasion is a social process and an essential one for you to experience in order to understand the nature of scientific theories and paradigm shifts. Communication in the science community is an active process full of controversy and debate. The productive side of science involves open criticism of the methods and conclusions made by a research group. This controversy and debate is important to the creation and acceptance of new scientific knowledge.” (The BioQUEST Library IV: A Note to the Student . University of Maryland Press, 1996) d . h ow will our group work be assessed and evaluated? Like many students, you probably have concerns about the assessment and evaluation methods used in group work, especially in scientific inquiry. Peer review is a key feature of how scientists judge each other’s work. With investigative cases, you are likely to peer-review one another’s proposals, investigations, and persuasive materials. Recently, self-assessment has become a more frequent component of assessment in science, espe- cially as more group work is done. There are many ways to assess group products and group processes. Some instructors give a group grade and an individual grade. Other instructors include either peer evaluations or group self-evaluations in the grading process. If your instructor has not already explained how you will be assessed, you might want to discuss this. Note to Instructors: The way in which students are tested is the most significant factor in how they will approach learning in a course. To encourage collaboration, it is important to assess collaboration. The use of ICBL allows instructors to assess learning throughout the process, not only by the final student product. There are many informal opportunities to assess the performance of students who use investi- gative cases. You may make observations on individuals and groups at work, evaluate the quality of problem-solving approaches, or ask specific questions about process so students identify and assess the strategies employed by their group. Activities that students engage in as they work on ICBL cases and investigations include • participation and contribution to work in groups • identification of issues • development of questions • proposal of investigations • location of resources URRY9530_05_BIIG_FM_PRF.indd 15 11/3/16 5:57 PM

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    • carrying out investigations • production of materials • presentations During any of these activities, you may wish to assess your students or just inform them that they are • actively acquiring information about an appropriate topic within this problem space. • reorganizing this information. • using strategies to select resources beyond text materials. • using a problem-oriented approach. • collaborating with other individuals in problem posing or problem solving. • choosing among alternative approaches to solve problems. • negotiating, arguing, or attempting to convince others. • generating graphs, tables, charts, or other graphics. • presenting conclusions. • presenting evidence to support their conclusions. • generating further questions as a result of this activity. (6) Why are cases a good way to learn biology? An important goal of biology education is that you be able to apply what you learn in courses to your life. Scientific problem solving is a valuable tool in both professional and everyday life. It is important for you to do science as well as learn about it; and it is important for you to choose the problems to be studied and the resources you will use as you investigate those problems. By doing investigative cases, you engage in scientific inquiry. You will read critically, pose questions, analyze data, think critically, construct hypotheses, investigate options, interpret re- sults, and communicate scientific arguments. No matter how your instructor chooses to use this book, investigative cases can be a useful and interesting tool in your study of biology. xvi a annotated pR eface to the s tudent e d I t I on URRY9530_05_BIIG_FM_PRF.indd 16 11/3/16 5:57 PM

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    Credits Fig. 2.2: Adapted graph, “Results from a Simulation of Wine Fermentation,” from MODELING WINE FERMENTATION (from text and CD-ROM software). Fig 2.3: Adapted graph, “Simulated Fermentation by Wild and Cultivated Yeasts,” from MODELING WINE FERMENTATION (from text and CD-ROM software). Table 3.1: Based on Berthet, F.-X., H. G. Zeller, M.-T. Drouet, J. Rauzier, J.-P. Digoutte, and V. Deubel. “Extensive Nucleotide Changes and Deletions within the Envelope Glycoprotein Gene of Euro-African West Nile viruses.” Journal of General Virology , 1997, vol. 78(9), pp. 2293–2297, 1997.© Margaret Waterman. Fig. 3.5: Centers for Disease Control and Prevention. Fig. 3.6: Centers for Disease Control and Prevention. Fig. 4.2: “Dendrogrammaceae” by Warren H. Wagner, from Visual Data Sets, BioQUEST Library VI, edited by Ethel D. Stanley. Copyright © 2001 by BioQUEST Curriculum Consortium, Inc. Reprinted with permission. Table 4.1: “Dendrogrammaceae” by Warren H. Wagner, from Visual Data Sets, BioQUEST Library VI, edited by Ethel D. Stanley. Copyright © 2001 by BioQUEST Curriculum Consortium, Inc. Reprinted with permission. Figure 4.4: “Dendrogrammaceae” by Warren H. Wagner, from Visual Data Sets, BioQUEST Library VI, edited by Ethel D. Stanley. Copyright © 2001 by BioQUEST Curriculum Consortium, Inc. Reprinted with permission. Table 4.2: “Dendrogrammaceae” by Warren H. Wagner, from Visual Data Sets, BioQUEST Library VI, edited by Ethel D. Stanley. Copyright © 2001 by BioQUEST Curriculum Consortium, Inc. Reprinted with permission. Table 4.4: Wagner, W. H., Jr. Dendrogrammaceae. In E. D. Stanley, “Visual Data Sets,” BioQUEST Library VI. Fig. 4.6: Republished with permission of Oxford University Press, from “DNA Surveillance: Web-based Molecular Identification of Whales, Dolphins, and Porpoises” by Howard A. Ross, from Journal of Heredity , March/April 2003, Volume 94(2); © 2003 permission conveyed through Copyright Clearance Center, Inc. Fig. 4.8a: Tree A from “Background for the Whippo Problem Space,” from BioQUEST website, 2013. Copyright © 2013 by BioQUEST Curriculum Consortium, Inc. Reprinted with permission. Fig. 4.8b: Tree B from “Background for the Whippo Problem Space,” from BioQUEST website, 2013. Copyright © 2013 by BioQUEST Curriculum Consortium, Inc. Reprinted with permission. Fig. 4.9: Adaptation of Tree B from “Background for the Whippo Problem Space,” from BioQUEST website, 2013. Copyright © 2013 by BioQUEST Curriculum Consortium, Inc. Reprinted with permission. Fig. 4.10: Adaptation of Trees A & B from “Background for the Whippo Problem Space,” from BioQUEST website, 2013. Copyright © 2013 by BioQUEST Curriculum Consortium, Inc. Reprinted with permission. Fig. 5.1: “Latest Carboniferous Climate (Gzelian) Climate” by Christopher Scotese, from PLAEOMAP Project web- site. Copyright © 2000 by PALEOMAP Project. Reprinted with permission. Table 6.1: Adaptation of Table 2 from “Bt-corn for Corn Borer Control (EntFact-118)” by Ric Bessin, from Univer- sity of Kentucky, College of Agriculture website, November 2010. Fig. 6.5: D. J. Caffrey, “The European Corn Borer,” U.S. Dept. of Agriculture, 1919. Fig. 6.8: Based on “Insect Resistance Management (IRM) Fact Sheet for Bt Corn,” http://www.ncga.com/managing- bt-technology/ © Margaret Waterman. Fig. 7.3: Based on M. E. Ensminger and C. G. Olentine. Feeds and Nutrition . Clovis, Calif.: The Ensminger Publish- ing Company, © 1978. © Margaret Waterman. xvii URRY9530_05_BIIG_FM_PRF.indd 17 11/3/16 5:57 PM

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    Fig. 8.3: “Chicken or Egg Worksheet” from “Investigative Case 8: Back to the Bay” by A. Weisstein, from BioQUEST website, 2011. Copyright © 2011 by BioQUEST Curriculum Consortium, Inc. Reprinted with permission. Fig. 8.4: Map from “Eyes on the Bay - Home,” Maryland: Eyes on the Bay website, September 2013. Copyright © 2013 by Maryland Department of Natural Resources. Reprinted with permission. www.eyesonthebay.net. Page 120: Excerpt by Teamus Bartley from “Interview with Teamus Bartley, June 14th, 1987,” interviewer Nyoka Hawkins, Louie B. Nunn Center for Oral History. Table 9.1: Based on Kuiken, Thijs, Edward C. Holmes, John McCauley, Guus F. Rimmelzwaan, Catherine S. Williams, and Bryan T. Grenfell. 21 April 2006. Host Species Barriers to Influenza Virus Infections.” Science 312(5772): 394–397. © Margaret Waterman. Fig. 9.2a: “Confirmed Occurrence of H5N1 Avian Influenza in Poultry and Wild Birds, March 2003–2007” (map), from Public Health Mapping and GIS Communicable Diseases website. Copyright © by World Health Organization. Reprinted with permission. Fig. 9.2c: “Areas with Confirmed Human Cases of Avian Influenza, 2003–March 2007” (map), from Public Health Mapping and GIS Communicable Diseases website. Copyright © by World Health Organization. Reprinted with permission. Table 9.3: Based on Noymer, Andrew. 2007. “Raw Data Set: Age Specific Death Rates (per 100,000).” Influenza and Pneumonia, USA. Available online (April 2007) © Margaret Waterman. Table 9.4: Based on Noymer, Andrew. 2007. “Raw Data Set: Age Specific Death Rates (per 100,000).” Influenza and Pneumonia, USA. Available online (April 2007) © Margaret Waterman. Fig. 10.2: Adaptation of Figure 1 from “Agonizing Hedgehog” by Jonathan B. Weitzman, from Journal of Biology , 2002, Volume 1(2). Copyright © 2002 by BioMed Central. Reprinted with permission. Fig. 10.3: Adapted from © 2001 Terese Winslow (assisted by Lydia Kibiuk). Photo Credits Chapter 1 Opener: Dorling Kindersley, Ltd. Fig. 1.4a: Gary Gaugler/Science Source. Chapter 2 Opener: B.S.P.I./Getty Images. Photo 2.1: B.S.P.I./Getty Images. Chapter 3 Opener: SPL/ Science Source. Photo 3.1: SPL/Science Source. Chapter 4 Opener: Kevin Schafer/Alamy. Photo 4.5: George Chan/Nature Picture Library. Chapter 5 Opener: SPL/ Science Source. Photo 5.2: Dorling Kindersley, Ltd. Photo 5.3: Richard Schrantz. Photo 5.4: Richard Schrantz. Photo 5.5: Richard Schrantz. Chapter 6 Opener: Wicki58/ Getty Images. Photo 6.1: Wicki58/Getty Images. Photo 6.2: Jane/Fotolia. Photo 6.3: SPL/ Science Source. Chapter 7 Opener: Getty Images. Photo 7.1: Getty Images. Photo 7.5a: Nancy Atsumi. Photo 7.5b: Nancy Atsumi. Photo 7.5c: Nancy Atsumi. Photo 7.7a: Philip Dowell/Dorling Kindersley. Photo 7.7b: Colin Keates/Dorling Kindersley, Courtesy of the Natural History Museum, London. Chapter 8 Opener: Karl Weatherly/Getty Images. Photo 8.1: Karl Weatherly/Getty Images. Chapter 9 Opener: Margaret Waterman. Photo 9.1: Margaret Waterman. Photo 9.5: National Archives and Records Administration. Chapter 10 Opener: Gary Conner/Getty Images. Photo 10.1: Gary Connor. xviii a c R ed I ts URRY9530_05_BIIG_FM_PRF.indd 18 11/3/16 5:57 PM

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    xix Instructor’s Edition Contents chapte R 1: p icture p erfect 1 c ase n arrative 4 s uggested a nswers for c ase a nalysis 5 s uggested a nswers for c ore Investigations 6 I. Critical Reading 6 II. Analyze and Design an Experiment 7 III. Off the Wall: Starch Degradation Investigation 10 s uggested a nswers for a dditional Investigations 12 IV. Structure and Function of Starches 12 V. Open-Ended Investigations 16 chapte R 2: Bean Brew 17 c ase n arrative 20 s uggested a nswers for c ase a nalysis 21 s uggested a nswers for c ore Investigations 22 I. Critical Reading 22 II. Fermentation of Grapes 24 III. Alcohol Dehydrogenase 27 s uggested a nswers for a dditional Investigation 29 IV. More Human Uses of Fermentation 29 V. Open-Ended Investigations 30 chapte R 3: t he d onor’s d ilemma 31 c ase n arrative 33 s uggested a nswers for c ase a nalysis 34 s uggested a nswers for c ore Investigations 35 I. Transmission of West Nile Virus (WNV) 35 II. Critical Reading 36 III. West Nile Virus: Viral Structure and Life Cycle 41 IV. Testing Blood Donations for WNV 43 s uggested a nswers for a dditional Investigations 44 V. Tracking West Nile Virus 44 VI. Open-Ended Investigations 47 chapte R 4: t ree t hinking 49 c ase n arrative 51 s uggested a nswers for c ase a nalysis 52 s uggested a nswers for c ore Investigations 53 I. Critical Reading 53 II. “Whale Meat Forensics” 58 III. Which Mammals Are Related Most Closely to Whales? 62 URRY9530_05_BIIG_FM_PRF.indd 19 11/3/16 5:57 PM

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    xx a I nst R ucto R’ s ed I t I on contents s uggested a nswers for a dditional Investigation 65 IV. Position Paper on Whaling 65 V. Open-Ended Investigations 66 chapte R 5: u nveiling the c arboniferous 69 c ase n arrative 72 s uggested a nswers for c ase a nalysis 73 s uggested a nswers for c ore Investigations 74 I. Critical Reading 74 II. The Carboniferous Globe 75 III. Adaptations in the Carboniferous 76 IV. Coal Connections 77 s uggested a nswers for a dditional Investigations 78 V. Calculating Scale Bars and Magnifications 78 VI. Educational Resources to Accompany the Mural 82 VII. Open-Ended Investigations 82 chapte R 6: c orn u nder c onstruction 83 c ase n arrative 85 s uggested a nswers for c ase a nalysis 87 s uggested a nswers for c ore Investigations 88 I. Critical Reading 88 II. Considering Bt Corn 90 III. Investigating Corn Morphology and Growth with a Model of Insect Damage 95 IV. Refuges for Resistance Management 100 s uggested a nswers for a dditional Investigation 101 V. Making Decisions About DNA Technology: Golden Rice 101 VI. Open-Ended Investigations 102 chapte R 7: Galloper’s Gut 103 c ase n arrative 105 s uggested a nswers for c ase a nalysis 106 s uggested a nswers for c ore Investigations 108 I. Critical Reading 108 II. Feeding Horses 111 s uggested a nswers for a dditional Investigations 113 III. Reproduction in Mammals 113 IV. A Closer Look at Horse Evolution 116 V. Open-Ended Investigations 119 URRY9530_05_BIIG_FM_PRF.indd 20 11/3/16 5:57 PM

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    chapte R 8: Back to the Bay 121 c ase n arrative 124 s uggested a nswers for c ase a nalysis 124 s uggested a nswers for c ore Investigations 126 I. Critical Reading 126 II. Design an Experiment 128 III. Biology in Advertising 128 IV. Investigations of Population Growth and Control 130 V. Explore the Environmental Conditions of the Chesapeake Bay 132 s uggested a nswers for a dditional Investigations 135 VI. Ethics Paper on Gull and Human Interactions 135 VII. Open-Ended Investigations 136 chapte R 9: p andemic f lu ( p ast and p ossible) 137 c ase n arrative 139 s uggested a nswers for c ase a nalysis 140 s uggested a nswers for c ore Investigations 141 I. Exploring Flu Antigens, Genetics, and Replication 141 II. Pandemic Flu (Possible): The Spread of H5N1 Avian Influenza 145 III. Critical Reading: The Body’s Defenses Against the Flu 149 IV. Internet Activity: Influenza in the Media 152 V. Using Data to Explore Pandemic Flu (Past and Possible) 154 s uggested a nswers for a dditional Investigations 159 VI. Pandemic Planning 159 VII. Open-Ended Investigations 161 chapte R 10: s hh: s ilencing the h edgehog p athway 163 c ase n arrative 165 s uggested a nswers for c ase a nalysis 166 s uggested a nswers for c ore Investigations 167 I. Critical Reading: Cell Signaling Pathways 167 II. Phylogenetics of the Hedgehog Gene Family 172 III. Critical Reading: Stem Cells and Gene Expression 173 IV. Investigating the Hedgehog Pathway: Antibodies as Research Tools 176 s uggested a nswers for a dditional Investigations 179 V. Open-Ended Investigations 179 I nst R ucto R’ s ed I t I on contents b xxi URRY9530_05_BIIG_FM_PRF.indd 21 11/3/16 5:57 PM

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