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
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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.
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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 pReface to the student edItIon 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.
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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.
step 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 pReface to the student edItIon
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.
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 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:
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annotated pReface to the student edItIon b xi
step c. assign 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 do I Know? What do I need 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.
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step 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 pReface to the student edItIon
“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.
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annotated pReface to the student edItIon 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: how 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.
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xiv a annotated pReface to the student edItIon
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.
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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 pReface to the student edItIon 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. how 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
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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 pReface to the student edItIon
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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
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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 cRedIts
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xix
Instructor’s Edition Contents
chapteR 1: picture perfect 1
case narrative 4
suggested answers for case analysis 5
suggested answers for core Investigations 6
I. Critical Reading 6
II. Analyze and Design an Experiment 7
III. Off the Wall: Starch Degradation Investigation 10
suggested answers for additional Investigations 12
IV. Structure and Function of Starches 12
V. Open-Ended Investigations 16
chapteR 2: Bean Brew 17
case narrative 20
suggested answers for case analysis 21
suggested answers for core Investigations 22
I. Critical Reading 22
II. Fermentation of Grapes 24
III. Alcohol Dehydrogenase 27
suggested answers for additional Investigation 29
IV. More Human Uses of Fermentation 29
V. Open-Ended Investigations 30
chapteR 3: the donor’s dilemma 31
case narrative 33
suggested answers for case analysis 34
suggested answers for core 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
suggested answers for additional Investigations 44
V. Tracking West Nile Virus 44
VI. Open-Ended Investigations 47
chapteR 4: tree thinking 49
case narrative 51
suggested answers for case analysis 52
suggested answers for core Investigations 53
I. Critical Reading 53
II. “Whale Meat Forensics” 58
III. Which Mammals Are Related Most Closely to Whales? 62
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xx a InstRuctoR’s edItIon contents
suggested answers for additional Investigation 65
IV. Position Paper on Whaling 65
V. Open-Ended Investigations 66
chapteR 5: unveiling the carboniferous 69
case narrative 72
suggested answers for case analysis 73
suggested answers for core Investigations 74
I. Critical Reading 74
II. The Carboniferous Globe 75
III. Adaptations in the Carboniferous 76
IV. Coal Connections 77
suggested answers for additional Investigations 78
V. Calculating Scale Bars and Magnifications 78
VI. Educational Resources to Accompany the Mural 82
VII. Open-Ended Investigations 82
chapteR 6: corn under construction 83
case narrative 85
suggested answers for case analysis 87
suggested answers for core 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
suggested answers for additional Investigation 101
V. Making Decisions About DNA Technology: Golden Rice 101
VI. Open-Ended Investigations 102
chapteR 7: Galloper’s Gut 103
case narrative 105
suggested answers for case analysis 106
suggested answers for core Investigations 108
I. Critical Reading 108
II. Feeding Horses 111
suggested answers for additional Investigations 113
III. Reproduction in Mammals 113
IV. A Closer Look at Horse Evolution 116
V. Open-Ended Investigations 119
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chapteR 8: Back to the Bay 121
case narrative 124
suggested answers for case analysis 124
suggested answers for core 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
suggested answers for additional Investigations 135
VI. Ethics Paper on Gull and Human Interactions 135
VII. Open-Ended Investigations 136
chapteR 9: pandemic flu (past and possible) 137
case narrative 139
suggested answers for case analysis 140
suggested answers for core 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
suggested answers for additional Investigations 159
VI. Pandemic Planning 159
VII. Open-Ended Investigations 161
chapteR 10: shh: silencing the hedgehog pathway 163
case narrative 165
suggested answers for case analysis 166
suggested answers for core 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
suggested answers for additional Investigations 179
V. Open-Ended Investigations 179
InstRuctoR’s edItIon contents b xxi
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Solution Manual for Campbell Biology, 11th Edition

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