Solution Manual for Campbell Biology, 11th Edition

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Fifth EditionTextbook GuideBiological InquiryA Workbook of Investigative CasesMargaret WatermanSoutheast Missouri State UniversityEthel StanleyBioQUEST Curriculum Consortium and Beloit CollegeCampbell BiologyEleventh EditionLisa A. Urry, Michael L. Cain,Steven A. Wasserman,Peter V. Minorsky, Jane B. ReeceURRY9530_05_BIIG_FM_PRF.indd111/3/165:57 PM

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Annotated Preface to the Student EditionNote 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 intraditional science teaching. When introducing Investigative Case–Based Learning (ICBL), instructors needto take time to tell students about the new expectations that come with these approaches. Students need tounderstand that ICBL requires that they will be doing some of the learning on their own. Not all studentshave experience working effectively in groups. The Preface to the Student Edition provides information onwhat 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 owninvestigations based on the Case Analysis, share your assessment plan with your students.Biological Inquiry: A Workbook of Investigative Casesis 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 inCampbell Biology. These investigative casesprovide opportunities for you to apply the biology you are learning in the classroom to realisticsituations.Your instructor may use the cases in a variety of ways during your course. For example, thecases 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 wayscientists work because real-world scientific investigations often involve collaboration. Even ifyou are not planning on becoming a scientist, it is important to understand the way scientistswork 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 yousome 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 manyformats including videos, computer-based programs, and written forms. Text-based cases, suchas the ones in this book, are common and they can be one paragraph or many pages long. In thisbook, 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.viiiCase:Derrick’s MalaiseAbout a month after returning home from a season of fieldwork in Guatemala, Derrickbegan to feel sick again. His roommate took him to the clinic. They were both worriedthat he was having a recurrence of the malaria he had contracted on the trip.URRY9530_05_BIIG_FM_PRF.indd811/3/165:57 PM

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“How could I have these symptoms again?” Derrick asked the resident, Dr. Welty. “Ifinished 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 sampleso 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 isone of the most common infectious diseases in the world. I’ve got some contacts at theCDC 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 wasflipping through magazines in the waiting room.Case Authors:Ethel Stanley and Margaret Waterman, 2001. Investigative Cases and CaseBased Learning in Biology, version 1.0., in Jungck and Vaughan (Eds.) BioQUEST Library VI.San Diego: Academic Press.annotatedpReface to the student edItIonbix(2) How do I begin?Begin by finding out what the case is about. Read through the case to get a sense of thestory and issues. If you are working in a group, try having one person read the case aloud whilethe others read along silently. This may sound unusual, but it helps everyone in the group focuson the case.Note to Instructors:Consider reading the case as a whole class. You might project the case or havestudents open their book to the case. Ask for student volunteers to read the case aloud. (No more thana couple of paragraphs per student is a good idea.) Then ask, “What is this case about?” Let 5–7 peopleanswer. Accept responses or ask for clarification, but do not start lecturing. You may be surprised at therange of answers you hear. Next, ask if anyone has any experience with the topics related to the case. Forexample, if you were using our sample case,Derrick’s Malaise,you could ask: “Does anyone have anyexperience with malaria?” “Hasanyone had shots before traveling in the tropics?” “How can you preventmosquito 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. CaseAnalysis helps you to identify the main ideas in the case, as well as what you already know aboutthe situation, and what your questions are about the case. If you analyze the case in a group, youwill share your ideas, hear what others are thinking, and have a good sense of what the groupneeds to learn about this case. Case Analysis involves four steps.URRY9530_05_BIIG_FM_PRF.indd911/3/165:57 PM

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Note to Instructors:We strongly recommend that students do the Case Analysis in small groupsof 4–10. When students share their ideas, several things happen. They become aware of what theyalready know and what they don’t know. They learn from others. In a peer group, students are morelikely to share their ideas, especially ones they are not certain of, including misconceptions. If you areteaching an online course, consider doing the Case Analysis in a chat room or bulletin board.stepa. Recognize potential issues and major topics in the case.Go back and read the case again, this time highlighting or underlining words or phrases thatseem important to understanding the situation. Look for issues that you might explore further. Jotdown your ideas and questions about these words and phrases. If you are working in a group, thisapproach might be done as a group discussion, with one person keeping a list of issues as they areraised. 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 caseDerrick’s Malaise.xaannotatedpReface to thestudentedItIonWhat does the case seem to be about?Malaria, how it is caused, why it might recur, how itis treated, and how it is transmitted.What are some potential issues?How malarial drugs work, Derrick’s relapse, worldwiderates of malarial infections, the role of the CDC.step 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 groupsof4–10 students and have them brainstorm the Know/Want to Know chart for 5 to 10 minutes. As youwalk around and listen to the groups, you may hear wrong information. Usually this misinformationwill 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 INeed 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 youknow, and you will raise your questions. The “Know/Need to Know” chart, found in each CaseAnalysis, 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 andphrases in the case as a way to help organize this discussion. This step can be accomplishedalone; however, experience shows it is better done in a group.Using theDerrick’s Malaisecase as an example, here are some questions raised by learnerswho have worked with this case:URRY9530_05_BIIG_FM_PRF.indd1011/3/165:57 PM

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annotatedpReface to the student edItIonbxistepc.assign priority to the questions.Review the questions listed on the “What Do I Need to Know?” side of the chart. It is very likelythat 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 threequestions that seem most important to understanding this case. One way to do this is to thinkabout which questions fit with the topics on your course syllabus or in the textbook chapters beingstudied. Check off those questions as well as others that interest you the most.•Malariaistransmittedbymosquitoes.•Itisfoundinlocationsthatarewarmanddamp.•Itisn’tcommontodayintheUnitedStates.•Itcanbetreatedwithdrugs.•Youcangetbetter.•Itcanrecur(fromthecase).•Itiscausedbyamicroorganism.•TheCDCistheCentersforDiseaseControland Prevention.•Manypeopledieofmalariaeachyear.•WhywasDerrickinGuatemala?•Howcommonismalaria—worldwide,Guatemala, United States?•WhatroledoestheCDChave?•Whatkindoforganismcausesmalaria?•ShouldDerrick’sroommatebeconcerned?•Whatischloroquine?Isitacommondrug?How does it work? Is it safe?•Whatotherdrugsareused?•Howdoyoupreventmalaria?•Doalltypesofmosquitoestransmitmalaria?•Whatstrainsofthemalarialorganismarethere?•IsitOKforthedoctortoswitchdrugswithout knowing more?Whatdo I Know?Whatdo Ineed to Know?IfDerrick’s Malaisewas 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 bechosen for study, such as “How does chloroquine work?”You will find that some of your questions may be addressed in the investigations thataccompany the case. You might also have questions that this Case Book does not address. Yourinstructor 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 relevantquestions. 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.indd1111/3/165:57 PM

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stepd. What kinds of references or resources would help you answeror explore these questions?No matter what questions you investigate, it is likely you will seek and use resources to helpyou develop persuasive answers. It is important to develop the habit of thinking broadly aboutwhere 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. Becreative, but remember your data are only as good as your sources.xiiaannotatedpReface to thestudentedItIon“One of the greatest challenges in biology is to frame appropriate and productivequestions that can be pursued by the technology at hand. You have probably had a greatdeal of experience in solving pre-posed problems, such as those found at the end oftextbook chapters. However, if you were asked to go into a lab or out in a field and pose aresearch 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)ForDerrick’s Malaise, you might choose to examine•Mapsofmalariaprevalence•AreferencebooksuchasPhysicians’ Desk Referenceto find out how chloroquine works•AWebpagefromtheCDCwithinternationaltravelprecautions•Yourtextbookindexforrelevantterms•Asimulationinwhichtheprevalenceofdifferentspeciesofcompetingmosquitoesisexamined under different conditions•AninterviewwithapersonwhohashadmalariaYou will find links to a variety of online resources referenced in the cases on MasteringBiologyin the Instructor Resources section, under Instructor Guides for Supplements. In addition to theresources organized by case, you will find additional open-ended investigations where you canpose your own questions.Note to Instructors:To reduce the time students spend looking for information, you might chooseto put some text materials on reserve in the library, make a page of relevant Web links, or haveresources immediately available in the classroom or online. We are always pleased to hear some ofthe unusual sources of information students suggest. Sometimes this is an opportunity to discuss thequality of information.URRY9530_05_BIIG_FM_PRF.indd1211/3/165:57 PM

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annotatedpReface to the student edItIonbxiii(4) What do I do after the Case Analysis?Each case is accompanied by several investigations. Your instructor might assign just one ortwo of the available investigations, depending on what fits best in your course. You can also usethis book independently. You might complete the Case Analysis and selected investigations asa way to check your own knowledge.Note to Instructors:We really do expect you to pick and choose among the investigations offered or touse 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 finda 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 inthis book. Sometimes an instructor might ask you to follow up your own question in a lab or todesign an investigation of your choice. Following is some advice on ways to turn your case-relatedquestions into scientific investigations.Note to Instructors:Again, we refer you to http://serc.carleton.edu/introgeo/icbl/index.html for much moreinformation on guiding students to open-ended investigations related to a case.a. Getting started:how do I develop my question?As you develop the problem and questions you want to use to investigate and learn more about thetopics, it will be important for you to consult with others, such as members of your group or otherclassmates. Discussing your ideas and plans is an important step in refining problems and can leadyou to different perspectives and possible good research problems. Continue this practice of sharingwith 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 ofthe following:•Designandconductnewinvestigationsutilizinglaboratoryorfieldmethods.•Usecomputersoftwaremodules,spreadsheets,simulations,datasets,interactivemaps,remote sensing, or graphics to investigate the question.•Seeknewsourcesofdata(furtherreferences,interviews,datasets).•Developaninvestigationthatbuildsfromastandardlabexercise,perhapsbychangingtheindependent variable or establishing new controls.URRY9530_05_BIIG_FM_PRF.indd1311/3/165:57 PM

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xivaannotatedpReface to thestudentedItIon1.Work with a simulation to investigate hypotheses about control of mosquitoes that carrymalaria-causing organisms. Nonvector mosquitoes can be introduced to compete with thevectors.2.Use genomics tools and the PlasmoDB (a database of gene sequences from many speciesofPlasmodium) to examine genes in resistant and nonresistant strains ofPlasmodiumfalciparum.3.Develop an experiment to test the effectiveness of controlling mosquito populations withfish that feed on larvae.Note to Instructors:There are many ways to engage students in scientific inquiry. Students mightbe asked to design their own experiments from scratch. Alternatively, the instructor may provide thestructure of an inquiry experience in its entirety. Or an instructor could take a middle-of-the-roadapproach by telling students about available materials and procedures but allowing the studentsto develop their own experiments. The instructor may play an active role by introducing specific labactivities, equipment, or methodologies, or by introducing students to simulations, data sets, or modelingprograms that relate to key questions raised by the case. Again, it is up to the instructor to decide howopen-ended he or she wishes the investigations to be. Many of the faculty using cases initiate inquiry bystarting with lab and field activities with which students are familiar. They ask students to build on priorknowledge 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 youhave 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 mostimportantly, 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 ofthe value of your methodologies and data. Consider your audience carefully as you develop prod-ucts to support your conclusions, such as•scientificposters•advertisementsurgingpoliticalaction•videosdefiningtheissuesforthepublic•pamphlets/brochureswithrecommendationsforaspecificusergroup•consultingreports(ifyouarerole-playing)•artwork,suchascartoons,revealingissuesfromthecaseFollowing are three possible investigations forDerrick’s Malaise.URRY9530_05_BIIG_FM_PRF.indd1411/3/165:57 PM

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•designsforanewtechnologicalapproachtotheproblem•scientificreportstolocalorregionalgroups•anewcasestudytoemphasizeyourfindingsannotatedpReface to the student edItIonbxv“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 persuadedof the utility of the answers. Persuasion is a social process and an essential one for you toexperience 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 bya research group. This controversy and debate is important to the creation and acceptance of newscientific knowledge.”(The BioQUEST Library IV:A Note to the Student. University of Maryland Press, 1996)d.how will our group work be assessed and evaluated?Like many students, you probably have concerns about the assessment and evaluation methodsused 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 agroup grade and an individual grade. Other instructors include either peer evaluations or groupself-evaluations in the grading process. If your instructor has not already explained how you willbe 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 willapproach learning in a course. To encourage collaboration, it is important to assess collaboration. Theuse of ICBL allows instructors to assess learning throughout the process, not only by the final studentproduct.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 ofproblem-solving approaches, or ask specific questions about process so students identify and assess thestrategies employed by their group. Activities that students engage in as they work on ICBL cases andinvestigations include•participation and contribution to work in groups•identification of issues•development of questions•proposal of investigations•location of resourcesURRY9530_05_BIIG_FM_PRF.indd1511/3/165:57 PM

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•carrying out investigations•production of materials•presentationsDuring any of these activities, you may wish to assess your students or just inform them thatthey 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 coursesto your life. Scientific problem solving is a valuable tool in both professional and everydaylife. It is important for you to do science as well as learn about it; and it is important for youto choose the problems to be studied and the resources you will use as you investigate thoseproblems.By doing investigative cases, you engage in scientific inquiry. You will read critically, posequestions, analyze data, think critically, construct hypotheses, investigate options, interpret re-sults, and communicate scientific arguments. No matter how your instructor chooses to use thisbook, investigative cases can be a useful and interesting tool in your study of biology.xviaannotatedpReface to thestudentedItIonURRY9530_05_BIIG_FM_PRF.indd1611/3/165:57 PM

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CreditsFig. 2.2:Adapted graph, “Results from a Simulation of Wine Fermentation,” from MODELING WINEFERMENTATION (from text and CD-ROM software).Fig 2.3:Adapted graph, “Simulated Fermentation by Wild and Cultivated Yeasts,” from MODELING WINEFERMENTATION (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. “ExtensiveNucleotide Changes and Deletions within the Envelope Glycoprotein Gene of Euro-African West Nile viruses.”Journalof 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, fromVisual Data Sets,BioQUEST Library VI, edited by EthelD. Stanley. Copyright © 2001 by BioQUEST Curriculum Consortium, Inc. Reprinted with permission.Table 4.1:“Dendrogrammaceae” by Warren H. Wagner, fromVisual Data Sets,BioQUEST Library VI, edited byEthel D. Stanley. Copyright © 2001 by BioQUEST Curriculum Consortium, Inc. Reprinted with permission.Figure 4.4:“Dendrogrammaceae” by Warren H. Wagner, fromVisual Data Sets,BioQUEST Library VI, edited byEthel D. Stanley. Copyright © 2001 by BioQUEST Curriculum Consortium, Inc. Reprinted with permission.Table 4.2:“Dendrogrammaceae” by Warren H. Wagner, fromVisual Data Sets,BioQUEST Library VI, edited byEthel 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 MolecularIdentification of Whales, Dolphins, and Porpoises” by Howard A. Ross, fromJournal 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 BioQUESTwebsite, 2013. Copyright ©2013 by BioQUEST Curriculum Consortium, Inc. Reprinted withpermission.Fig. 4.8b:Tree B from “Background for the Whippo Problem Space,” from BioQUESTwebsite, 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.xviiURRY9530_05_BIIG_FM_PRF.indd1711/3/165:57 PM

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Fig. 8.3:“Chicken or Egg Worksheet” from “Investigative Case 8: Back to the Bay” by A. Weisstein, from BioQUESTwebsite, 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 NyokaHawkins, 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.”Science312(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 HealthMapping and GIS Communicable Diseases website. Copyright © by World Health Organization. Reprinted withpermission.Table 9.3:Based on Noymer, Andrew. 2007. “Raw Data Set: Age Specific Death Rates (per 100,000).” Influenza andPneumonia, 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 andPneumonia, USA. Available online (April 2007) © Margaret Waterman.Fig. 10.2:Adaptation of Figure 1 from “Agonizing Hedgehog” by Jonathan B. Weitzman, fromJournal 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 CreditsChapter 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 3Opener:SPL/Science Source.Photo 3.1:SPL/Science Source.Chapter 4 Opener:KevinSchafer/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:PhilipDowell/Dorling Kindersley.Photo 7.7b:Colin Keates/Dorling Kindersley, Courtesy of theNatural 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.xviiiacRedItsURRY9530_05_BIIG_FM_PRF.indd1811/3/165:57 PM

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xixInstructor’s Edition ContentschapteR 1:pictureperfect1casenarrative4suggestedanswers forcaseanalysis5suggestedanswers forcore Investigations6I.Critical Reading6II.Analyze and Design an Experiment7III.Off the Wall: Starch Degradation Investigation10suggestedanswers foradditional Investigations12IV.Structure and Function of Starches12V.Open-Ended Investigations16chapteR 2:Bean Brew17casenarrative20suggestedanswers forcaseanalysis21suggestedanswers forcore Investigations22I.Critical Reading22II.Fermentation of Grapes24III.Alcohol Dehydrogenase27suggestedanswers foradditional Investigation29IV.More Human Uses of Fermentation29V.Open-Ended Investigations30chapteR 3:thedonor’sdilemma31casenarrative33suggestedanswers forcaseanalysis34suggestedanswers forcore Investigations35I.Transmission of West Nile Virus (WNV)35II.Critical Reading36III.West Nile Virus: Viral Structure and Life Cycle41IV.Testing Blood Donations for WNV43suggestedanswers foradditional Investigations44V.Tracking West Nile Virus44VI.Open-Ended Investigations47chapteR 4:treethinking49casenarrative51suggestedanswers forcaseanalysis52suggestedanswers forcore Investigations53I.Critical Reading53II.“Whale Meat Forensics”58III.Which Mammals Are Related Most Closely to Whales?62URRY9530_05_BIIG_FM_PRF.indd1911/3/165:57 PM

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xxaInstRuctoR’sedItIoncontentssuggestedanswers foradditional Investigation65IV.Position Paper on Whaling65V.Open-Ended Investigations66chapteR 5:unveiling thecarboniferous69casenarrative72suggestedanswers forcaseanalysis73suggestedanswers forcore Investigations74I.Critical Reading74II.The Carboniferous Globe75III.Adaptations in the Carboniferous76IV.Coal Connections77suggestedanswers foradditional Investigations78V.Calculating Scale Bars and Magnifications78VI.Educational Resources to Accompany the Mural82VII.Open-Ended Investigations82chapteR 6:cornunderconstruction83casenarrative85suggestedanswers forcaseanalysis87suggestedanswers forcore Investigations88I.Critical Reading88II.ConsideringBtCorn90III.Investigating Corn Morphology and Growth with a Model of Insect Damage95IV.Refuges for Resistance Management100suggestedanswers foradditional Investigation101V.Making Decisions About DNA Technology: Golden Rice101VI.Open-Ended Investigations102chapteR 7:Galloper’s Gut103casenarrative105suggestedanswers forcaseanalysis106suggestedanswers forcore Investigations108I.Critical Reading108II.Feeding Horses111suggestedanswers foradditional Investigations113III.Reproduction in Mammals113IV.A Closer Look at Horse Evolution116V.Open-Ended Investigations119URRY9530_05_BIIG_FM_PRF.indd2011/3/165:57 PM

Solution Manual for Campbell Biology, 11th Edition - Page 16 preview image

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chapteR 8:Back to the Bay121casenarrative124suggestedanswers forcaseanalysis124suggestedanswers forcore Investigations126I.Critical Reading126II.Design an Experiment128III.Biology in Advertising128IV.Investigations of Population Growth and Control130V.Explore the Environmental Conditions of the Chesapeake Bay132suggestedanswers foradditional Investigations135VI.Ethics Paper on Gull and Human Interactions135VII.Open-Ended Investigations136chapteR 9:pandemicflu (past andpossible)137casenarrative139suggestedanswers forcaseanalysis140suggestedanswers forcore Investigations141I.Exploring Flu Antigens, Genetics, and Replication141II.Pandemic Flu (Possible): The Spread of H5N1 Avian Influenza145III.Critical Reading: The Body’s Defenses Against the Flu149IV.Internet Activity: Influenza in the Media152V.Using Data to Explore Pandemic Flu (Past and Possible)154suggestedanswers foradditional Investigations159VI.Pandemic Planning159VII.Open-Ended Investigations161chapteR 10:shh:silencing thehedgehogpathway163casenarrative165suggestedanswers forcaseanalysis166suggestedanswers forcore Investigations167I.Critical Reading: Cell Signaling Pathways167II.Phylogenetics of the Hedgehog Gene Family172III.Critical Reading: Stem Cells and Gene Expression173IV.Investigating the Hedgehog Pathway: Antibodies as Research Tools176suggestedanswers foradditional Investigations179V.Open-Ended Investigations179InstRuctoR’sedItIoncontentsbxxiURRY9530_05_BIIG_FM_PRF.indd2111/3/165:57 PM

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