Instructor s Manual. to accompany. Human Biology. Seventh Edition. Sylvia S. Mader. Prepared by Jennifer Carr Burtwhistle

Transcription

1 Instructor s Manual to accompany Human Biology Seventh Edition Sylvia S. Mader Prepared by Jennifer Carr Burtwhistle

2 Instructor s Manual to accompany HUMAN BIOLOGY, SEVENTH EDITION SYLVIA S. MADER Published by McGraw-Hill Higher Education, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY Copyright The McGraw-Hill Companies, Inc., 2002, 2000, 1998, 1995, 1992, 1990, All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with HUMAN BIOLOGY, provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

3 CONTENTS Chapter 1 A Human Perspective 1 Chapter 2 Chemistry of Life.. 4 Chapter 3 Cell Structure and Function.. 11 Chapter 4 Organization and Regulation of Body Systems 17 Chapter 5 Digestive System and Nutrition 23 Chapter 6 Composition and Function of the Blood 30 Chapter 7 Cardiovascular System.. 34 Chapter 8 Lymphatic and Immune System 40 Chapter 9 Respiratory System 46 Chapter 10 Urinary System and Excretion. 51 Chapter 11 Skeletal System 56 Chapter 12 Muscular System. 62 Chapter 13 Nervous System Chapter 14 Senses.. 75 Chapter 15 Endocrine System 81 Chapter 16 Reproductive System 87 Chapter 17 Sexually Transmitted Diseases. 92 Chapter 18 Development and Aging 97 Chapter 19 Chromosomal Inheritance Chapter 20 Genes and Medical Genetics Chapter 21 DNA and Biotechnology. 114 Chapter 22 Cancer Chapter 23 Human Evolution 126 Chapter 24 Ecosystems and Human Interferences. 131 Chapter 25 Conservation of Biodiversity iii

4 PREFACE Human Biology is designed for use with one-semester introductory biology courses. The text focuses on the organization and the functioning of human body systems, human inheritance, and human evolution and ecology. Many new features of the seventh edition allow students to understand biology in the context of daily living. INSTRUCTOR S MANUAL The Instructor s Manual, prepared by Dr. Jennifer Carr Burtwistle, is designed to help you prepare for classes using Human Biology. The behavioral objectives, extended lecture outline, and correlation guides to McGraw-Hill web sites and products will aid you in the preparation of lectures. Student activities are intended to help you involve your students in class discussions. Organization of the Manual Each chapter of the Instructor s Manual has the following features: Behavioral Objectives The behavioral objectives are section, page, and figure referenced to help you locate relevant material in the text. Extended Lecture Outline The outline allows you to see chapter organization topics at a glance. Correlation Guide The correlation guide suggests relevant topics for each chapter section, and includes these features: Mader Human Biology 7/e Visual Resource Library CD-ROM Dynamic Human 2.0 CD-ROM Life Science Animations Visual Resource Library 2.0 Essential Study Partner Modules Online (with direct web links) Case Studies Online (with direct web links) Transparencies Seventh Edition Changes An explanation of text changes and reorganization along with new figures and tables is presented here. Student Activities In-class discussions and readings, along with suggestions for visits from medical professionals are listed here. These activities are designed both to boost student participation in class discussions as well as to help students relate what they study in the classroom to current topics in the news. iv

5 CHAPTER 1 A HUMAN PERSPECTIVE Behavioral Objectives 1. Describe the biological characteristics of human beings. [1.1, p.2, Table 1.1] 2. Recognize how humans fit into the world of living things. [1.1, pp.2-5, Fig. 1.2 & 1.3] 3. Realize that some human activities threaten the biosphere. [1.1, p.4-7, Fig. 1.4 & 1B] 4. Understand how the scientific process is used to gather information and to arrive at conclusions. [1.2, p.8-11] 5. Outline the steps of the scientific method. [1.2, p.8-11, Fig. 1.5, 1.6, & 1.7] 6. Discuss how all people have a responsibility to the global community to decide how best to use scientific knowledge for the benefit of all living things, including humans. [1.3, p.11] 7. Understand and use the bold-faced and italicized terms included in this chapter. [Understanding Key Terms, p.13] Extended Lecture Outline 1.1 Biologically Speaking Who Are We? Human beings are highly organized. All other living things are made up of cells. Cells are organized into tissues, organs, and organ systems, all of which contribute to homeostasis. Human beings reproduce and grow. Humans have a cultural heritage that makes us think we are separate from nature, but we, too, are a product of evolution. How Do We Fit In? Human beings are the product of an evolutionary process. The classification of living things mirrors their evolutionary relationships. Humans are a part of the biosphere because they interact within their own populations and within the larger community of organisms. Humans Threaten the Biosphere Humans alter ecosystems to suit their own needs, disregarding consequences. As human populations increase in size, more ecosystems are threatened. Biodiversity: Going, Going, Gone Biodiversity is rapidly declining. Loss of biodiversity threatens the stability of the entire biosphere. Also humans are dependent on other species for food, clothing, medicines, and various raw materials. Of special concern is the destruction of tropical rain forests around the globe. Mader VRL CD-ROM Image 0001al.jpg (Fig. 1.1) Image 0002al.jpg (Fig. 1.2a) Image 0002bl.jpg (Fig. 1.2b) Image 0003l.jpg (Fig. 1.3) Image 0004l.jpg (Fig. 1.4) Image jpg (Fig.1A) Image jpg (Fig. 1B) Life Science Animations VRL 2.0 Introduction/Organization/Levels of Biological Organization Animal Biology/ Animal General Biology/ Traditional Five- Kingdom System of Classification Animal Biology/ Animal General Biology/ Classification and Phylogeny

6 Mader ESP Modules Online Diversity/Classification/Hierarchies Diversity/Classification/Kingdoms Diversity/Classification/Phylogeny Case Studies Online New Study Raises Estimates of Deforestation in Amazon Brazil (Amazon Region): Food of the Gods Transparencies 1 (Fig. 1.2) 2 (Fig. 1.3) 3 (Fig. 1.4) 1.2 The Process of Science Scientific Theories in Biology The ultimate goal of science is to understand the natural world in terms of scientific theories such as the cell theory and the theory of evolution. These concepts are based on the conclusion of a large number of observations and experiments. The Scientific Method Has Steps The process of science involves the scientific method, which includes observation, hypotheses, controlled experiments, and reformulation of hypotheses. The Discovery of Lyme Disease Observation Most victims lived in wooded areas; the disease was not contagious; symptoms first appear in the summer; and several victims remember a strange bull's-eye rash. Hypothesis Inductive reasoning was used to suggest that Lyme disease is caused by a pathogen transmitted by the bite of a tick. Conclusion Lyme disease is caused by a bacterium transmitted by the bite of the deer tick. Reporting the Findings Findings are reported in scientific journals. Scientists Use Controlled Experiments Controlled experiments use test groups and control groups (Fig. 1.7). Control groups go through all the steps of an experiment except the one being tested. If the control group shows the same results as the test group, the experiment is not valid. Mader VRL CD-ROM Image 0007l.jpg (Fig. 1.5) Image jpg (Fig. 1.6) Image 0009l.jpg (Fig. 1.7) Life Science Animations VRL 2.0 Introduction/ Flow Diagram for Scientific Method Transparencies 4 (Fig. 1.5) 5 (Fig. 1.6) 6 (Fig. 1.7) 1.3 Science and Social Responsibility Science is objective. It can only examine things that can be observed objectively, not supernatural or religious beliefs. Although science has improved our lives, science can produce potentially disastrous 2

7 technologies. Ethical and moral use of scientific findings is the social responsibility of all people. Mader VRL CD-ROM Image 0010l.jpg (Fig. 1C) Seventh Edition Changes New/Revised Text: This was the Introduction chapter in the previous edition. 1.2 The Process of Science includes an expanded explanation and summary of the scientific method. New Bioethical Focus: Animals in the Laboratory New/Revised Figures: 1.5 Flow diagram for the scientific method Student Activities Is It Alive? 1. Bring to class live specimens of nonpoisonous spiders and insects, along with similar life-like plastic specimens of similar species. Have students gather around the specimens and identify the features that distinguish the living specimens from the plastic ones. List the distinguishing features on the board or overhead as students suggest them. Animals in the Lab 2. Arrange to take your students to a laboratory on campus or at a nearby research facility to tour the animal housing facilities. Have the laboratory technician in charge of the lab explain what methods are used to ensure the animals receive good care and adequate housing. Explain the nature of the research involving animals in the research lab. Allow time for the students to ask questions. One Application of the Scientific Method 3. Invite a fellow faculty member engaged in research on your campus to tell the class how they use the scientific method to address a specific question. Ask them to include a description of the control group(s) used in their research. 3