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

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INSTRUCTOR GUIDE
Robert Sullivan
MARIST COLLEGE
Biology of Humans:
Concepts, Applications, and Issues
SIXTH EDITION
Judith Goodenough
Betty McGuire
CLASS NOTES

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

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

1
CHAPTER
1 Humans in the World of Biology
Learning Objectives
After 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, and biosphere.
 Design an experiment with a control and experimental group that follows the scientific
method.
 Write five questions one might ask to use the critical-thinking approach to decision
making.
Chapter 1 Group Activities
Group Activity 1: Scientific Card Sort
Estimated 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 to
be. The first session could take anywhere from 10 minutes to an hour, depending on how
much discussion you wish to take place. The first session should be completed as early as
possible in the term.
Learning Objectives:
 Design an experiment with a control and experimental group that follows the scientific
method.
 Write five questions one might ask to use the critical-thinking approach to decision
making.
Introduction: In this activity, students will be given various statements about science and
the scientific method that you have prepared for them. The statements are printed on a set of
notecards. Students will sort the cards into true and false piles and then work with other
students in a group to resolve differences in their answers. Later in the term, the same cards
will 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 scientific
method (these statements can be as general or as specific as you like; it is helpful to
choose statements that represent common misconceptions in biology).

2 INSTRUCTOR GUIDE FOR BIOLOGY OF HUMANS: CONCEPTS, APPLICATIONS, AND ISSUES, 6e
Procedure:
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 or
give each pair different statements.
2. Ask each pair to sort the cards into true and false piles. If the two students disagree
about 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 now
composed of four students. Have them combine their card sets and negotiate how to
sort any cards they are uncertain about.
4. Once each group has resolved its differences, come together as a class and go over
some 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 and
false 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 the
cards again.
6. Have students discuss the differences in their perspectives between the first and
second sessions.
Alternate Procedure: If you are working with a very large class and the card sorting seems
hard to manage or you prefer not to print out so many sets of notecards, present the
statements to the class and ask them to vote true or false using their clickers. This is a great
way to immediately illustrate common misconceptions in the class. Students could then pair
with 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 outside
of class after the first sorting session by doing their own research to clarify which statements
are true and which are false.
Group Activity 2: What Can You Really Believe?
Estimated Time to Complete: 15 to 30 minutes
Learning Objectives:
 Design an experiment with a control and experimental group that follows the
scientific method.
 Write five questions one might ask to use the critical-thinking approach to decision
making.
Introduction: In this activity, students will be asked to perform a brief pre-class assignment
to collect information that alleges to be supported by scientific claims. Students will work in
groups to analyze these claims and develop questions about the methods used to generate
them. The goal of this activity is to help students ask the right questions to analyze claims
that are made based on bad science or pseudoscience.
Materials:
 An advertisement or article (i.e., from the Internet, a newspaper, or a magazine) from
each student that presents a questionable scientific claim.

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CHAPTER 1 Humans in the World of Biology 3
Procedure:
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 that
seems questionable. Offer examples, such as an ad for a weight-loss supplement that
declares unrealistic success.
2. During the next class period, ask students to break into groups (3 to 5 students) to share
their information with the others in their group.
3. The students should analyze the claims made and indicate what questions they might
want answered in order to assess the validity of those claims. For example, if a
weight-loss supplement claims that everyone who takes it loses significant weight, the
students might ask how much weight is considered significant, if the participants also
exercised or restricted their diets, if a control group was used, who performed the
studies, how many times the studies were repeated, and so forth. The goal is to have
students asking questions about the methods used to generate results.
Assessment Suggestions: After the activity concludes, cite examples from the exercise that
represent scientific claims that are valid and some that are based on pseudoscience. Ask
students 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 minutes
Learning Objective:
 List the characteristics of life.
Introduction: The classification of viruses as living versus nonliving is a long-standing
debate in science. In this activity, students will break into groups to debate whether a virus is
alive or not. The debate should be grounded in the characteristics of life, as described in
the text.
Materials:
 none
Procedure:
1. Break the class into groups of 3 to 5 students and tell them to discuss with their group
whether a virus is alive or not simply based on their preconceived notions. Also tell the
students 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 domain
or 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 virus
meets the criteria to be alive.
4. Have a member of each group contribute his or her justification for a single
characteristic of life. Repeat the gathering of perspectives from different groups and
encourage other groups to jump in with opposing views.
5. It is likely that you will have valid arguments for viruses being alive and valid
arguments for viruses not being alive. Use this as an opportunity to stress that different
people can view the same scientific situations from very different perspectives.

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4 INSTRUCTOR GUIDE FOR BIOLOGY OF HUMANS: CONCEPTS, APPLICATIONS, AND ISSUES, 6e
Assessment Suggestions: Ask students to reflect on the class discussion and to consider
another possible situation where the distinction between living and nonliving is not clear.
Case Study
Rana is 19 years old and a sophomore in college. During her freshman year, Rana’s eating
habits were less than stellar and she was not exercising, which led to a significant weight
gain. Rana is now concerned about losing the weight she gained. Her roommate suggests a
new supplement that promises that Rana can lose up to 10 pounds in her first week with no
dieting or exercise required. Her roommate shows Rana the label, which advertises all the
scientific 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 the
Internet and their own critical analysis skills. This site looks very credible and warns consumers
of the dangers of dihydrogen monoxide. Many students will read this and buy into the claims
until they realize that dihydrogen monoxide is water.
 www.project2061.org/publications/sfaa/online/chap1.htm—This site is from Project 2061. It
describes basic information on the nature of science and scientific inquiry.
 http://google2.fda.gov/search?q=clinical+trials&client=FDAgov&site=FDAgov&lr=&proxystyl
esheet=FDAgov&requiredfields=-archive%3AYes&output=xml_no_dtd&getfields=*—This
FDA 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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5
CHAPTER
1a Becoming a Patient:
A Major Decision
Learning Objectives
After 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’s
appointment.
 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 Activities
Group Activity 1: Taking Charge of Your Health Care
Estimated Time to Complete: This activity can be completed outside of class.
Learning Objectives:
 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’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 activity
may not be the best option here. Students should complete this assignment individually so
that they can focus on an aspect of health care that is relevant to them individually. Because
your students are diverse in their general health and health care needs, this assignment should
be flexible enough that it can be tailored for individual student needs.
Materials:
 None
Procedure:
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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6 INSTRUCTOR GUIDE FOR BIOLOGY OF HUMANS: CONCEPTS, APPLICATIONS, AND ISSUES, 6e
traditionally aged college freshmen may be interested in how to find a primary care
physician or navigate the health care system once they are out of college (and off their
parents’ health care plans!). You will likely have students who have more specific
concerns about their health care, such as how to pick a specialist for themselves, their
children, or another family member. You may also have students who are currently
suffering from a medical condition and are looking for information, second opinions, or
hospital referrals.
2. Once students have selected a health care topic to investigate, ask them to refer to their
text 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 not
want to assess students’ findings. If you do prefer an assessment, ask students to summarize
their research or record what they have learned in a journal.
Resources
 https://extapps.ama-assn.org/doctorfinder/recaptcha.jsp—This is the American Medical
Association 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 and
describes how to select a primary care physician.
 www.bidmc.org/YourHealth/HolisticHealth/HealthcareCenter.aspx?ChunkID=134173—This
site, from Beth Israel Deaconess Medical Center, describes how to select a medical specialist.

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7
CHAPTER
2 Chemistry Comes to Life
Learning Objectives
After 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 the
actions 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.
 Define pH, explain the range of the pH scale, and tell which values indicate acid and which
values indicate base.
 Describe the structure of a polymer, including its formation through dehydration synthesis
and its breakdown through hydrolysis.
 Describe the structure and biological purpose of carbohydrates, lipids, proteins, and
nucleotides and give an example of each.
 Describe ATP as the energy currency of the cell.
Chapter 2 Group Activities
Group Activity 1: Interpreting Nutrition Labels
Estimated Time to Complete: 15 to 20 minutes
Learning Objective:
 Describe the structure and biological purpose of carbohydrates, lipids, proteins, and
nucleotides and give an example of each.
Introduction: In this chapter, students have learned about biological molecules such as
carbohydrates, proteins, and lipids and their importance to the human body. This activity
allows students to relate this information to nutritional labels. Students will be provided
with two nutritional labels and be asked to compare the labels and analyze each product
for its nutritional content.
Materials:
 Provide each group of students with a copy of two nutritional labels (without the name of
the 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, and
polyunsaturated) and carbohydrate information (sugar, fiber, and complex carbohydrates).

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8 INSTRUCTOR GUIDE FOR BIOLOGY OF HUMANS: CONCEPTS, APPLICATIONS, AND ISSUES, 6e
Procedure:
1. Break class into groups of 3 to 5 students and provide each group with a copy of the
two nutritional labels. Ask students to begin comparing the two products to ultimately
come 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 led
it 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 contains trans fats.
5. Make sure to correct any misconceptions about the labels and explain that the topic of
nutrition will be revisited in a later chapter.
Assessment Suggestions: Ask students to analyze the nutrition label on a food product of
their choice.
Group Activity 2: Debating the Pros and Cons of Food Irradiation
Estimated Time to Complete: 20 to 40 minutes, based on whether students have completed
a pre-assignment (which will decrease class time needed) and how much detail you would
like 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 simply
involves reading a website from either the FDA or CDC on food irradiation. Afterward
students will participate in a group discussion to clarify any misconceptions and to debate the
pros and cons of food irradiation.
Materials:
 None
Procedure:
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.htm
www.fsis.usda.gov/Fact_Sheets/Irradiation_and_Food_Safety/index.asp
2. 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 specific
questions to direct their discussion (especially if time limitations are a factor). To test
whether they truly understand the process, ask questions such as: How does the process
of food irradiation work? How long have studies been done on the safety of irradiated
food? Does the food become radioactive after the treatment? Are there any special
concerns related to food that has been irradiated? What sorts of foods (and other
products) can be irradiated? What benefits come from irradiation? What items other
than food are irradiated?
3. As a class, review the answers to specific questions you have posed and clarify any
misconceptions.

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CHAPTER 2 Chemistry Comes to Life 9
4. Allow the groups to resume their discussion with the final goal of evaluating the safety
of food irradiation. If given the choice, would students be more likely to choose an
untreated or an irradiated product? If they might be likely to choose an irradiated
product, would they still be likely to do so if the cost was increased due to the expense
of 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 brief
writing assignment describing the process of irradiation and then make an argument for or
against the use of this process.
Group Activity 3: Practicing with Chemical Bonds
Estimated Time to Complete: 15 to 20 minutes
Learning Objective:
 Differentiate between covalent, ionic, and hydrogen bonds in terms of strength and the
actions of the electrons.
Introduction: This activity can be completed in class as a group activity or sent home for
students as practice.
Materials:
 Copies of the attached handout
Procedure:
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 go
through the problems.
3. If you are completing the activity in class, consider having different groups complete
different problems. Then ask two groups to get together and explain to each other the
problems 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 by
doing additional bonding problems.
Case Study
Juan has just learned that his mother has been diagnosed with breast cancer. Preliminary
tests 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 to
radiation can actually cause cancer. Based on Juan’s knowledge of chemistry, he will need
to 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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10 INSTRUCTOR GUIDE FOR BIOLOGY OF HUMANS: CONCEPTS, APPLICATIONS, AND ISSUES, 6e
Resources
 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 Idaho
State University has an extensive list of resources concerning irradiation.
 www.learner.org/resources/series61.html—This is a series of video and other resources
supporting basic chemistry topics.
 www.biology.arizona.edu/biochemistry/biochemistry.html—This site contains a variety of
resources on chemistry and biological molecules from the Biology Project.

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CHAPTER 2 Chemistry Comes to Life 11
Practicing with Chemical Bonds Worksheet
For each of the atoms shown (Cl, F, Ne, Cr, H, and K), review the electron shell diagram and
answer the following questions on a separate piece of paper. You may find it helpful to cut
out each of the atoms so that you can compare them side by side. Since there are six atoms on
the 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 for
this 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 you
are looking at the chlorine atom, this question is asking if chlorine could bond to
another 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 this
atom could bond with. For example, if you are working with chlorine, you would want
to compare it to F, Ne, Cr, H, and K. Make sure to indicate whether the bond would be
ionic or covalent for each of your choices. If you indicate that a bond is covalent, make
sure to be specific and state whether it would be a polar or nonpolar covalent bond.

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12
CHAPTER
3 The Cell
Learning Objectives
After 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 in
and 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 harvest
cellular energy from the food we eat.
Chapter 3 Group Activity
Group Activity 1: Design an Antibacterial Product
Estimated Time to Complete: 15 to 30 minutes
Learning Objective:
 Compare prokaryotic and eukaryotic cells.
Introduction: This activity will introduce students to the concept of antibacterials and
antibiotics. Students will consider the structure of prokaryotic bacterial cells as compared
with 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:
 None
Procedure:
1. Ask students to define the terms antibacterial and antibiotic and explain how these
substances work. You will likely get some confusion over these questions. Have
students provide several examples of products they have seen that claim to be
antibacterial. Allow other students to offer additional information and clarify any
misconceptions.
2. Having defined these terms, ask the class to break into small groups of 3 to 5 students
and consider how they could design an antibacterial product or antibiotic drug that

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