viiP–3
∙ Exercise 26—Photomicrograph and illustration of
African sleeping sickness blood cells and parasites are
revised to clarify their relationship
∙
Exercise 27—Explanations of fungal sporangiophores
and sporangia are expanded; figure 27.13 is modified
to better show the diagnostic reproductive structure,
ascus; Questions for Further Study and Inquiry has a
new question to explain the benefit of fungi to other
organisms
∙ Exercise 31—A learning objective is added on under-
standing flower structure and function; the explanation
of sporogenesis is expanded; a Question for Further
Study and Inquiry has been added to help students
understand flower parts
∙ Exercise 32—A new question is added to Questions
for Further Study and Inquiry on common leaf
morphologies
∙ Exercise 35—The definition of bioassay is revised
∙ Exercise 36—Introductions to terms animals, multi-
cellular, ancient, and primitive have been clarified;
description of intracellular versus extracellular digestion
in poriferans has been clarified
∙ Exercise 37—Taxonomic hierarchy of the classes and
subphyla of flatworms is updated; the groups Neoder-
mata and Turbellaria have been redefined and updated;
taxonomy of tapeworms is updated
∙ Exercise 39—Taxonomy of major arthropod classes has
been updated and reorganized to include Chelicerata,
Crustacea, Myriapoda, and Hexapoda; table 39.3 has
been relabeled to reflect updated arthropod taxonomy
∙ Exercise 40—The taxonomy of pre-vertebrate groups
has been updated; class Actinopterygidii has replaced
Osteichthyes; figure 40.21 of amphibian transitional
stages is revised
∙ Exercise 41—Figure 41.2 has revised labeling;
figure 41.3 is relabeled to distinguish flat cuboidal and
columnar cells more clearly; figure 41.4 is relabeled
to show Bowman’s capsule more clearly; figure 41.5
is relabeled to more clearly distinguish columnar cells;
figure 41.7 has been replaced to better show stratified
squamous epithelium; types of connective tissue have
been separated into connective tissue proper and special
connective tissue
∙ Exercise 42—Descriptions of the appendicular skel-
eton and the axial skeleton are added; the number of
skull, spine, and rib cage bones has been updated to
conventional values; figure 42.2 is new; Figure 42.4
has been replaced with improved images of normal and
osteoporotic bone; revisions to Questions for Further
Study and Inquiry
∙
Exercise 43—A new learning objective is added to
distinguish between isotonic and isometric contractions;
explanations of muscle load, muscle tone, and muscle
tension are expanded; figure 43.2 is relabeled to clearly
distinguish between flexion and extension; Procedure
43.1 concerning flexion and extension of the forearm
has been modified for clarity
∙ Exercise 44—Descriptions of negative pressure and its
role in breathing have been expanded; procedures to dis-
tinguish the role of intercostal muscles and breathing are
expanded and clarified; Procedure 44.1 has been modi-
fied for more consistent chest expansion measurements;
typical values for tidal, expiratory, inspiratory, and
residual volumes have been provided; directions for
measuring breathing rate in Procedure 44.7 are clarified
∙ Exercise 46—Figure 46.1 has been modified to illustrate
fovea centralis; Procedure 46.3 has been modified to
accommodate lab partners
∙ Exercise 47—A new Question 2 has been added;
Question 3 has been expanded to provide more
examples and practice with terms such as cranial,
caudal, lateral, distal, etc.; directions for the
skinning and abdominal incision during rat dissection
are expanded
∙ Exercise 48—Descriptions of the thyroid gland and
diaphragm are expanded; explanatory questions about
the lung structure and heart musculature are expanded
∙ Exercise 49—Figure 49.4 has been revised and enlarged
to better show the structure and cross section of a
kidney
∙ Exercise 50—Distinction has been enhanced between
the animal and vegetal poles
∙ Exercise 51—Directions are enhanced for Procedure
51.1 to examine kinesis in pill bugs; directions are
enhanced for Procedure 51.2 to study agonistic
behavior in fighting fish, to encourage better creativity
by the students in experimental design; a new question
has been added to Questions for Further Study and
Inquiry
∙ Appendix II has been updated to include upcoming
changes to how a basic unit of the metric system is
defined
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