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.
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Using the Answer Key

The answers given in this answer key for Glencoes california Reading Essentials are organized by chapter and section. Answers to Before You Read represent a range of possible responses. Use the answers given as guides to evaluate student responses.

Glencoe
Copyright 2005 by The McGraw-Thu Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with a Glencoe Science program. Any other reproduction, for sale or other use, is expressly prohibited. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027
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ANSWER KEY
Chapter 1
Before You Read Students should list some topics they think they will learn about as they study biology. Read to Learn 1. the study of all living things 2. organisms that can mate with each other and pro duce offspring that are able to reproduce 3. water, temperature, weather, air, and other organisms 4. 1). lower temperatures After You Read 1. Students should write a sentence for each of the following words: adaptation, evolution, and homeostasis, 2. 3. Answers will vary. For What is a hypothesis? the answer may be a hypothesis is a research method scientists use that explains a question or problem in a way that can be measured or tested. After You Read 1. Students should write a sentence usint at least two of the key terms. 2.

Before You Read Students should list examples of any important discov eries in the field of biology that they already know. Read to Learn 1. quantitative research and qualitative research After You Read 1. Students should define the terms ethics and tech nology in their own words.

.
3. Answers may include reliance on plants and ani mals for food lumber for building materials, and cotton for clothing.

Before You Read Students should explain the question that they hope to answer with an experiment that they have proposed. Read to Learn 1. an explanation for a question or problem that can be tested 2. control group and experimental group 3. anyone conducting an experiment

2. Students answers are underlined. 1. Scientific Research A. Quantitative Research 1. Research using numbers 2. An example would be an experiment that compares the temperatures at which dif frnt materials melt. B. Qualitative Research 1. Written descriptions of what scientists Ol)serve 2. ,example would be the observation and description of how a beaver builds its tlam.

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READING ESSENTIALS
Ajiswer

Ke

ANSWER KEY
3. Answers may include technologys role in reducing the labor force needed to grow and harvest crops

.
Before You Read Students should state the differences between pet food and food obtained in the wild. Read to Learn 1. break down the complex compounds of dead and decaying plants and animals

and in reducing environmental pollution.

Chapter 2
Before You Read Students should list a variety of ple, grass, dogs, and cats.

organisms,

such as peo

2. b. heat 3. autotrophs 4. the total dr weight of living matter at each trophic level 5. bacteria After You Read 1. Students define autotrophs and heterotrophs in their own words and then give an example of each.
Grass
autotroph on lowest trophic level performs photosynthesis

Read to Learn 1. animals that are common in your area of the country 2. organisms in the lab and in nature
3. the portion of Earth that supports living things

4. temperature, moisture, light, and soil

5. all the different populations in a biological commu

nity and the communitys abiotic factors 6. the place where an organism lives out its life 7. b. thick coat to protect it from the cold 8. mutualism After You Read 1. The three terms that identify specific types of syrn biotic relationships are commensalism, mutualism, and parasitism. Examples may mclude moss and trees for commensalism; ants and acacia trees for mutualism; and tick and dog for parasitism. 2.

Rabbit

Wolf

heterotroph eats autotrophs provides energy for other heterotrophs

heterotroph eats other heterotrophs on highest trophic level

3. a. T I). F

c. F d. T

Chapter 3
Before You Read Answers should include types of organism that would have difuicultv community.
surviving in your

Read to Learn 1. a limiting factor

3. 1.
C

2. b 3. a
4. e

2. the process of gradual, natural change and species replacement that takes place in an ecosystem over
time

3. b. secondary

5. d

.
READING ESSENTIALS

Answer Key

ANSWER KEY
After You Read 1. Stmlents highlight primary succession, secondary succession, and succession. Students circle climax comm unity. 2.

Chapter 4
Before You Read Students identify populations of living things near their homes and suggest reasons for fluctuations in the sizes of these populations. Read to Learn 1. lack of fbod or space and disease and predators 2. a. small

3. 1. (1 2. a

3. disease, competition, predators, parasites, and 4. a. a frost that destroys tomato plants.
5. no natural predators

food

3. c 4. e 5. b

After You Read 1. Sentences should demonstrate students under standing of how the term they have chosen relates to population dynamics. 2. Answers may include: Life-history patterns: rapid, slow; density-dependent factors: disease, cornpeti tion, predators, parasites, food; density-independent factors: temperature, storms, drought, flood, habitat destruction.

Before You Read Students highlight tundra, taiga, desert, grassland, tropical rain forests, and temperate/deciduous forests. In a different color, students highlight impor tant facts about each type of biome. Read to Learn 1. a coastal body of water partly surrounded by land that forms where a river meets the ocean 2. form the base of the aquatic food chain

3. wind, cloud cover, temperature, humidity, and the amount of rain and snow an area receives
4. b. grasslands

Before You Read Students should attempt to connect information from the previous section to human populations. For exam ple, disease and drought may reduce the human
population.

5.

temperate rain forest

and tropical rain forest

After You Read 1. Students use one of the terms that describes a biome in a sentence. Sentences should show an understanding of the term students have chosen. 2. a. rain forest b. tundra c. desert d. photic zone e. plankton

Read to Learn 1. ability to change their environment 2. a. more births than deaths. 3. b. rapid growth country After You Read 1. Circled terms will be age structure, birthrate, death rate, and doubling time.

READING ESSENTIALS

Answer Xcv

ANSWER KEY
Ill. Ioss of l3iodiversjtv
Increasing Population Decreasing Population

Positive growth rate More children than adults Will have doubling time

Negative growth rare More adults than children Will not have doubling time

A. Extinction can occur B. Species can become endangered or threatened TV ThttoBiodiyersi A. Habitat fragmentation B. Flahitat degradation 3. 1. d

Chapter 5

3Iiii dI& L1iii aI

Before You Read Students name one animal and one plant that would change the students Jives if they became extinct. They explain why their choices are important. Read to Learn 1. in warm, tropical places near the equator 2. depending on other living things to sniv alive 3. the separation of wilderness areas from other wilderness areas
4. a 5. damage to the ozone layer

2, a 3. e 4. h
5. c

Before You Read Students list things that they do to keep a favorite plant or animal safe and healthy. Read to Learn 1. the study and carrying out of ways to protect biodiversity
2. breeding and raising endangered species in a protected habitat, and then releasing into natural habitat

6. b. rain forests After You Read 1. Circled terms will he acid precipitation, habitat degradation, and habitat fragmentation.
2. I. Biological Diversity

icaldiversir refers to all the differm A. i pciesin an area. B. I)ei as red by counting alljhy species in a certain area. C. Xrneyjirtisnyr tle,, quitor Fiave more Ii. Importance of Biodiversitv A All living things are interdependent. B Biodiversitv can hrino stability to -rn rtosvstem. C. igEcurecncerLH1LmilitJ2e found.
.
.--

After You Read 1. Sentences should use one of the terms and show support for conservation efforts in the students commumt. 2. Answers xvill vary. Answers may include: Endangered and Threatened Specieshabitat corridors, reintroduction programs
Habitatscreation of natural preserves and national parks and sustainable use policies

Habitat Corridorsto keep species populations healthy and able to reproduce Sustainable Useto let people use land while protecting natural resources Reintroduction Programsto prevent extinction of endangered species

.
4
Anss cr

Key

READING ESSENTIALS

ANSWER KEY
Chapter 6
Before You Read Sentences should explain what living and nonhiving things have in common. Read to Learn 1. a substance that cannot be broken down pler chemical substances 2. protons and electrons
into

After You Read 1. Sentences should define one of the terms in the students own words 2. a. polar I). plaits c. temperature d. expands sim e. higher, lower f. concentration, temperature, pressure g. in, out

3. a substance made of atoms of two or more elements 4. a molecule

5. a. shares electrons

6. the forming or breaking of bonds 7. Number before an element: number of molecules in a substance; Subscript number after an element: number of atoms in the substance 8. b. False. A solution only forms when one substance dissolves in another substance.

Before You Read Lists of substances may include such things as water, oxygen, and nitrogen. Read to Learn 1. carbon, hydrogen, and oxygen 2. d. all of the above After You Read 1. Sentences should use two terms and indicate how the terms are related.

After You Read 1. Sentences should use two terms and the terms are related. 2.1.1 2. i
3. e 4. b 6. f

indicate how

2.
A. Carbohydrates

7. d
S. a 9. c

I. Biomolecules

/
\

B. Lipids C. Proteins 1. DNA

\D. Nucleic Acids

5. g

10. h

Chapter 7
i iTmwf Before You Read Students should list ways that water is important in their lives. Read to Learn 1. waters ability to attract ions 2. b. concentrated orange juice in warm water 3. to move particles in and out of the cell Before You Read Students identify two facts about cells. For example, cells are the basic units of living organisms and cells have a nucleus that controls the cells activities.

.
READING ESSENTIALS

Answer Key

ANSWER KEY
Read to Learn more cells; cells arc the 1. Living things have basic units of structure and function; all cells come from other cells.
one or

After You Read 1. Students write one definition in their own words. Sentences should indicate a clear understanding of the term. 2. The completed outline will read as follows: 1. Parts of a phospholipid molecule A. 2 fatty acids B. 1 glycerol C. 1 phosphgroup 11. Fluid mosaic model of plasma membrane A. Called fluid because the phospholipids are not ed in e lace but float in the membrane. B. Called mosaic because oLthptterns the proteins create on the membranes surface. 3. Answers will van. For example, the first heading could be structured as a question as follows: 1-low is balance maintained in a cell? The answer would be that the plasma membrane lets nutrients enter the cell and wastes leave the cell.

2. h. eukarvotic
3. controls all of a cells activities

After You Read Answers may vary. Students may relate eukarvote and prokarvotc as two categories of cells and corn pound light microscope and electron light micro scope as types of microscopes.

Characteristics of Prokaryotic Cells Only organdies not bound by membranes loose strands of DNA

Characteristics of Both Types of Cells

Characteristics of Eukaryotic Cells Only organeiles bound by membranes

os

=aorlree

3. Each box will contain one part of the cell theory as follows: All living things are made of one or more cells. Cells are the basic units of structure and function in all living things. All cells come from other cells.

Before You Read Students list members of a group to which they belong. Then they consider how the group functions when all members work together, similar to the way all parts of a cell work together. Read to Learn 1. the nucleolus

Before You Read Answers should suggest that nutrients and things that make the cell thrive would be let in, wastes would be let out, and toxins and poisons would not be allowed to enter. Read to Learn 1. to keep a healthy balance in a cell by allowing nutrients in and wastes to be removed 2. head: the phosphate group; tails: nonpolar 3. phospholipids, protein molecules, and cholesterol

2. the rough endoplasmic reticulum and the smooth endoplasmic reticulum

3. capture light energy and change it into chemical

energy 4. to help materials move around the cell After You Read 1. Chloroplasts are found in plants but not in animals. They capture light energy and it into chemical be used by the plant.
convert energy to

2.

Answers ing of

will

vary

the

interaction

but should show two cell

of

an

understand

structures.

.
6 Answer Key
READING ESSENTIALS

ANSWER KEY
3.
Eukaryotic Cell Structure
Cell Part cell wall

Structure
rigid wall outside the plasma membrane strands of DNA central organelle Orqanelle not bound by a membrane thick fluid membrane of phosphoiipid bilayers series of rightly folded membranes orqanelle sac inside a membrane organeile filled with digestive enzymes

Task
protects and supports a cell gives directions for making proteJns controls activities of cells organdIes makes ribosomes where ret makes proteins suspends cells organdies
filters materials entering the nucleus

3. tud nts cit. t one of th que tion h adin s in the Read to I cain section. The pros ide an anst cr mi that question bued on t hat the ha e read

chromatin nucleus nucleolus nbosomes cytoplasm nuclear envelope endoplasmic reticulum Golgi apparatus vacuole lysosome

Before You Read Students should describe what they think would happen if a bush or tree were allowed to grow without human
intervention

site of cellular chemical reactions sorts proteins and packs the vesicies stores materials temporarily remoses the waste from a cell

Read to Learn 1. chromosomes 2. organs After You Read 1. 1. prophase 2. metaphase 3. anaphase 4. telophase 2. Answers will include two such as:
facts

Chapter 8
//

about each period,

Before You Read Students discuss examples of when things are easily transported and what equipment is sometimes used to assist in transporting things that are difficult to move. Read to Learn 1. OSfliOSis 2. passive transport After You Read 1. Students should highlight endocytosis and exocytosis. 2.
Characteristics of
Facilitated Diffusion

Interphase: A cell grows in size. Chromosomes are duplicated. Interphase is the busiest phase of the cell cycle. Mitosis: It is the process by which cells divide and two daughter cells form. Each of these daughter cells contains a complete set of chromosomes that are identical to those of the parent cell. The four phases of mitosis are prophase, metaphase, anaphase, and telophase. 3. a. sister chromatids b.
mitosis

Characteristics of
Active Transport

c. Chromosomes d. cell cycle e. Tissues

Characteristics of Both

Before You Read Students describe what foods they think belong in a healthful diet.

.
READING ESSENTIALS Answer Key

ANSWER KEY
Read to Learn 1. cancer

2. a. apple
After You Read

3. three one two one

1. Answers should include both terms. An example would be: Cancer occurs when damaged genes grow Out of control. 2.
1. Environmental factors or viral infections dam age genes. 3. Cancer occurs.
2. Uncontrolled cell

Before You Read

division occurs.

Students should correctly highlight the bolded terms in the Read to Learn section. Using a different color, stu dents should highlight the definition of each key term.
Read to Learn

4. Cancerous cells form tumors that deprive nor mal cells of nutrients.

1. light-dependent reactions and light-independent

reactions

2. Carbon dioxide is used to form sugars, which become stored energy.

Chapter 9
Before You Read Students may list thinking, muscles contractions while running, and chewing. Read to Learn

After You Read

1. Students define one of the terms in their own words. Review the definitions closely to make sure that students have a clear understanding of the term. 2. Students may choose: What happens to lost energy? A sample answer would be that energy lost can be used to form ATP from ADP or stored as NADPH for use in the light-independent reactions. 3.
Phases of Photosynthesis

.
I

1. provides the cells in our bodies with quick energy 2. h. homeostasis.

After You Read

1. Answers may vary. For example: ATP becomes ADP when it loses one phosphate group and gives off energy. ADP becomes ATP when it gains one phosphate group and stores energy. 2.

Light-dependent reactions

Light-independent reactions

Light energy transfers to

ATP molecule
gains one phosphate group to become ATP and stores energy loses one phosphate group to become ADP and gives off energy

Use carbon dioxide to form sugars that are stored as energy in the
cycle Calvin

chlorophyll

which passes the energy through the

electron transport chain

ADP molecule

Lost energy is

used to form
ATP

stored as
NADPH

Answer Key

READING ESSENTIALS

ANSWER KEY

.
Before You Read Students list foods that come from plant sources. Read to Learn 1. ghcolvsis, the citric acid cycle, and the electron transport chain 2. during heavy exercises 3. Both use electron carriers and a cycle of reactions to form .VlP; both also use electron transport chains. After You Read 1. alcoholic fermentation, lactic acid fermentation 2. I. Glvcohsis A. Chemical reactions break down glucose. B. Pyrivic acid is formed. Ii. Citric acid cycle A. Series of chemical reactions B. Molecule used in first reaction is also at end of cycle. C. Also called Krehs cycle. Ill. Electron transport chain A. Electrons are passed from protein to protein. B. Electrons lose energy. C .ATP formed.

4. dominant allele 5. Phenotype; an organisms looks and behavior; genotype: organisms allele combination 6. homozvgous: Iwo alleles for a trait are the same; heterozvgous: two alleles for a trait are different 7. that genes fbr different traits are inherited inde pendently of each other After You Read 1. Sentences should include two of the key terms. 2. 1. c 2. a 3. d 4. b
3. Law of segregation: Gametes receive one of the

two alleles of each gene; during fertilization, gametes randomly pair to form four possible com binations of alleles, Law of independent assortment: Genes for different traits are inherited independ ently of each other.

Before You Read Lists may include bloom color, height of rose, and number of blooms. Read to Learn 1. diploid cell 2. haploid cell 3. gametes containing half the number of chromo somes as the parent body cell 4. Pieces of chromatids break off and change places. 5. by reassortment of genetic information or genetic recombination, anti crossovers 6. the failure of chromosomes to separate correctly After You Read
1. crossing over, genetic recombination. meiosis, nondisjunction

Chapter 10
Before You Read Students will write reasons for the necessity of math skills. Read to Learn nation: one plant pollinates another 2. offspring of parent plants that differ from each other by one trait
polli 1. selfpollination: a plant pollinates itself; cross

: first filial generation; F: 1 P parent generation; F : 3. 1 tion second filial genera

.
READING ESSENTIALS

\.nswer Key

ANSWER KEY
12

Meiosis

3
Genetic Varin Reassortment and crossovers lead to genetic variation

4
Mendels Resultj Conclusions supported by what scientists have observed in chromosomes during meiosis

4
Sexual Reproduction Meiosis produces gametes used in sexual reproduction

Before You Read Students consider how simple binary language is used to develop codes for complex computer programs and relate that information to what they learn in this sec tion. Students do not have to write anything. Read to Learn 1. messenger RNA, ribosomal RNA, transfer RNA
2. a group of three an amino acid
nitrogenous

Nondisjunction Failure of chromosomes to separate correctly during meiosis

Cell Division
During meiosis one diploid cell becomes four haploid cells

bases that codes for

3. 1.

3. in transcription, RNA is made from part of a DNA strand. In translation, RNA turns that information
into a protein.

2. d
3. b

4. a. DNA to mRNA

to protein

4. a

After You Read 1. Students write a definition of transcription and translation in their own words.

Chapter 1 1
Before You Read Students write combinations of the numbers 1 through 4. Examples include: 1, 2, 3, 4; 1, 3, 2,4; and 1, 2, 4, 3. Read to Learn 1. a simple sugar, a phosphate group, a nitrogenous base
2. to make an exact copy of DNA to be passed on in cell division 3. b. two

2.
mRNA codon transcription brings instructions
*

rRNA

tRNA

moves along mRNA connects codon to anticodon uses instructions to assemble amino acids

anticodon brings amino acids translation

Before You Read

Students write their explanation of why lead shields are used to protect humans from X rays. Encourage students to revise their explanation after reading the section.

After You Read 1. Students sentences should indicate an understand ing of each key term.
2. From left to right the missing letters should be; C, C, A, G, T. T. A. 3. h

Read to Learn 1. when it improves the abilities of the organism

2. A body cell is not used in reproduction. 3. in plants 4. any outside agent that can cause a change in DNA 5. Answers may include not smoking and using sun block.

.
10
cnswer

Kex

READING ESSENTIALS

ANSWER KEY
After You Read

1. Answers 1mw include that a frameshift mutation is usually more harmful because it affects the entire sequence that follows, while a point Imitation affects a single base pair in a codon. 2. 1. Mutations A. In reproductive cells B. In kdy cells II. Types of Mutations A. Point mutations B. Fraineshift mutations C. Chromosomal mutations Ill. Causes of Mutations A. just Happens Spontaneous B. Environmental factor
= mutagen

3. Students will draw and describe the symbols on a pedigree. Circles represent females and squares represent males. Shaded circles and squares repre sent those who have the trait that is being studied. Unshaded circles and squares represent individuals who do not have the trait. A half-shaded circle or square represents a carrier. A circle and a square connected bva horizontal line represents parents. A vertical line connects parents with their offspring.

Before You Read

Students should highlight examples from Read to Learn of combinations of inherited traits.
Read to Learn

1. codominant inheritance

Chapter 12
Before You Read

2. c. Phenotypes of both parents are expressed equally. 3. the sex chromosomes 4. a. polygenic inheritance.
After You Read

Answers max include facts from the text about disease and heredity. For example, most genetic disorders are caused by recessive alleles.
Read to Learn

1. Students should circle the words sex chromosome and sex-linked traits. An explanation would be that genes located on the sex chromosomes control the sex traits. 2. I. Sex of an Individual A. Determined by the two sex chromosomes B. Females are represented by the letter X C. Males are represented by the letter II. Sex-linked Traits A. Discovered by Thomas Hunt Morgan B. Genes are located on the sex chromosomes
--

1. a visual diagram of genetic inheritance used to map

genetic traits

2. Circles represent females. Squares represent males. 3. a. recessive

After You Read

1. Answers should show an understanding of the terms. For example, a pedigree can help scientists determine carriers of a genetic disease. 2.
Recessive Simple Heredity

iiiitiigiii
Before You Read

fli1T

I
Tay-Sachs Disease brososis

Answers should include ways in which family members resemble one another.
Read to Learn

1. b. codominance 2. a. A and 1). 0

.
READING ESSENTIALS

Answer Key

11

ANSWER KEY
3. an XIinked disorder that keeps blood from clotting quickly 4. eye color and skin color 5. Down Syndrome After You Read 1. Students sentences will van: hut should demon strate an understanding of the meaning of the word karvotvpe. 2. 1. 1)
2.

.
Before You Read Examples should include useful changes to an organism that could theoretically be brought about by the appli cation of DNA technology. You may have students form small groups to brainstorm useful ideas. Read to Learn 1. faster and more reliable 2. the means by which DNA from another species can be carried into a host cell 3. to produce the most productive, healthy animals to increase and improve the food supply 4. industry, medicine, and agriculture

3. 1 4. c

Chapter 13
Before You Read Students should identify and write two facts about applied genetics by skimming the reading. Read to Learn 1. a. increases the frequency 2. the offspring of parents that have different forms of a trait 3. a cross of an individual of unknown genotype with an individual of known genotype After You Read 1. Students sentences should indicate an understand ing of each term.
Selective Breeding
b. Produces hybrids that are usually bigger and better c. Uses inbreeding

After You Read 1. Students should select two terms and tell how they are related. For example, A clone results from genetic engineering.
2.
Recombinant DNA Process for Producing a Transgenic Organism Step 1
Cut the DNA fragment out of one organism.

Step 2
Connect the DNA fragment to a carrier.

Step 3
Insert the DNA fragment and its carrier into a new organism.

Determining Genotypes
a. Uses test crosses d. Works best if known individual is homozygous recessive

Before You Read Students identify an important scientific achievement that they know about and describe how the world might be different today if that achievement was never made. Encourage students to think about technology that is part of their daily lives. Read to Learn 1. an effort to completely map and sequence the
human genome

3. Students paragraphs may include creating more productive livestock, pure breed animals, or health ier plants.

2. the insertion of normal genes into human cells to correct genetic disorders 3. because no two individuals (except identical twins) have the same DNA sequences and because all cells of an individual (except gametes) have the same DNA

12

Answer Key

READING ESSENTIALS

ANSWER KEY
After You Read 1. Students should write a sentence using at least two terms. For example, As scientists complete the map of the human genome, the will likely develop new gene therapies that can correct genetic disor ders in humans.
2.
Applications of the Human Genome Project
Genetic Disordersi Gene Therapy DNA Fingerprinting

The Record of Life Fossils

a. May be a bone, tooth, or imprint c. Provide information about the variety of life in the past f. Can provide information about ancient climates

Geologic Time Scale

b. Divided into eras d. Eras are further divided into periods e. Divisions based on the kind of organisms that lived then

3. a. Cenozoic b. plate tectonics

4
Test infants before birth, (Answer may vary.)

4
Treat patients with cystic fibrosis.

4
I I
Establish guilt or innocence. (Answer may vary.)

c. sednuentarv
d. radiometric

3. 1. F 2. F

C
Before You Read Answers will vary. A student might want to learn more about how worms burrow into the ground. The student writes a sentence suggesting an experiment to learn more about how worms burrow into the ground.

3.T
4. F

Chapter 14
Before You Read Students max describe fossils or layering of sediment that can be used to date certain life events. Read to Learn 1. No rocks date to the formation of the Earth. 2. Size and shape indicate diet.
3. Dating relative to fossils found above and below it

Read to Learn 1. that maggots do not come from spontaneous gen eration 2. through an experiment that microorganisms only appeared in the bottle that allowed microor gamsms in 3. organic molecules present and they formed into more complex molecules 4. b. They become proteins. 5. Organisms that use oxygen evolved; an ozone layer was created. After You Read 1. Students should highlight biogenesis and sponta-. neous generation. Their explanations will vary, but should describe Francesco Redis experiment. 2. Oceans contain organic molecules Protocelh develop Prokarvotes appear Organisms use chemosynthesis Organisms use photosynthesis Ozone layer develops Complex organic molecules form Eukarvotes develop
Answer Key

helps determine a fossils age. 4 potassium40, carbon14 5. when many organisms disappear from the fossil record at the same time 6. the huge quantity of new life that appeared during the Cambrian Period After You Read 1. Students create drawings. Labels and explanations provided about how the drawing represents the term is acceptable.

.
READING ESSENTIALS

13

ANSWER KEY
3. Answers will vary, For example, students may select organisms use photosynthesis and then discuss the variety of life that led from that event.

Chapter 15
Before You Read Students facts may include Darwins ideas about evolu

Before You Read Answers may include a river forming. lava flow from a volcanic eruption, sea level changes making islands from oncecontiguous land masses, mountains uplifting, or a road being built through an undeveloped area. Read to Learn 1. a. Generations after generations of a population of roses are red.

tion have been supported by fossil evidence. Darwins ideas became the basis for modern evolutionary theory. Using evidence from his research on artifIcial selection, Darwin concluded the process in nature was natural selection. One of their facts should be highlighted.
Read to Learn 1. the ideas published by Charles Darwin 2. natural selection

2. a. a population of twelve turtles on a small, isolated island

3. when the genetic material of the populations becomes so different that fertilization cannot take place or when the mating seasons of populations are at different times of year

4. convergent evolution
After You Read 1. Students circle gradualism and punctuated equilibrium, then use one of the terms correctly in a sentence, For example, Gradual changes to a species over time result in a type of evolution known as gradualism. 2. The Evolution of a New Species Cause
Geographic Isolation

3. a. A harmless fly looks like a wasp.

4. homologous structures

5 analogous both structures of organisms that do not have common evolutionary origin but a similar function; vestigial: body structures that no longer serve their original puirpose
After You Read

1. Students choose either camouflage or mimicry and use it in a sentence. For example, Camouflage is structural adaptations that help protect organ isms from predators by allowing it to blend in with its surroundings.
Adaptation Table Type of Adaptation Structural Adaptation Rate at Which it Occurs Example

Effect
Causes members of the same species not to interbreed because they cannot reach each other Occurs when a barrier divides a population

Reproductive Isolation

Occurs when the genetic material of the populations becomes so different that fertilization cannot occur Occurs when populations have different mating seasons

Mimicry, camouflage Develops over many generations, sometimes over millions of years Happens much faster than structural adaptation: some have occurred within last SO years Racteria become resistant to antibiotics: Insects and weeds become resistant to chemical sprays

3. 1. genetic equilibrium 2. mutation S. Speciation 4. puncntated equilibrium

Physiological Adaptation

5. polvploid

.
14 n ct
READING ESSENTIALS

ANSWER KEY

Chapter 16 1
Before You Read Answers may include an ability to walk upright, an abil ity to communicate with other members of the species, and care and nurturing given to offspring. Read to Learn 1. in tropical forests of Africa and Southeast Asia 2. Hominoids, Old World monkeys, New World monkeys 3. a prehensile tail 4. c. North America 5. chimpanzees and humans After You Read 1. The three key terms that apply to humans are anthropoid, opposable thumb, and primate. Students will select one of the words and use it in a sentence.

Read to Learn 1. hole in the base of the apelike skull for spinal cord in same place as a human skull 2. the most famous australopithecme fossil
3. Answers may include that it means a division of

responsibilities, an indication of intelligence, leisure time, and sharing of knowledge.

4. Homo antecessor and Homo heidelhergensis

After You Read 1. The circled terms vill be Australopithecine, Cro-Magnon, and Neandertal. 2.
Australopithecines 3 to 4 million years ago Homo habilis, Homo erectus 1.5 to 2 million years ago Neandertals 35,000 to 100,000 years ago Cro.Magnons 35,000 to 40,000 years ago Characteristics: ape and humanlike features, walk upright, small brain Characteristics: larger brain, used tools Characteristics: art language, religion, tools, thick bones, large faces Characteristics: height, brain size and tooth structure similar to modern humans,language, tools, art

2.

Chapter 17
j

Before You Read Students describe the advantages of being organized. Read to Learn 1. the branch of biology that groups and names organisms based on their characteristics 2. Rorno is the genus and sapiens is the specific epithet. 3. c. both a. and b.
4. order

Old World monkeys

Larger than New World monkeys

Hominoids
Apes and humans, no tails, adapted to various climates

New World monkeys

Live in South and Central America

Before You Read Answers may include culture, technology, written lan guage, and mathematics, as things humans are capable of, hut other animals are not.

After You Read 1. Genus and specific epithet

.
READING ESSENTIALS

Answer Key

15

ANSWER KEY
2. Fungi are stationary heterotrophs. Plants are multicellular and are stationary. Plants are autotrophs, making their own energy by the photosynthesis process. Animals are multicellular with their cells organized into tissues, tissues are organized into organs, and organs are organized into organ svstenIs.

Chapter 18
Before You Read Students should list some health problems caused iw viruses, such as smallpox, the common cold, and rabies. Read to Learn 1. host cell Before You Read Students list characteristics that they would use to iden tify members of the same family, such as skin color, facial features, and manner of speaking. Read to Learn 1. structural similarities, breeding behavior, geo graphical distribution, chromosome similarity, and biochemistry 2. a. biochemistry 3. b. ferns and conifers 4. Fungi: are unicellular or multicellular; plants: all are multicellular. Fungi: get energy from organic mate rials; plants: make energy through photosynthesis. After You Read 1. Answers should convey the following information: A cladogram is a diagram used in cladistics to illustrate the phylogeny of a species. 2. Answers may include: Eubacteria have strong cell walls and live in most habitats, except the most extreme. Archaebacteria are chemosynthetic and photosyn thetic, and live in extreme environments. Protists have simple organ systems and live in moist environments.
-

2. b. envelope.
3. a. frue

4. lysogenic cycle
5. provirus

6. Reverse transcriptase is present when a virus is making DNA from viral RNA. 7. h. a plant disease After You Read 1. Answers will vary but should demonstrate students understanding of how to use the terms correctly. 2. Students should select one of the question headings and then provide an answer to the question. For example, students may choose What is a virus? A typical response would be Viruses are particles that are not alive that cause disease and infection. 3.

16

Answer Key

READING ESSENTIALS

ANSWER KEY

.
Before You Read Students will write down their thoughts about bacteria. They also will highlight the headings in the Read to Learn section. Read to Learn 1. oxrgen-free environment, salt environment, hot acidic environment 2. chemosynthesis 3. binary fission, conjugation; students should draw a circle around binary fission.
4. obligate aerobes 5. Bacteria convert nitrogen to a usable form.

Read to Learn 1. unicellular animal like protists 2. according to how they move because they are parasites 3. asexually by dividing; sexually through conjugation After You Read 1. Students should circle ciliates, flagellates, and sporozoans. They should identify the missing group as amoebas. 2.

6. Students answers will vary. However, students should indicate that while some bacteria are harm ful, many bacteria, such as those that aid digestion, are helpful and important for life. After You Read 1. Students will circle binary fission and conjuga tion. They also will draw a line under conjugation. Answers should include that new genetic combina tions might heip bacteria to survive better. 2. The Importance of Bacteria
Helpful
b. Provide nitrogen in a usable form for plants c. Oxygen is a byproduct of making food e. Flavor food

3. Example answers follow: Amoebas send out pseudopodia to move and feed. Ciliates have hair like projections that cover their bodies. One type of flagellate causes sleeping sickness. Al sporozoans are parasites.

Harmful
a. Endospores germinate in human lungs d. Cause infection in humans f. Create toxins

Before You Read In this activity, students are encouraged to use their imaginations to discover new uses for diatomite. Read to Learn 1. phytoplankton 2. helps diatoms float near the surface where more sunlight is available for photosynthesis 3. dinoflagellates

3. 1. Coccus

2. Bacillus 3. Spirillum

shellfish

humans

Chapter 19
Before You Read Students should recall the six kingdoms that all living organisms belong to. They are: Eubacteria. Archaebacteria. Protists, Fungi. Plants, Animals.

4. photosynthetic pigments that absorb green, violet, and blue light

5. fragmentation 6. alternation of generations

READING ESSENTIALS

Answer Key

17

ANSWER KEY
After You Read 1. Students should circle alternation of generations, ganierophvte, and sporophyte. Student answers will vary hut should indicate that in green algae generations alternate between gametophyte and sporophvte forms.
2.
Plantlike Protists: Algae Major producer of oxygen . Important part of food chan

Chapter 20
Before You Read Students write their observations about the places where mushrooms grow. Read to Learn 1. mutualists

Unicellular

Multicellular

2. unicellular Fungi 3. a spore-producing sac or case at the tip of a special ized hypha After You Read 1. Students circle a term and write its definition in their own words. 2.

oids diatoms flaellates

ala lae

lae

Before You Read Students answers could include warm, dark, moist, and watery. Read to Learn I plasmodial slime niolds cellular slime molds
.

.
Before You Read Students are asked to appreciate the amazing survival techniques that fungi employ to ensure survival. No specific student response is required. Read to Learn 1. to penetrate the Food, anchor the mvceiium, and secrete enzymes for extracellular digestion 2. have a thick wall; can remain dormant for months; can survive without water; can handle exemes in temperature
3. east

2. spend part of life as single amoeba-like cells

3. Downy mildew and water molds grow on food.

Slime molds are a mass that move and surround food. Water molds produce flagellated cells. Slime molds produce spores.
4. RNA evidence

After You Read 1. Students sentences should indicate an understand ing of the term plasmodium. 2. Student answers should include: a. Plasmodial slime molds form a mass that has many nuclei but no cell walls or membranes. Cellular slime molds are individual amoebalike cells that gather in a mass to reproduce. b. parasites and can kill plants.

4. mycorrhiza and lichen

5. 80 to 90 percent

6. because Fungi are made of soft material

18

Answer Ke

READING ESSENTIALS

___________

ANSWER KEY
After You Read 1. Students circle lichen and mycorrhiza. Students use both terms in a sentence explaining the interac non between organisms.
Bread mold consists of

Before You Read Students develop criteria for classifying plants. Encourage creative suggestions based on observation of plant characteristics. Read to Learn 1. the evolutiun of plants from green algae, produc tion of a waxy cuticle, development of vascular tis sue and roots, and production of seeds 2. may be the ancestors of all plants 3. vascular tissues 4. 1 After You Read 1. Students sentences should indicate an understand ing of the term cones and the term frond.
2.
Plants

I1IR
called called

that grow upward and end I

stolons
that grow horizontally and produce a

rhzoids
that absorb lood

[2tnia

Im1
3. Answers should include that the soil may contain a fungus that helps the plant to grow.

Chapter 21
Before You Read Students answers may include food, medicine, cloth ing, and shelter. Read to Learn 1. multicellular eukaryotes; thick cell walls made of cellulose; cuticle; produce food through photosynthesis 2. to prevent water in a plants tissues from evaporating 3. tubelike. long cells through which water and nutri ents are transported After You Read 1. Answers may include that the cuticle prevents the plant from drying out. The seed contains its own food supply and is protected b a hard outer coat. 2. Answers will vary. For What are the basic plant organs? the answer may be leafs, roots, and stems. Students also may note that many plants have as cular tissue.

Chapter 22
Before You Read Students answers may include that moss helps prevent erosion and helps recycle nutrients. Read to Learn 1. thallose and leafy 2. a thallose body 3. liverworts After You Read 1. Answers may include that the antheridium produce sperm that fertilize the egg in the archegonium. beginning the sporophvte generation.

.
READING ESSENTIALS
Answer Key

19

ANSWER KEY
Read to Learn 1. angiosperms 2. Cycadophyta and Ginkgophvta 3, Without leaves, most loss of plant water stops. 4. Veins in monocot leaves run parallel to each other. Veins in dicots leaves form a network. 5. perennials 6. b. conifers then anthophvtes After You Read 1. Students circle annual, biennial, and perennial. Examples may include: annualscorn, peas, beans, and many garden weeds; biennialscarrots, beets, and turnips; perennialscolumbine, strawberries, asparagus, and brambles. 2. Adaptadons max include development of seeds, water not required for fertilization, fruit protects seed, evergreen, deciduous, various life spans, and fruit aids in seed dispersal.

Nonseed Vascular Plants

Name of dominant generation Name of reproductive cell that grows into gametophyte Name of thick underground root First plant to have leaves with vascular tissue sporophyte spore rhizome ferns or pterophytes

Before You Read Students explain the things they would miss most about plumbing, such as filling a glass with water from a faucet or showering. Read to Learn 1. make survival difficult 2. in damp soil in shallow ponds, in marshes, and on stream banks 3. climate changes to cooler and drier After You Read 1. Students sentences should indicate an understand ing of each term.
Nonvascular Plants Division Bryophyta Hepaticophyta Anthocerophyta mosses require moisture liverworts hornworts gametophyte dominant no roots Example Shared Characteristics

Chapter 23
Before You Read Students should predict that the food coloring will appear in the veins of the celery. Read to Learn 1. Fibers are used in rope and linen. 2. to help control water loss 3. water and dissolved minerals 4. photosynthesis, storage, and support After You Read 1. Guard cells control the opening and closing of the stomata. 2. Students may include additional facts in the Venn diagram.

.
C

3. IVlost non-seed vascular plants live in moist habitats because the} need a continuous film of water for the sperm to fertilize the egg.

Before You Read Students list the products that they use that come from seeds, such as cereal and bread.

Xylem moves water

Phloem

1 moves sugar Both and organic 6dmnneraIs,1.tran5portlcompoundstrom from roots up materials j leaves down 2 tracheids and 2. vascul el elements 2. sieve tube members ann compa nion cells

20

Answer

Xc,

READING ESSENTIALS

ANSWER KEY

.
Before You Read Students list salad ingredients as roots, stems, or leaves. You may extend this activity by bringing a variety of salad ingredients and having students sort them into the appropriate headings.
Read to Learn 1. Bark protects the stem from insects and planteating animals. 2. lengthens a
stem

2. 1. c 2. a 3. b 4. e 5. d

Chapter 24
Before You Read Students who have questions about alternation of gen erations will write them down.

3. opening and closing of guard cells around stomata

After You Read 1. Students may circle three of the following terms: mesophyll, petiole, sink, translocation, and transpiration. They should explain how the terms they have selected relate to the structure or func tion of leaves. 2. Answers may vary.
Structure Function absorbs water protects against insect damage reduces water loss

Read to Learn 1. sporophvte

2. The gametophyte becomes dry and brittle and breaks into pieces. When moisture returns, each piece can grow a protonema, a green filament of cells and then a garnetophyte. 3. male: smaller and produce microspores; female: larger and produce megaspores After You Read 1. Paragraphs will vary; but should convey an under standing that vegetative reproduction is when new plants are produced from existing plant organs or parts of organs. They are genetically identical to the original plant.
2.
Trait
Has alternation of generations Film of water needed for fertilization Dominant gametophyte Dominant sporophyte Produces seeds Produces sperm Produces pollen grains Produces egg

Roots Stems Leaves

root hair bark cuticle

Before You Read Students answers may include that moving toward light helps a plant photosynthesize and that irritants on plants help keep predators away. Read to Learn 1. to open flower buds 2. The ripe fruit gives off ethylene that helps with ripening. 3. because tropisms involve cell growth After You Read 1. Since auxins elongate cells, they help with tropisms that cause a plant to bend toward light or curl around a fence or trellis.

Moss
yes yes yes no no yes no yes

Fern
yes yes no yes no yes no yes

Conifer
yes no no yes yes yes yes yes

3. Their sperm need a continuous film of water

to swim from the antheridium to an egg in an archegonium.

.
READING ESSENTIALS
Answer Key

21

_______________

ANSWER KEY
5. The seeds can survive tough conditions, or the

Before You Read Students examples may include pansies in spring, lilies at Easter, and poinsettias in winter. Read to Learn 1. b. length of darkness 2. shortday plants, long-day plants, day-neutral plants, and nterinediatedav plants 3. by allowing the plants of one species to fnwer at the same time After You Read 1. Students will highlight: day-neutral plants, longday plants, photoperiodism, and short-day plants. Students will circle: petals, pistil, sepals, and stamen. 2.
stigma

absence of favorable conditions for a long time. This helps the species to survive.
6. when the new leaves turn green

7. b. vegetative reproduction After You Read 1. Students will circle two terms that are related. For example, hypocotyl and radicle; double fertiliza tion and polar nuclei. Students then explain the relationship. 2.
Pollination Ovary Pollen grain Nectar Endosperm Seed coat Fruit formation Seed production Seed dispersal

/
I

/ /
I I

pistil (Female organ) sepals

style ovary

Fleshy fruits

Flower
petals anther

Chapter 25
Before You Read Students answers may include getting food, reproduc
ing, and ways to move.

(Male

organ)

Before You Read Students responses will vary, but may mention vegeta tive reproduction. Read to Learn 1. by wind. water, or animals 2. Animals carry pollen directly to the plants so less pollen is required. 3. a process in which one sperm fertilizes the egg, and the other sperm joins with the central cell 4. seed dispersal and protection of the embryo

Read to Learn 1. c. They are heterotrophs. 2. because there is not as much suspended food in the air 3. c. zygote. 4. an embryo
5. skin and nervous tissue

6. continue to grow into adulthood After You Read 1. The circled words should be ectoderm, endo derm, and mesoderm. Students write the words on the lines provided.

.
22
Answer Xe
READING ESSENTIALS

ANSWER KEY
2. The pyramid should be filled in as follows:

Chapter 26
Before You Read Students answers may include that animals have eukaryotic cells (or cells without cell walls), need to have the find food, have the ability to move about, and ability to reproduce. Read to Learn 1. colonial protistS 2. increases the chances that fertilization will occur 3. by shape of the spicules and frameworks and what they are made of After You Read 1. Filter feeding allows a sessile animal to feed by fil passes tering particles of food from the water that by the animal. 2.

//

Zygote forms\ Mitosis occurs Embryo forms Blastula forms Cell division continues
Cells form gastrula

rtilizatio 4 e / occurs

Before You Read Students list body parts such as eyes, nostrils, ears, arms, and legs. Read to Learn 1. They do not move from place to place. 2. bilateral symmetry 3. ectoderm, endoderrn, and mesoderm 4. acoelomates
5. calcium carbonate, cartilage, or hone 6. 43 million years ago

Obtain food

1.uiiterjeeding

Reproduce 1. sexua

Structure

2. asexual

1. internal

After You Read 1. Students sentences should use two of the terms and indicate an understanding of the definition of the words used. 2. Students may include additional facts in the Venn diagram.

Before You Read

Students answers may include adaptations needed to protect themselves from predators, obtain food, and

/1. no body cavity 2. branched digestive tract

illed body\ /1, bilateral body\ 1. fluid-f cavity symmetry 2. have sensory 2. one-way digestive tract organs

zi:arn 1. by using nematocysts

2. consists of a nerve net that sends impulses to all p1t5()ftht. body, causing cell contractions 4. Corals live as colomes; sea anemones live as individuals.
5. zooxanthellae

READING ESSENTIALS

Answer Ke

23

ANSWER KEY
After You Read 1. Students highlight medusa arid polyp. Students use each term in a sentence illustrating a fact about cnidarians. 2. 1. d 2. b 3. c 4. a
5. e

Read to Learn 1. Children play in dirt and children often put their lingers in their mouths. They also are less likely to wash their hands as often as they should. 2. plants, bacteria, fungi, and insects After You Read 1. Students sentences should explain that trichinosis can be contracted by eating raw or undercooked pork, pork products, or wild game that is infected with TrichnulIa. 2.
One or Do they two live on openings land or in body? in water? two both Do they have sensory organs? yes Are any species parasitic? organs? yes

Before You Read Students answers may include the head (anterior) often has sensory organs; the posterior is the tail end; the upper or dorsal surface looks different than the lower or ventral surface. Read to Learn 1. detect the presence or absence of light 2. They do not move about in search of food. 3. b. False After You Read 1. Students answers may include regeneration is con sidered asexual reproduction because a new organ ism can be created without the fusion of sperm and egg. 2. Students answers may include:

Name of animal Example Roundworms

Ascaris

Chapter 27
Before You Read Students write questions they have about snails and earthworms. Encourage them to return to the questions after reading the section and answering the questions. Read to Learn 1. bilateral symmetry, a coelorn, a digestive tract with two openings, a muscular foot, and a mantle 2. b. They do not have a radula. 3. open circulatory system: blood travels through ves sels and moves into open spaces around the body organs; closed circulatory system: blood entirely enclosed in blood vessels 4. to serve as respiratory structures
5. remove metabolic wastes from the body

6. a thick layer of mucus 7. a ligament called a valve Before You Read Hand washing removes bacteria and viruses from the hands. Often people put their hands to their mouth infecting themselves. In this section students will learn that hand washing can prevent infection by roundworms such as Ascark and pinworm. 8. tentacles

4
READING ESSENTIALS

24

-\iis ci

Key

Mollusk

ANSWER KEY
After You Read 1. Students answers may include that the mantle helps protect the mollusk; the radula helps it eat; the circulatory system transports blood, oxygen, and nutrients throughout the body; and the nephridia remove body wastes from the animal. 2. Students only need to name one identifying charac teristic for each class.
Class
Snail Castropoda

5. Saliva of a leech is an anesthetic so the host does not feel the sting of the bite. 6. Segmented worms have almost no hard hod parts that would remain in fossils. After You Read 1. Students answers may include the following infor mnation: Segmented worms move by using the sepa rated muscles in each segment and by using the setae. The worms digest their food by use of the gizzard, which consists of a muscular sac and hard particles that help grind soil and food before they pass into the worms intestine. 2. Students identify one of each type of annelid and two related characteristics. Answers may include the following:
Type of Annelid
earthworm

Identifying Characteristics
hard external shell. secretes mucus, large foot no external shell, tentacles, siphon expels water two external shells held together by a valve, filter feeds, lives in fresh and saltwater no shell, thick layer of mucus two external shells held together by a valve, filter feeds no external shell, tentacles, siphon expels water; an internal shell

Squid

Cephalopoda

Clam

Bivalvia

Class Oligochaeta

Characteristics
cylindrical, segmented body; two openings, no distinct head, only a few setae on each segment segmented body; distinct head; many setae; and most body segments have parapodia segmented flattened body; usually no setae; many are parasitic

Sea slug
Oyster

Gastropoda Bivalvia

bristleworms, fan worms, lug worms, plumed worms, sea mice leeches

Polychaeta

Octopus

Cephalopoda

Hirudinea

Chapter 28
Before You Read Students thoughts about the characteristics and behav ior of worms may include: they often come to the sur face at night and they sometimes break but still live. Read to Learn 1. a tube within a rube 2. Each segment has its own muscles for movement. Segmentation provides for specialization of body tissues. 3. to grind soil and food 4. live almost ever where on Earth and are easy to see Before You Read Students should note that the purpose of armor is pro tection. They may note that armor is heavy, makes movement difficult, and may not fit if the individual gains weight or grows. Read to Learn 1. allow movement and flexibility 2. the weight of the exoskeleton 3. A new exoskeleton forms under the old one. 4. head, thorax, and abdomen

.
READING ESSENTIALS
Answer Key

25

ANSWER KEY
5. through chemical signals called pheromones 6. one lens rather than many lenses 7. reproductive system, muscular system, digestive system, circulatory system, nervous system, excre tory system, or respiratory system 3. After You Read 1. Students select a term that describes a structural adaptation and use the term in a sentence. For example, A compound eye allows an arthropod to react quickly to changes it observes in the environment. 2. Advantages include protection, place to attach muscles, and a waxy layer to conserve water. Disadvantages include limits on movement, limits on growth, and poor protection when the exoskeleton is soft.
Incomplete metamorphosis: flyrflptLtae
Incomplete Complete egg egsj_

2. Students will fill in the blanks, Metamorphosis

nmiab tr adult pii__-4 adult

Complete metamorphosis:

irva.ste

Chapter 29
Before You Read Questions may ipclude: Where do they live? What do they eat? How do they move? Answers to questions may include: Sea stars live on the ocean floor. They are carnivores, and they use their rays to pry open the shells of mollusks. They use their tube feet to help them move. Sea urchins generally burrow into rocks. They are herbivores, grazing on algae. They use their pointed spines and their tube feet to move. Sand dollars burrow into the ocean floor. They use their bottom rube feet to bring organic particles into their mouths. Read to Learn 1. rays 2. to move, catch their food, exchange gases, and excrete wastes 3. to aid movement, exchange of gasses, and excretion of waste 4. a simple nervous system consisting of a nerve ring with nerves extending from the ring down into the rays 5. 6 classes and about 6000 species 6. on the upper surface and are gills used for respira tion; on the bottom surface and bring food into the mouth 7. b. They are sessile.

Before You Read Students answers may include webs, wrapping prey, egg sacs, and spider bites. Read to Learn 1. ticks, mites, and scorpions 2. sow bugs and pill bugs 3. book lungs in spiders and tracheal tubes in centipedes 4. because they have remained relatively unchanged since the Triassic Period

5. lay a large number of eggs

6. a series of changes controlled by chemical substances 7. A nymph has different or no appendages, is smaller, and cannot reproduce. 8. a varied life cycle, high reproductive output, small size, exoskeleton, and jointed appendages After You Read 1. Students circle larva, nymph, and pupa. They will use one of the terms correctly in a sentence. For example, A pupa stage is a period in insect metamorphosis.

.
26
Anse
kc

READING ESSENTIALS

ANSWER KEY

After You Read

2.

1. Students answers may be similar to the following: The rays of an echinoderm provide ways for it to move and take in food. The pedicellariae are used for protection and for cleaning. The water vascular system and madreporites work tcgether so that water enters and leaves the animals body and filters out large particles. Tube feet allow the animal to move and to feed. The ampullae provide a suction function for the tube feet. 2. Students answers may include samples as shown in the table below.
Echinoderm Class Characteristics Similarities Differences

Sea star

Asteroidea

rays; eyespots digestive tract; radial symmetry sharp, pointed digestive tract; radial spines symmetry leathery outer skin digestive tract; radial symmetry

eyespots

Chapter 30
Before You Read Students answers may include that fish have highly evolved gills that are used for exchanging oxygen and carbon dioxide, a body shape that makes for stream lined movement, and many have swimming bladders. Because fish cannot walk and do not have a respiratory system for land breathing, they survive only in water. Read to Learn 1. bony skeletons in osteichthyes; skeletons made of cartilage in chondrichthyes

Sea urchin

Echinoidea

long slender tube feet; long pointed spines expel mass of sticky tubes or rupture when threatened

Sea cucumber

Crinoidea

.
Before You Read Vertebrates have backbones providing flexibility and enabling them to move easily. Invertebrates do not have backbones. Read to Learn 1. between the digestive system and the dorsal hollow nerve cord 2. The muscles in chordates are anchored in place, giving them something to pull against. Muscles that can pull harder develop more strength.
3. because of gill slits

2. sexual
3. in order to ensure that some eggs will survive,

hatch, and grow to adulthood 4. to sense objects and changes in their environment 5. gain flexibility, swim easiFv, move quickly 6. tough, flexible material 7. at the end of the Devonian period, about 354 inil lion years ago After You Read 1. Students create a drawing of a long, streamlined fish with jaws and teeth. They should label the fins, lateral line system, scales, swim bladder, and a car tilaginous skeleton.

4. They have soft bodies and no bones or hard parts. After You Read 1. Students answers may include: The dorsal hollow nerve cord develops into the spinal cord. The cells in the anterior portion develop into a brain. A pair of nerves connects this nerve cord to each block of muscles.

.
READING ESSENTIALS
Answer Key

27

ANSWEk KEY
7,

2.

2.
Anura frogs and toads metamorphods: fron, tadpoles with tse chambered hearts and gills to animals with three<hambered hearts, lungs and limbs rAmphibians threechambered hearts eyes lungs thin, moict skin camivores aquatic or semiterrestrial * are ectothems Caudata salamanders and

I
long, slender bodies differentshape than frogs not all go through metamorphosis

cart5age fishes have

t
Apoda caecilians no limbs burrowers blind eyes

Before You Read Students answers may include that frogs and toads have developed limbs, distinct heads, distinct eyes, have the ability to vocalize, and live in or near water. Read to Learn 1. for external fertilization and to protect the eggs 2. develop legs, lungs, and a three-chambered heart 3. long back legs and smooth, moist skin in frogs; short legs and bumpy, dry skin in toads
4. no limbs and are often blind

3. Caecilians have no limbs and are often blind.

Chapter 31
Before You Read Students answers may include lizards and snakes are ectotherms and depend upon their environment to reg ulate their body temperatures. They depend upon external heat to warm their bodies sufficiently to per form necessary life functions, including digestion. Read to Learn 1. a four-chambered heart 2. are too slow to be effective predators
3. grab the prey, pull it underwater, and drown it 4. Both are vertebrates, ectotherms, carnivores, and

5. advantages: a large food supply, good shelter, no predators at the time, and more oxygen; disadvan tages: variations in air temperature and more difficult movement After You Read 1. Students paragraphs may include frogs are ectotherms. They cannot regulate their own body temperatures, so when it is too cold or too hot, they become dormant. Their vocal cords allow frogs to make noises. Male frogs make croaking noises and calls.

lay eggs on land. Ailigators have limbs, snakes do not. Snakes climb trees, alligators cannot. 5. stem reptiles After You Read 1. Students answers may state that the amniotic egg provides nourishment and protection for the embryo. Eggs do not have to be laid in the water, they could be laid on the land.

I
28
Astswer Key
READING ESSENTIALS

ANSWER KEY

Chapter 32
Reptiles Reptiles without Limbs with Limbs snakes: climb trees, turtles: swim, carnivore and swim, carnivores, kill their All herbivores, claws, skeletal prey by suffocation or by structure to support limbs reptiles using venomous glands to alligators: swim, carnivore, have scales, poison it or they swallow claws, catch arid drown lay fertilized it whole, do not have prey, guard young eggs, are the skeletal structure crocodiles: swim, carnivore, ectotherms, to support limbs. have teeth, claws, catch and drown and need prey, guard young land lizards: swim, claws, climb trees, carnivore and herbivores tuatara: claws

Before You Read Students answers may include that the mother dog may frighten predators. She is also teaching the pups survival skills, such as growling and recognizing danger. Read to Learn 1. by panting and sweating 2. removes waste products, helps regulate body tem perature, and maintains homeostasis 3. by helping mammals find and gather food 4. using tools, signing language to communicate, and operating machines

Before You Read Students differences may include that birds have feath ers, wings, and most fly, while reptiles have scales, and live on land. Similarities may include many species of reptiles and birds swim or float on water, lay fertilized eggs on land, and are efficient predators. Read to Learn 1. to keep the feathers in good condition and to rub oil on the feathers 2. wings and feathers 3. can live almost everywhere, do not depend upon their environment for warming and cooling
4. feathered legs and feathered feet

After You Read I. Students sentences should indicate an understand ing of the meanings of the terms they chose. 2. 1.
C

2. a
.

4. e
5. b

After You Read 1. Students answers may include birds use their feathers and their wings to fly. Powerful flight mus cles are attached to the sternum and to the upper bone of each wing. Birds lay fertilized eggs in nests, and they incubate the eggs until they hatch. 2.
Cycle 1 Inhalation 1
air goes through trachea, into the lungs most air goes into posterior air sacs

Before You Read Students may write that kangaroos live in Australia and that they carry their young in pouches. After students read the section, they should identify kangaroos as marsupials. Read to Learn 1. protects offspring from predators and from the environment 2. compete for same food and living space 3. in Australia, Tasmania, and Iew Guinea 4. because therapsids have features of both reptiles and mammals 5. provided new food sources, living areas, and shelter

Cycle 2 Inhalation 2 deoxygenated air goes Out of the lungs

this deoxygenated air goes into the anterior air sacs

Exhalation 1 deoxygenated air goes out of the lungs

-,

Exhalation 2 air goes from the anterior air sacs out of the trachea

oxygenated air returns to the lungs from posterior air sacs

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READING ESSENTIALS Answer Key

29

ANSWER KEY
After You Read 1. Students vill circle monotreme and highlight placental mammals. Their sentences should mdi cate an understanding of the term gestation. 2. After You Read 1. Students may state a reflex is a simple automatic response involving no conscious thought. However, an instinct is a complex behavior pattern. It con tinues until all parts of the behavior have been performed. 2.

Chapter 33
Before You Read Students answers may include noting temperature changcs a diminishing food suppl or shortcr da lengths. Read to Learn 1. favors behaviors that help animals survive and pro duce offspring 2. fixed-action response, automatic response, and instincts
3. hormones and the nervous system 4. through natural selection 5. reduces conflict, controls population growth, and

3. Students answers may include the following. Innate behavior helps the young have the skills and behavior they need to survive since the parents are not involved in teaching the young.

Before You Read Students answers should center around the fact that horses can learn new behaviors. Read to Learn 1. when it no longer responds to the stimulus 2. The ducklings might form an irreversible attach ment to the human.
3. satisfying a physical need such as hunger or thirst 4. insight 5. sounds, sights, touches, and smells

provides for efficient use of resources

6. b. innate behavior.

7. change in day length 8. using the sun and stars, geographic landmarks, or the Earths magnetic fields
9. a state of reduced metabolism that occurs in ani mals that live in intense heat

6. can learn what other cultures and people have learned without having to experience it directly After You Read 1. Students will select two of the following terms: habituation, imprinting, insight, trial-and-error. They will provide an example that indicates an understanding for each of the two terms the selected.

.
30 Answer Key READING ESSENTIALS

ANSWER KEY

2. 1. d a 4.c

3. 1ir helps prot ct the bod from injurv and clam nm the sun. It also helps to insulate the skin.

Chapter 34
Before You Read Students lists may include functions such as protection, identification, and temperature regulation. Read to Learn 1. epithehal, connective, muscle, and nervous tissues 2. helps protect underlying body cells from sun dam age or solar radiation, which can lead to cancer 3. to help the body absorb impacts, to retain heat, and to store food 4. Blood vessels in the dermis dilate allowing heat to escape; glands in the skin produce sweat.
5. to close a wound and to create a barrier on the sur

Before You Read Students answers may include that hones grew both in length and in diameter. Bone grew stronger. Read to Learn 1. the axial skeleton and the appendicular skeleton 2. Ligaments and tendons are both connective tissue. A ligament attaches one bone to another bone. A tendon connects muscles to bones. 3. Compact bone is a layer of hard bone that sur rounds every bone. Spongy bone has many holes and spaces.
4. potential bone cells that secrete collagen 5. forms strong, healthy hones

frice of the skin After You Read 1. Students answers may include keratin helps protect the living cell layers from exposure to bacteria, heat, and chemicals. Melanin provides pigment, or color, to the skin. Melanin helps to protect the underlying cells by absorbing ultraviolet light.
2.

After You Read 1. Students paragraphs will vary; but the paragraphs should show a clear understanding of the differ ences between the axial and appendicular skeleton; tendon, ligament, and bursa; osteoblasts and osteo cvtes; compact and spongy bone; and red and yel low bone marrow.
2.

.
READING ESSENTIALS
Answer

Key

31

ANSWER KEY
3. Red marrow is a production site for red and white blood cells and for cell fragments that are used in blood clotting. Yellow marrow consists of stored fat.

Chapter 35
Before You Read Students answers will vary hut may include that the mouth is the first step in digestion. Saliva in the mouth begins the process of chemical digestion. The stomach is the organ most associated with digestion. Both chem ical and mechanical digestion occur in the stomach. Read to Learn 1. Ivlechanical digestion: physical process, such as chewing food, that prepares food for chemical digestion; chemical digestion: process of changing food on a molecular level by action of enzymes 2. mechanical and chemical 3. the enzyme that begins the chemical digestion of proteins in food 4. because of its diameter, about 2.5 cm, not the length 5. to absorb water and some salts, to help in the syn thesis of some B vitamins and vitamin K, to help prevent infections After You Read 1. Student diagrams should show and label the parts listed in the Mini Glossary. See diagram of the digestive system for exact location of the parts. 2.
Mouth

Before You Read Students answers will likely mention exercise and good eating habits. Read to Learn 1. states that the actin filaments in each sarcomere slide toward each other when signaled, causing the muscle to contract 2. thickness of the fibers 3. an anaerobic process After You Read 1. Students descriptions may include that muscle tis sue is made up of muscle fibers. Each fiber is made UI) of smaller units called mvofibrils. Mvofihrils are made of smaller protein filaments. The thicker filaments of myofibrils are made of the protein myosin. The thinner filaments of myofibrils are made of the protein actin. Each mvofibril can he divided into sections called sarcomeres. Sarcomeres are the functional units of muscles. 2. Student responses may vary, but the process should be adequately explained.
an increase irs the

Moderate t.Leads to Exercise

4jmeter__ muscle fibers.

2.Nhch

ernces

to

r2icresiration dominates.

H
Large intestine

Small

I
jvnp_
3.Nhch

to

adeq upp QtYrnLo sustain tgrctpitton.

4hch to

ctIItpiqacin.n_
vinadeATP.

Rectum

Anus

Vigorous Exercise

t. Leads

muscles that are not recejgadeq mpirat.

2. Which

to

leads to

rjyqon the anerobic proceso of lacttc acid fermentation

ctk aedbuddh hhnthes

4 Which

the blood becppaic breathin 50 is stimulated.

Before You Read Students answers should be the tuna sandwich, apple, and glass of milk as the healthier choice. This meal would provide a balanced lunch and include needed vitamins and minerals, and few fats and sugars.

.
32 Answer Xcv
READING ESSENTIALS

ANSWER KEY

Read to Learn 1. glucose, fructose, and galacrose 2. provide energy, help build cell membranes, synthe size hormones, protect body organs, and insulate the body from cold 3. vitamins: organic; minerals: inorganic 4. Teenagers are still growing, their cells are still mul tiplying, and teenagers tend to be more active than adults. After You Read 1. Students answers may include minerals are needed as building materials or for chemical reactions. Vitamins are needed to maintain growth and metabolism. Calories are the measurement of energy content in food. If you eat more Calories than you burn, you will gain weight. If you eat too few Calories, your body cannot maintain itself, and you may get sick. 2.

Read to Learn 1. The hypothalamus controls the pituitary gland. 2. stimulates the pituitary gland to release ADH 3. steroid hormones and amino acid hormones 4. stimulate heart rate, blood pressure, and rate of breathing; increase the efficiency of muscle con tractions and increase blood sugar levels 5. calcium, phosphate, and magnesium After You Read 1. Students list should include the endocrine glands, the hypothalamus, the pituitary gland, the adrenal gland, the thyroid gland, and the parathyroid gland. Sentences should indicate an understanding of the definitions presented in the Mini Glossary. 2.

0
internal body

,imins

,/enzYmhesantibodie\\ substancesthath&p

o r s nd e iesa t E c 5 h

Chapter 36
Before You Read Students should indicate that its name implies the human growth hormone is involved in helping the body grow. It is most needed during the childhood and teen years when the body is growing quickly.

Before You Read

Students answers may mention concepts such as movement, feeling, pain, temperature, language.

.
READING ESSENTIALS
Answer Ke

33

ANSWER KEY
Read to Learn 1. the sensory neuron 2. polarized 3. the brain and the spinal cord
4. the cerebellum 5. the somatic nervous
system and

3. because both are involved in the movement of vibrations to the cerebrum, where they are inter preted as sound
4.
in

the dermis of the skin

the autonomic

nervous system
6. the sympathetic nervous system and the parasym pathetic nervous 5 stem After You Read 1. Students will write a brief paragraph using the words cerebellum and cerebrum. Answers should indicate an understanding of each term. 2.

After You Read 1. Students will circle cone, retina, and rod. Paragraphs will vary but should showan under standing of the terms. 2. 1. c 2. e 3, a
4. b

5. cl

Before You Read Students answers for an example of a positive point may be that drugs can help lessen pain. An example of a negative point may be that drugs can lead to overdoses. Read to Learn 1. an analgesic 2. Medicinal use: helps prevent, cure, or relieve a medical problem; misuse: occurs when a medicine is taken for an unintended use
3. misuse: occurs when a medicine is taken for an

unintended use; abuse: is the inappropriate selfadministration of a drug for non-medical purposes 4. mild elevation of alertness, increased nervousness, anxiety, or even convulsions Before You Read Students answers may include smell (nose), taste (tongue, taste buds), hearing (ears), and touch (skin). Read to Learn 1. taste buds 2. retinal tissue coming together at the back of the eye
5. increased heart rate, blood pressure, breathing rate,

and stomach acid secretion

6. can destroy nerve cells, cause brain damage, and

contribute to organ diseases such as cirrhosis 7. anabolic steroids After You Read 1. Students paragraphs will vary but they should indi cate an understanding of at least four of the terms.

.
34
\n... r

K.

READING ESSENTIALS

ANSWER KEY
2.
Caffeine and Nicotine it Sources of Coffee Tea Some soft drinks Cocoa Sources of Cigarettes Tobacco products, including chewing tobacco

5. bronchi

6. bronchiole
.

alveolus

8. capillary 3. Students answers may include that 1)100(1 coming from the cells diffuses into the alveoli. During exhalation, the carbon dioxide leaves the body.

Effects on the Body Increased alertness Mood elevation Increase in heart rate Increase in urine production, leads to dehydration

Effects on the Body Leads to increased risk of lung cancer and cardiovascular disease Chewing tobacco is associated with oral and throat cancers.

Chapter 37
Before You Read Students will write how many breathes they take in one minute. Students may suggest that they think about breathing after strenuous exercise or when they have a respiratory infection. Read to Learn 1. by cilia moving particles to the thrcat where they are swallowed, or expelled by coughing or sneezing 2. because the wall of each is only one cell thick 3. during exhalation 4. medulla oblongata After You Read 1. Students may write a sentence that states air travels through the trachea into bronchi to the alveoli where oxygen diffuses into the blood and carbon dioxide diffuses into the air. 2. 1. nose/mouth 2. pharvnx 3. larynx 4. trachea

Before You Read Students answers may include that human blood has specific characteristics that can not be recreated artificially. Read to Learn 1. fluid, cells, and cell fragments 2. hemoglobin

3. from cells in the bone marrow

4. A, B, A13, 0
5. for Rh babies that follow the first Rh baby

6. arteries, veins, and capillaries 7. to keep blood moving constantly through the body 8. because the left ventricle muscles are thicker since it pumps blood to the entire body while the right ventricle pumps blood only to the lungs

9. the only veins that carry oxygenated blood 10. by generating an electrical impulse
11. systolic and diastolic After You Read 1. Components of blood are antibodies, antigens, hemoglobin, plasma, platelets, red blood cells, white blood cells.

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READING ESSENTIALS Answer Key

35

ANSWER KEY
Chapter 38
Before You Read Students answers may include puberty occurs during the early teen years. Read to Learn 1. mitochondria that provide energy

2. to carr sperm from the epididvmis to the urethra 3. prostate and bulbourethral glands 4. folliclestimulating hormone (FSH) and luteinizing hormone (LH) S. to produce eggs, to receive sperm, and to provide an environment in which a fertilized egg can develop
6. three

Before You Read Students answers may include that waste would build up endangering health. Body may swell. Some students may be aware of dialysis machines to filter the blood. Read to Learn 1. blood cells and most proteins

7. growth and maintenance of the female sex organs; increased in growth rates of the long bones of arms and legs; hips broaden; fat is deposited in breasts, buttocks, and thighs; more hair develops under the arms in the pubic area; the menstrual cycle begins. 8. estrogen and progesterone
9. endometrium 10. the flow, the follicular, and the luteal phases After You Read 1. The mature sperm move from the epididymis into the vas deferens. From the vas deferens, sperm move into the urethra, and then are pushed out of the male body. Students may note that while in the vas deferens, sperm mix with fluids secreted by the seminal vesicles, the prostate gland, and the bul bourethral glands.

2. control the level of sodium, and regulate the pH level

After You Read 1. Students should circle nephron and use it in a sentence. A nephron is an individual filtering unit of the kidneys.

2.1.b 2.c 3.f

4.e 5.d 6.a

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36
ki

READIN3 ESSENTIALS

ANSWER KEY
2.
Male Reproductive System Term
scrotum

Female Reproductive System Term

oviduct cervix

6. cystic fibrosis, Huntingtons disease, and TivSachs disease

Role
protects the testes

Role
transports eggs from the ovary to the Uterus passage from uterus to the vagina secretes the hormones estrogen and progesterone surrounds a developing egg cell leads to the outside of the female body

epididymis where sperm finish their maturation process bulbo urethral gland prostate gland semen secretes a clear, sticky alkaline fluid

After You Read 1. Students answers may include in implantation, the blastocyst, which contains a small mass that will become the human embryo, is attached to the lin ing of the uterus. The umbilical cord attaches the human embryo to the wall of the uterus. 2.
First Trimester organs, including heart and lungs, will form; bones will begin to harden; nearly all musdes appear; eye tissue develops; fetus weighs about 28 g and is about 7.5cm long Second Trimester body growth increases significantlc eyes open and eyelashes form; mother can feel fetus move; fetus cannot survisw well outside the mother because metabolism cannot maintain a constant body temperature and lungs are not mature Third Trimester mass of the fetus more than triples; lungs are completely developed; fat is deposited beneath the skin; fetus weighs about 3300 g and is about 51 cm long

corpus luteum

follicle secretes an alkaline fluid that helps the sperm move vagina protects and moves the sperm through and out of the male body secretes a fructose rich fluid into the vas deferens carries sperm from the epididymis toward the ducts that will force the sperm out of the body

seminal vesicle vas deferens

lilt

.
S

Before You Read Among the changes that students may notice are that their bodies are larger, their muscles are stronger, and their teeth and hair have changed. Before You Read Students answers should include that there are three major changes. One is growth. Growth means that the actual number of cells increases. The second process is development. The growing number of cells will move and arrange themselves into specific organs. The third process is cellular differentiation. Read to Learn 1. because the vagina is very acidic, which destroys the sperm 2. to protect and nourish the embryo 3. delivers nutrients to the embryo and carries wastes away from the embo Read to Learn 1. about 10 cm 2. b. walking

3. childhood, adolescence, and adulthood

After You Read 1. Students answers may include that labor is the physiological and physical changes that a female body goes through to give birth to a baby. These mainly involve the involuntary contractions of the uterine muscles. 2.

4. progesterone and estrogen 5. The organs systems of the embryo begin to develop; arms and legs are formed; the skeleton begins to harden, the tissue that forms the eyes develops; and muscles also begin to appear.

.
READING ESSENTIALS
.-\ns\ver Ke

37

ANSWER KEY
Chapter 39
Before You Read Students will answer questions about a disease they are familiar with, such as chicken pox. flu, Al DS, or strep throat. Read to Learn 1. keep harmful bacteria and other microorganisms from growing, maintain a healthy balance in the hodx
2. 11(3

Before You Read Students answers will vary, hut should reflect some thought about an illness they have had. Read to Learn 1. your skin
2. histamine 3. macrophages 4. to filter
pathogens

3. a rodshaped bacterium in blood ol cattle that died from anthrax 4. because viruses only grow in living cells, so livin tissue must be used for the culture medium 5. a continual source of the 6. an incubation period 7. mosquitoes: \Vest xile virus; ticks: Lvme disease 8. in the soil 9. Endemic: (liseaSe constantly present in tile popula tion; epidemic: disease outbreak with man people afflicted at about the same time. 10. a. viruses
disease organisms

5. release of histamines in large amounts and allergic symptoms occur 6. Artificially: through vaccinations; naturally: body exposed to antigens produces antibodies for those antigens. 7. because of an acquired active immunity to smallpox

gained naturally
8. through direct contact or through contact with objects that have been contaminated by infected blood or other body fluids

After You Read 1. Students answers will vary. Word usage should indicate an understanding of tile meaning of the terms.
2.

After You Read 1. Students will explain that bacteria have evolved that are resistant to antibiotics.
The Nature of Disease 1. bacteria 2. protozoans 3, fungi 4. viruses 5. other parasites 1, inherited 2. aging 3. exposure to chemicals and toxins 4. malnutrition 1. 2. 3. 4. 1. 2. 3. 4. human body animals soil water direct contact by an object through air vector

Acquired Immunity the lymphatic system

Pathogens

glands of the lymphatic system

Causes of disease other than pathogens

Sources of pathogens

Transmission from sources

38

Answer Ks

READING ESSENTIALS

If>7

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