exploring the diversity of life - mcgraw hill...

Exploring the Diversity of Life

Program Overview and Sample Guide

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mheonline.com/biology

Humans are a naturally inquisitive species. From an early age, we are fascinated not only with our bodies, but also with the many species we encounter in our environment. Our visits to zoos, aquariums, and natural areas fill us with wonder of the diversity of life, and often leave us with many more questions that we want answered.

Inquiry into Life not only explores what it means to be human from a cellular, physiological, and evolutionary perspective, but also how we compare to the other species of life that occupy our planet. This honors program takes biology students to the next level by approaching concepts and processes with a human emphasis, while still making biology relevant and understandable. Author Dr. Sylvia Mader’s teaching system both motivates and enables students to understand and appreciate the wonders of all areas of biology. This traditional learning system coupled with a modern digital and pedagogical approach is designed to stimulate and engage today’s student.

Contents

The Authors ...........................3

Inquiry into Life Guided Tour ...........................4

Support with Connect® ............9

Classroom Resources ..........10

LearnSmart® Labs ...................11

Contact your Specialist .......12

Welcome to Honors Biology

http://mheonline.com/biology

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Sylvia S. Mader

Michael Windelspecht

The Authors

Sylvia Mader was educated at Bryn Mawr College, Harvard University, Tufts University, and Nova Southeastern University. She holds degrees in Biology and Education. Over the years, she has taught at University of Massachussetts, Lowell; Masachusetts Bay Community College; Suffolk University; and Nathan Mayhew Seminars. Her ability to reach out to science-shy students led to the writing of her first text, Inquiry into Life. Highly acclaimed for her crisp and entertaining writing style, her books have become models for others who write in the field of Biology.

Dr. Mader enjoys taking time to visit and explore the various ecosystems of the biosphere. She has visited the tundra in Alaska, the taiga in the Canadian Rockies, the Sonoran Desert in Arizona, and tropical rain forests in South America and Australia. Her studies have taken her to the Serengeti in Kenya, the Galápagos Islands and several trips to the Florida Everglades and Caribbean coral reefs. Dr. Mader was also a member of a group of biology educators who traveled to China to meet with their Chinese counterparts and exchange ideas about the teaching of modern-day biology.

As an educator, Dr. Windelspecht has taught introductory biology, genetics, and human genetics in the online, traditional, and hybrid environments at community colleges, comprehensive universities, and military institutions. For over a decade he served as the Introductory Biology Coordinator at Appalachian State University, where he directed a program that enrolled over 4,500 students annually. He was educated at Michigan State University and the University of South Florida.

As an author, Dr. Windelspecht has published five reference textbooks and multiple print and online lab manuals. He served as the series editor for a ten-volume work on the human body. For years Dr. Windelspecht has been active in the development of multimedia resources for online and hybrid science classrooms.

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Chapter 1 The Study of Life

Unit 1 Cell Biology Chapter 2 The Molecules of Cells Chapter 3 Cell Structure and Function Chapter 4 Membrane Structure and Function Chapter 5 Cell Division Chapter 6 Metabolism: Energy and Enzymes Chapter 7 Cellular Respiration

Unit 2 Plant Biology Chapter 8 Photosynthesis Chapter 9 Plant Organization and Function Chapter 10 Plant Reproduction and Responses

Unit 3 Maintenance of the Human Body Chapter 11 Human Organization Chapter 12 Cardiovascular System Chapter 13 Lymphatic and Immune Systems Chapter 14 Digestive System and Nutrition Chapter 15 Respiratory System Chapter 16 Urinary System and Excretion

Unit 4 Integration and Control of the Human Body Chapter 17 Nervous System Chapter 18 Senses Chapter 19 Musculoskeletal System Chapter 20 Endocrine System

Unit 5 Continuance of the Species Chapter 21 Reproductive System Chapter 22 Development and Aging Chapter 23 Patterns of Gene Inheritance Chapter 24 Chromosomal Inheritance and Genetic DisordersChapter 25 DNA Structure and Control of Gene ExpressionChapter 26 Biotechnology and Genomics

Unit 6 Evolution and Diversity Chapter 27 Evolution of Life Chapter 28 Viruses, Bacteria, and ArchaeaChapter 29 ProtistansChapter 30 Plants Chapter 31 Animals: Part I Chapter 32 Animals: Part II

Unit 7 Behavior and Ecology Chapter 33 Animal Behavior Chapter 34 Population Ecology Chapter 35 Nature of Ecosystems Chapter 36 The Biosphere Chapter 37 Environmental Concerns

Inquiry into Life offers a unique approach to biology by explaining basic biological concepts and processes with a human emphasis, making biology relevant and understandable.

Inquiry Into Life Guided Tour

Table of Contents

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Inquiry Into Life Guided Tour continuedThe authors will motivate you and enable you to understand and appreciate the wonders of all areas of biology. Let’s take a closer look at what you will find inside Inquiry into Life.

Red Hot Chili PeppersHave you ever bitten into a hot pepper and had the sensation that your mouth is on fire? Your eyes water and you are in real pain! The feelings of heat and pain are due to a membrane protein in your sensory nerves. Capsaicin is the chemical in chili peppers that binds to a channel protein in specialized sen-sory nerve cell endings called nociceptors (noci- means hurtful). One of the important functions of a membrane is to control what molecules move into and out of the cell and when they move. This particular channel protein, when activated, allows calcium ions to flow into the cell. In addition to capsaicin, other factors such as an acidic pH, heat, electrostatic charges, and a variety of chemical agents can activate this channel protein. Once activated by any of these signals, the response is the same. The channel opens, calcium ions flow into the cell, and the nociceptor sends a signal to the brain. The brain then interprets this signal as pain. As long as the capsaicin is present, this pathway will continue to send signals to the brain. So the quickest way to alleviate the pain is to remove the capsaicin and close the channel protein. While some people drink cold water, this does very little other than cool down their mouth because capsaicin is lipid-soluble and does not dissolve in water. However, drinking milk, or eating rice or bread, usually helps. If you are a true “chili head,” you know that if you survive the first bite, the next bite is easier. That is because within minutes, the pathway becomes desensitized, or fails to respond, to the pain. However, other pathways, such as those in the eyes, may become activated if exposed to the capsaicin!

In this chapter, we will discuss the various functions of proteins embed-ded in the membranes of your cells and how the membranes control what enters and leaves the cells. We will also describe how cells communicate with each other through signals sent to receptor proteins in the cell membrane.

As you read through this chapter, think about the following questions:

1. What are the roles of the proteins in the plasma membrane of cells?

2. What type of transport is the calcium channel in this story exhibiting?

CASE STUDY 4Membrane Structure and Function

CHAPTER OUTLINE 4.1 Plasma Membrane Structure and

Function 4.2 The Permeability of the Plasma

Membrane 4.3 Modifications of Cell Surfaces

BEFORE YOU BEGINBefore beginning this chapter, take a few moments to review the following discussions:

Section 2.6 How does the structure of a phospholipid make it an ideal molecule for the plasma membrane?

Section 2.7 How does a protein’s shape relate to its function?

Figures 3.4 and 3.5 What are the key features of animal and plant cells?

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mheonline.com/biology7 Back to CONTENTS


Red Hot Chili PeppersHave you ever bitten into a hot pepper and had the sensation that your mouth

is on fire? Your eyes water and you are in real pain! The feelings of heat and pain are due to a membrane protein in your sensory nerves. Capsaicin is the chemical in chili peppers that binds to a channel protein in specialized sen-sory nerve cell endings called nociceptors (noci- means hurtful). One of the important functions of a membrane is to control what molecules move into and out of the cell and when they move. This particular channel protein, when activated, allows calcium ions to flow into the cell. In addition to capsaicin, other factors such as an acidic pH, heat, electrostatic charges, and a variety of chemical agents can activate this channel protein. Once activated by any of these signals, the response is the same. The channel opens, calcium ions flow into the cell, and the nociceptor sends a signal to the brain. The brain then interprets this signal as pain. As long as the capsaicin is present, this pathway will continue to send signals to the brain. So the quickest way to alleviate the pain is to remove the capsaicin and close the channel protein. While some people drink cold water, this does very little other than cool down their mouth because capsaicin is lipid-soluble and does not dissolve in water. However, drinking milk, or eating rice or bread, usually helps. If you are a true “chili head,” you know that if you survive the first bite, the next bite is easier. That is because within minutes, the pathway becomes desensitized, or fails to respond, to the pain. However, other pathways, such as those in the eyes, may become activated if exposed to the capsaicin!













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Case Study The opening case study is designed to demon-strate how the chapter content is relevant. The authors have not only chosen current-event topics, but have also included a series of two or three questions that students should be thinking of as they progress through the chapters.














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Chapter Outline lists the major sections that will be discussed in the chapter.


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Chapter Outline lists the major sections that will be discussed in the chapter.

Before You Begin links the content of the chapter with material from earlier in the text. The questions designate important topics that students should understand before proceeding into the chapter.


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Inquiry Into Life Guided Tour continued

Learning Outcomes provide students with what they should glean from study of the chapter content. You can assign activities through Connect(R) to help students achieve these outcomes.

64 UNIT 1 Cell Biology

4.1 Plasma Membrane Structure and Function

Learning Outcomes

Upon completion of this section, you should be able to 1. Describe the fluid-mosaic model of membrane structure. 2. Describe the diverse roles of proteins in membranes.

As we introduced in Chapter 3, the plasma membrane separates the internal environment of the cell from the external environment. In doing so, it regulates the entrance and exit of molecules from the cell. In this way, it helps the cell and the organism maintain a steady internal environment, a process called homeostasis. The plasma membrane is made primarily of phospholipids, a type of lipid with both hydrophobic and hydrophilic properties. The phospholipids of the membrane form a bilayer, with the hydrophilic (water-loving) polar heads of the phospholipid molecules facing the outside and

inside of the cell (where water is found), and the hydrophobic (water-fearing) nonpolar tails facing each other (Fig. 4.1). The phospholipid bilayer has a fluid consistency, comparable to that of light oil. The fluidity of the membrane is regulated by steroids such as cholesterol, which serve to stiffen and strengthen the membrane.

Throughout the membrane are numerous proteins, in which protein molecules are either partially or wholly embedded. These proteins are scattered either just outside or within the membrane, and may be either partially or wholly embedded in the phospho-lipid bilayer. Peripheral proteins are associated with only one side of the plasma membrane. Peripheral proteins on the inside of the membrane are often held in place by cytoskeletal filaments. In contrast, integral proteins span the membrane, and can protrude from one or both sides. They are embedded in the membrane, but they can move laterally, changing their position in the membrane. The proteins in the membrane form a mosaic pattern, and this com-bination of proteins, steroids, and phospholipids is called the fluid-mosaic model of membrane structure (Fig. 4.1).

Outside cell

Inside cell

plasma membrane

glycolipid

glycoprotein

integral protein

cholesterol

peripheral protein

filaments of cytoskeleton

phospholipidbilayerphospholipid

extracellularmatrix (ECM)

hydrophilicheads

hydrophobictails

carbohydrate chain

Figure 4.1 Fluid-mosaic model of plasma membrane structure. The membrane is composed of a phospholipid bilayer in which proteins are embedded (integral proteins) or associated with the cytoplasmic side (peripheral proteins). Steroids (cholesterol) help regulate the fluidity of the membrane. Cytoskeleton filaments are attached to the inside surface by membrane proteins.

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as the heart, stomach, and bladder, where tissues get stretched—desmosomes hold the cells together. Adhesion junctions are the most common type of intercellular junction between skin cells.

Another type of junction between adjacent cells are tight junctions (Fig. 4.13b), which bring cells even closer than desmo-somes. Tight junction proteins actually connect plasma membranes between adjacent cells together, producing a zipperlike fastening. Tissues that serve as barriers are held together by tight junctions;

c. Gap junction

b. Tight junction

a. Adhesion junction

membranechannels

intercellularspace

plasmamembranes

plasmamembranes

intercellularspace

tight junctionproteins

intercellularspace

filaments ofcytoskeleton

cytoplasmicplaque

adhesionproteins

plasmamembranes

81,000×

96,000×

30,000×

Figure 4.13 Examples of cell junctions. a. In adhesion junctions, such as the desmosome, adhesive proteins connect two cells. b. Tight junctions between cells have joined their adjacent plasma membranes, forming an impermeable layer. c. Gap junctions allow communication between two cells by joining plasma membrane channels between the cells. a. © Kelly, 1966. Originally published in The Journal of Cell Biology, 28:51–72.

in the intestine, the digestive juices stay out of the rest of the body, and in the kidneys, the urine stays within kidney tubules, because the cells are joined by tight junctions.

A gap junction (Fig. 4.13c) allows cells to communicate. A gap junction is formed when two identical plasma membrane chan-nels join. The channel of each cell is lined by six plasma mem-brane proteins. A gap junction lends strength to the cells, but it also allows small molecules and ions to pass between them. Gap junc-tions are important in heart muscle and smooth muscle because they permit a flow of ions that is required for the cells to contract as a unit.

Plant Cell WallsIn addition to a plasma membrane, plant cells are surrounded by a porous cell wall that varies in thickness, depending on the function of the cell.

All plant cells have a cell wall. The primary cell wall contains cellulose fibrils (very fine fibers) in which microfibrils are held together by noncellulose substances. Pectins allow the wall to stretch when the cell is growing, and noncellulose polysaccharides harden the wall when the cell is mature. Pectins are especially abundant in the middle lamella, which is a layer of adhesive sub-stances that holds the cells together.

In a plant, the cytoplasm of living cells is connected by plasmodesmata (sing., plasmodesma), numerous narrow, mem-brane-lined channels that pass through the cell wall. Cytoplasmic strands within these channels allow direct exchange of some mate-rials between adjacent plant cells and eventually connect all the cells within a plant. The plasmodesmata allow only water and small solutes to pass freely from cell to cell.

Check Your Progress 4.3 1. Describe the molecule composition of the extracellular

matrix of an animal cell. 2. Explain the difference between the function of an adhesion,

gap, and tight junction. 3. Contrast the extracellular matrix of an animal cell with the

cell wall of a plant cell.

ConclusionIn the case of the particular channel described in the opening of this chapter, exposure to the capsaicin molecules in a chili pepper opens a channel protein in the membrane of the cells. This allows calcium ions to enter the cell and initiate a cas-cade of events that results in the sensation of pain. As we have seen, this is a type of facilitated diffusion, because the calcium ions are moving down their concentration gradient with the assistance of a channel protein. It is interesting to note that later in this text (section 19.4) you will learn about a different type of voltage-gated ion channel that also allows calcium ions to enter the cell. In cells with this type of channel, muscular contraction or neuron excitation occurs.

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Check Your Progress questions at the end of each section help students assess and/or apply understanding of the material in the section.



Learning Outcomes





Outside cell

Inside cell

plasma membrane

glycolipid

glycoprotein

integral protein

cholesterol

peripheral protein




hydrophilicheads

hydrophobictails

carbohydrate chain


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c. Gap junction

b. Tight junction


membranechannels

intercellularspace

plasmamembranes

plasmamembranes

intercellularspace


intercellularspace


cytoplasmicplaque

adhesionproteins

plasmamembranes

81,000×

96,000×

30,000×












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c. Gap junction

b. Tight junction


membranechannels

intercellularspace

plasmamembranes

plasmamembranes

intercellularspace


intercellularspace


cytoplasmicplaque

adhesionproteins

plasmamembranes

81,000×

96,000×

30,000×












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Check Your Progress questions at the end of each section help students assess and/or apply understanding of the material in the section.

The Conclusion feature at the end of the chapter explains how the material learned relates to the scenario presented on the opening pages.



Learning Outcomes





Outside cell

Inside cell

plasma membrane

glycolipid

glycoprotein

integral protein

cholesterol

peripheral protein




hydrophilicheads

hydrophobictails

carbohydrate chain


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Chapter 4 Membrane Structure and Function 77

protein assists the movement of a molecule down its concentration gradient. No energy is required.

■ During active transport, a carrier protein acts as a pump that causes a substance to move against its concentration gradient. Energy in the form of ATP molecules is required for active transport to occur. The sodium-potassium pump is one example of active transport.

■ Larger substances can exit and enter a membrane by exocytosis and endocytosis. Exocytosis involves secretion. Endocytosis includes phagocytosis and pinocytosis. Receptor-mediated endocytosis, a type of pinocytosis, makes use of receptor molecules in the plasma membrane and a coated pit, which pinches off to form a vesicle.

4.3 Modifications of Cell Surfaces■ Animal cells have an extracellular matrix (ECM) that influences

their shape and behavior. The amount and character of the ECM varies by tissue type. Some animal cells have junction proteins that join them to other cells of the same tissue. Adhesion junctions and tight junc-tions help hold cells together; gap junctions allow passage of small molecules between cells.

■ Plant cells have a freely permeable cell wall, with cellulose as its main component. Also, plant cells are joined by narrow, membrane-lined channels called plasmodesmata that span the cell wall and contain strands of cytoplasm that allow materials to pass from one cell to another.

ASSESS

Testing YourselfChoose the best answer for each question.

4.1: Plasma Membrane Structure and Function 1. In the fluid-mosaic model, the fluid properties are associated with

the nature of the ______ and the mosaic pattern is established by the _______.

a. nucleic acids; phospholipids b. phospholipids; embedded proteins c. embedded proteins; cholesterol d. phospholipids; nucleic acids

SUMMARIZE

4.1 Plasma Membrane Structure and Function■ The plasma membrane plays an important role in isolating the cell

from the external environment and in maintaining homeostasis within the cell. According to the fluid-mosaic model of the plasma mem-brane, a lipid bilayer is fluid and has the consistency of light oil. The hydrophilic heads of phospholipids form the inner and outer surfaces, and the hydrophobic tails form the interior.

■ Proteins within the membrane are the mosaic portion. The peripheral proteins often have a structural role in that they help stabilize and shape the plasma membrane. They may also function in signaling path-ways. The integral proteins have a variety of functions, including act-ing as channel proteins, carrier proteins, cell recognition proteins, receptor proteins, and enzymatic proteins.

■ Carbohydrate chains are attached to some of the lipids and proteins in the membrane. These are glycolipids and glycoproteins.

4.2 The Permeability of the Plasma Membrane■ The plasma membrane is selectively permeable, meaning that some

substances, such as gases, freely cross a plasma membrane, while others—particularly ions, charged molecules, and macromolecules—have to be assisted across.

■ Passive ways of crossing a plasma membrane (diffusion and facili-tated transport) do not require an expenditure of chemical energy (ATP). Active ways of crossing a plasma membrane (active transport and vesicle formation) do require an expenditure of chemical energy.

■ Lipid-soluble compounds, water, and gases simply diffuse across the plasma membrane by moving down their concentration gradient (high to low concentration).

■ The diffusion of water across a membrane is called osmosis. Water (a solvent) moves across the membrane into the area of lower water (or higher solute) content. When cells are in an isotonic solution, they neither gain nor lose water; when they are in a hypotonic solution, they gain water; and when they are in a hypertonic solution, they lose water. Osmotic pressure occurs as a result of differences in tonicity.

■ Some molecules are transported across the membrane by carrier pro-teins that span the membrane. During facilitated transport, a carrier

MEDIA STUDY TOOLShttp://connect.mheducation.comMaximize your study time with McGraw-Hill SmartBook®, the first adap-tive textbook.

MP3 Files

Animations

3D Animations Tutorials

4.1 Membrane Structure4.2 Diffusion • Osmosis

4.2 How Diffusion Works • How Osmosis Works • Hemolysis and Crenation • Effect of Tonicity on Cells • How Facilitated Diffusion Works • How the Sodium-Potassium Pump Works • Cotransport • Endocytosis and Exocytosis

4.1 Membrane Transport: Lipid Bilayer4.2 Membrane Transport: Diffusion • Membrane Transport: Osmosis • Membrane Transport: Active Transport

4.2 Osmosis and Tonicity • Sodium-Potassium Pump

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ASSESS





SUMMARIZE












MP3 Files

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Media Study Tools Connect(R) provides access to several digital resources including an adaptive SmartBook. These charts provide a list of the animations, tutorials, and other digital tools that will help enhance a student's learning experience and understanding of course content.


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ASSESS





SUMMARIZE












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ASSESS





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Summarize provides an excellent overview of the chapter concepts using concise, bulleted summaries, summary tables, and key illustrations. The boldfaced terms represent the key terms from each section of the chapter. These are placed within the summary to help students understand how the term relates to content in the chapter.


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ASSESS





SUMMARIZE












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Assess Testing Yourself questions help students review the material and prepare for tests.


Summarize provides an excellent overview of the chapter concepts using concise, bulleted summaries, summary tables, and key illustrations. The boldfaced terms represent the key terms from each section of the chapter. These are placed within the summary to help students understand how the term relates to content in the chapter.


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4.3 Modifications of Cell Surfaces 10. The extracellular matrix a. assists in the movement of substances across the plasma

membrane. b. prevents the loss of water when cells are placed in a hypertonic

solution. c. has numerous functions that affect the shape and activities of the

cell that produced it. d. contains the junctions that sometimes occur between cells. e. All of these are correct. 11. Which of the following junctions allows for cytoplasm-to-cytoplasm

communication between cells? a. adhesion junctions b. tight junctions c. gap junctions d. None of these are correct.

ENGAGE

BioNOWWant to know how this science is relevant to your life? Check out the BioNow video below:

■ Saltwater Filter

Thinking Critically 1. When a signal molecule such as a growth hormone binds to a

receptor protein in the plasma membrane, it stays on the outside of the cell. How might the inside of the cell know that the signal has bound?

2. As mentioned, cystic fibrosis is a genetic disorder caused by a defective membrane transport protein. The defective protein closes chloride channels in membranes, preventing chloride from being exported out of cells. This results in the development of a thick mucus on the outer surfaces of cells. This mucus clogs the ducts that carry digestive enzymes from the pancreas to the small intestine, clogs the airways in the lungs, and promotes lung infections. Why do you think the defective protein results in a thick, sticky mucus outside the cells, instead of a loose, fluid covering?

PHOTO CREDITS

Opener: © Tooga Productions, Inc./Getty Images; 4.7(top left, center, right): © David M. Phillips/Science Source; 4.7(bottom left, center): © Dwight Kuhn; 4.7(bottom right): © Ed Reschke/Getty Images; 4.11a: © Eric Grave/Phototake; 4.11b: © Don W. Fawcett/Science Source; 4.11c(both): © Mark Bretscher; 4.13a: © SPL/Science Source; 4.13b–c: © David M. Phillips/Science Source.

2. Which of the following is not a function of proteins present in the plasma membrane?

a. Proteins assist the passage of materials into the cell. b. Proteins interact with and recognize other cells. c. Proteins bind with specific hormones. d. Proteins carry out specific metabolic reactions. e. Proteins produce lipid molecules. 3. The carbohydrate chains projecting from the plasma membrane are

involved in a. adhesion between cells. c. cell-to-cell recognition. b. reception of molecules. d. All of these are correct.

4.2 The Permeability of the Plasma Membrane 4. When a cell is placed in a hypotonic solution, a. solute exits the cell to equalize the concentration on both sides of

the membrane. b. water exits the cell toward the area of lower solute concentration. c. water enters the cell toward the area of higher solute

concentration. d. there is no net movement of water or solute. 5. When a cell is placed in a hypertonic solution, a. solute exits the cell to equalize the concentration on both sides of

the membrane. b. water exits the cell toward the area of lower solute concentration. c. water exits the cell toward the area of higher solute

concentration. d. there is no net movement of water or solute. 6. Which of the following is incorrect regarding facilitated diffusion? a. It is a passive process. b. It allows the movement of molecules from areas of low

concentration to areas of high concentration. c. It may use either channel or carrier proteins. d. It allows the rapid transport of glucose across the membrane. 7. The sodium-potassium pump a. helps establish an electrochemical gradient across the membrane. b. concentrates sodium on the outside of the membrane. c. uses a carrier protein and chemical energy. d. is present in the plasma membrane. e. All of these are correct. 8. Which of the following processes is involved in the bulk transport

of molecules out of the cell? a. phagocytosis b. pinocytosis c. receptor-mediated endocytosis d. exocytosis e. None of these are correct. 9. Which process uses special proteins on the surface of the membrane

to identify specific molecules for transport into the cell? a. phagocytosis b. pinocytosis c. receptor-mediated endocytosis d. exocytosis

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4.3 Modifications of Cell Surfaces 10. The extracellular matrix a. assists in the movement of substances across the plasma

membrane. b. prevents the loss of water when cells are placed in a hypertonic

solution. c. has numerous functions that affect the shape and activities of the

cell that produced it. d. contains the junctions that sometimes occur between cells. e. All of these are correct. 11. Which of the following junctions allows for cytoplasm-to-cytoplasm

communication between cells? a. adhesion junctions b. tight junctions c. gap junctions d. None of these are correct.

ENGAGE

BioNOWWant to know how this science is relevant to your life? Check out the BioNow video below:

■ Saltwater Filter

Thinking Critically 1. When a signal molecule such as a growth hormone binds to a

receptor protein in the plasma membrane, it stays on the outside of the cell. How might the inside of the cell know that the signal has bound?

2. As mentioned, cystic fibrosis is a genetic disorder caused by a defective membrane transport protein. The defective protein closes chloride channels in membranes, preventing chloride from being exported out of cells. This results in the development of a thick mucus on the outer surfaces of cells. This mucus clogs the ducts that carry digestive enzymes from the pancreas to the small intestine, clogs the airways in the lungs, and promotes lung infections. Why do you think the defective protein results in a thick, sticky mucus outside the cells, instead of a loose, fluid covering?

PHOTO CREDITS

Opener: © Tooga Productions, Inc./Getty Images; 4.7(top left, center, right): © David M. Phillips/Science Source; 4.7(bottom left, center): © Dwight Kuhn; 4.7(bottom right): © Ed Reschke/Getty Images; 4.11a: © Eric Grave/Phototake; 4.11b: © Don W. Fawcett/Science Source; 4.11c(both): © Mark Bretscher; 4.13a: © SPL/Science Source; 4.13b–c: © David M. Phillips/Science Source.

2. Which of the following is not a function of proteins present in the plasma membrane?

a. Proteins assist the passage of materials into the cell. b. Proteins interact with and recognize other cells. c. Proteins bind with specific hormones. d. Proteins carry out specific metabolic reactions. e. Proteins produce lipid molecules. 3. The carbohydrate chains projecting from the plasma membrane are

involved in a. adhesion between cells. c. cell-to-cell recognition. b. reception of molecules. d. All of these are correct.

4.2 The Permeability of the Plasma Membrane 4. When a cell is placed in a hypotonic solution, a. solute exits the cell to equalize the concentration on both sides of

the membrane. b. water exits the cell toward the area of lower solute concentration. c. water enters the cell toward the area of higher solute

concentration. d. there is no net movement of water or solute. 5. When a cell is placed in a hypertonic solution, a. solute exits the cell to equalize the concentration on both sides of

the membrane. b. water exits the cell toward the area of lower solute concentration. c. water exits the cell toward the area of higher solute

concentration. d. there is no net movement of water or solute. 6. Which of the following is incorrect regarding facilitated diffusion? a. It is a passive process. b. It allows the movement of molecules from areas of low

concentration to areas of high concentration. c. It may use either channel or carrier proteins. d. It allows the rapid transport of glucose across the membrane. 7. The sodium-potassium pump a. helps establish an electrochemical gradient across the membrane. b. concentrates sodium on the outside of the membrane. c. uses a carrier protein and chemical energy. d. is present in the plasma membrane. e. All of these are correct. 8. Which of the following processes is involved in the bulk transport

of molecules out of the cell? a. phagocytosis b. pinocytosis c. receptor-mediated endocytosis d. exocytosis e. None of these are correct. 9. Which process uses special proteins on the surface of the membrane

to identify specific molecules for transport into the cell? a. phagocytosis b. pinocytosis c. receptor-mediated endocytosis d. exocytosis

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Engage BioNOW videos help students relate the study of biology to their daily lives.

Thinking Scientifically questions give students an opportunity to reason as a scientist.


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LearnSmart(R) Labs

Based on the same world-class, super-adaptive technology as LearnSmart, LearnSmart Labs is a must-see, outcomes-based lab simulation. It assesses a student’s knowledge and adaptively corrects deficiencies, allowing the student to learn faster and retain more knowledge with greater success.

: The student’s knowledge is adaptively leveled on core learning outcomes: Questioning reveals knowledge deficiencies that are corrected by the delivery of content that is conditional on a student’s response.

: A simulated lab experience requires the student to think and act like a scientist: Recording, interpreting, and analyzing data using simulated equipment found in labs and clinics.

: A virtual coach provides subtle hints when needed, asks questions about the student’s choices, and allows the student to reflect upon and correct those mistakes.

Your digital solution for meeting traditional lab challenges, improving student performance, and creating an online experience that rivals the real world.

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Manage your class your way with digital, print, or hybrid course management tools

Support with Connect (R)

Connect® is your solution for Honors Biology curriculum support and course management. Connect® is a robust, web-based, assignment and assessment platform for teachers and students. With Connect®, students have the means to better connect with coursework, teachers and important concepts they need to know for success now and in the future. It also provides a range of useful resources and activities for students and teachers.

SmartBook® is the first and only adaptive reading experience designed to improve the way students read and learn. Powered by the intelligent diagnostic and adaptive LearnSmart® engine, SmartBook uses assessments that consider both confidence level and responses to content questions to identify what a student knows and doesn’t know. As the student

reads, the material constantly adapts to ensure the student is focused on the content he or she needs the most to close any knowledge gaps. The result is that students learn faster, study more efficiently, and retain more knowledge, allowing teachers to focus valuable class time on higher-level concepts.

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Classroom Resources

Connect® for Inquiry into Life includes a robust collection of advanced teaching resources to customize your Honors Biology course your way.

: An Instructor’s Manual, which contains chapter outlines, lecture enrichment ideas, and discussion questions.

: PowerPoint Presentations, digital images, and videos are available to help teachers build dynamic presentations.

: BIONow Videos provide an engaging story about applying biology to a real situation using tools and techniques that make science approachable.

: Tutorial Videos, prepared by author Michael Windelspecht, help students understand some of the more difficult topics in the chapter.

: 3D animations of key biological processes bring an unprecedented level of control to the classroom. You control the animation’s level of detail and appearance so you can create the experience you want.

: Forensic Science Activities to increase student interest and support throughout the course.

: Virtual labs correlated to many chapters in the text.

: Additional case studies to use throughout the course.

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To view our full line of products visit mheducation.com/prek-12

Actions speak louder than words. We prove our commitment to you and your students with:

• Intensive behind-the-scenes technology training

• Program implementation training

• Ongoing support and troubleshooting

For more information contact your Specialist or visit mheonline.com/biology

Melinda [email protected]

Andrew [email protected]

Jeanette [email protected]

Jason [email protected]

Tina [email protected]

Alyson [email protected]

AP 16 M 06901 2/16

Contact Your Specialist

AP®, Advanced Placement®, and Advanced Placement Program® are trademarks registered by the College Board, which was not involved in the production of, and does not endorse, these products.

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http://mheducation.com/prek-12


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