BOOK
Salters-Nuffield A level Biology Student Book 2
Ann Scott | Nicola Wilberforce | Nick Owens | David Slingsby | Mark Smith | Author
(2016)
Additional Information
Book Details
Abstract
Salters-Nuffield A level Biology Student Book 2
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Contents | iii | ||
| Contributors | iv | ||
| About the SNAB course | v | ||
| How to use this book | vi | ||
| Topic 5: On the wild side | 2 | ||
| Chapter 5.1: What is an ecosystem? | 4 | ||
| Habitats | 4 | ||
| Communities and populations | 5 | ||
| What determines which species occur in a habitat? | 5 | ||
| Abiotic factors | 5 | ||
| Biotic factors | 6 | ||
| Adapted for survival | 8 | ||
| Ecosystems are dynamic | 9 | ||
| Primary succession | 10 | ||
| Secondary succession | 12 | ||
| Deflected succession | 12 | ||
| Chapter 5.2: Ecosystems rely on energy transfer | 13 | ||
| Producers and productivity | 13 | ||
| Photosynthesis | 14 | ||
| An overview | 14 | ||
| How photosynthesis works | 15 | ||
| Where does photosynthesis take place? | 16 | ||
| The light-dependent reactions | 17 | ||
| the light-independent reactions | 20 | ||
| The fate of glucose | 21 | ||
| Transfer of energy through the ecosystem | 22 | ||
| Energy transfer and feeding relationships | 22 | ||
| How efficient is the transfer of energy through the ecosystem? | 23 | ||
| Chapter 5.3: Is the climate changing? | 27 | ||
| Evidence for climate change | 27 | ||
| Temperature records over long periods | 27 | ||
| Studying peat bogs | 27 | ||
| Tree-ring analysis - dendrochronology | 30 | ||
| Putting the data together | 31 | ||
| Changing rainfall patterns | 32 | ||
| Chapter 5.4: Why is the climate changing? | 33 | ||
| Keeping the earth warm – the greenhouse effect | 33 | ||
| Which are the greenhouse gases? | 34 | ||
| Does increased carbon dioxide cause global warming? | 36 | ||
| A controversial issue | 37 | ||
| Chapter 5.5: Predicting future climates | 39 | ||
| Making mathematical models | 39 | ||
| A really reliable model | 39 | ||
| Extrapolation | 39 | ||
| Taking into account many factors at once | 40 | ||
| Do not expect models to be perfect | 41 | ||
| Climate model predicts a colder UK | 42 | ||
| Chapter 5.6: Coping with climate change | 43 | ||
| Changing distribution of species | 43 | ||
| Changing communities and alien invaders | 43 | ||
| Altered development | 45 | ||
| Faster photosynthesis – faster growth | 45 | ||
| A complex picture | 47 | ||
| Disrupted development and life cycles | 48 | ||
| Phenology: changing with the seasons | 49 | ||
| Making the most of the food supply | 49 | ||
| Chapter 5.7: Adapt or die | 50 | ||
| Changing over time | 50 | ||
| We now know | 51 | ||
| Evidence for evolution | 51 | ||
| Validating new evidence | 51 | ||
| Molecular evidence | 52 | ||
| Evolution observed | 54 | ||
| Speciation | 55 | ||
| What is a species? | 55 | ||
| How are new species formed? | 55 | ||
| Allopatric speciation | 56 | ||
| Sympatric speciation | 57 | ||
| It is not always clear cut! | 58 | ||
| Chapter 5.8: Getting the balance right | 59 | ||
| Out of balance | 60 | ||
| Combustion of fossil fuels | 60 | ||
| Deforestation | 60 | ||
| What else could upset the carbon dioxide balance? | 61 | ||
| The mystery of the disappearing carbon dioxide | 62 | ||
| Maintaining the balance | 62 | ||
| Using sustainable resources | 62 | ||
| Reforestation | 63 | ||
| Action needed to reduce climate change – not everyone agrees | 63 | ||
| Thinking Bigger | 64 | ||
| Topic 6: Infection, immunity and forensics | 66 | ||
| Chapter 6.1: Forensic biology | 68 | ||
| Identifying the body | 68 | ||
| DNA profiling | 71 | ||
| How is a DNA profile made? | 73 | ||
| Obtaining the DNA | 73 | ||
| Creating the fragments | 73 | ||
| Polymerase chain reaction | 74 | ||
| Separating the fragments | 74 | ||
| Visualising the fragments | 76 | ||
| Using the DNA profile | 78 | ||
| Is DNA profiling infallible? | 79 | ||
| Determining time of death | 79 | ||
| Body temperature | 79 | ||
| Rigor mortis | 80 | ||
| Decomposition | 81 | ||
| Forensic entomology | 81 | ||
| Estimating time since death | 82 | ||
| Other decomposers | 85 | ||
| Chapter 6.2: Cause of death | 86 | ||
| What killed George Watson and Nicki Overton? | 86 | ||
| How might Nicki have become infected? | 90 | ||
| Transmission of the TB bacterium | 90 | ||
| Transmission of HIV | 91 | ||
| Chapter 6.3: The body’s response to infection | 92 | ||
| Non-specific responses to infection | 92 | ||
| Lysozyme | 92 | ||
| Inflammation | 93 | ||
| Phagocytosis | 93 | ||
| Antimicrobial proteins – interferon | 95 | ||
| Specific immunity | 96 | ||
| B and T cells | 96 | ||
| The primary immune response | 98 | ||
| The secondary immune response | 102 | ||
| Avoiding attack by our own immune system | 102 | ||
| Chapter 6.4: The body’s response to TB | 104 | ||
| What is tuberculosis? | 104 | ||
| Symptoms of the disease | 105 | ||
| Primary infection with TB | 105 | ||
| Active tuberculosis | 107 | ||
| Glandular TB | 108 | ||
| How is TB diagnosed? | 108 | ||
| Skin and blood tests | 108 | ||
| Identification of bacteria | 108 | ||
| Chest X-rays | 109 | ||
| Chapter 6.5: The body’s response to HIV and AIDS | 110 | ||
| What are HIV and AIds? | 110 | ||
| HIV invades T helper cells | 112 | ||
| HIV hijacks the cell’s protein synthesis | 112 | ||
| New virus particles destroy T helper cells | 115 | ||
| The course of the disease – AIDS | 115 | ||
| The acute phase | 115 | ||
| The chronic phase | 116 | ||
| The disease phase | 116 | ||
| Chapter 6.6: Could the infections have been prevented? | 117 | ||
| Preventing entry of pathogens | 117 | ||
| The skin | 117 | ||
| Mucous membranes | 117 | ||
| Digestive system | 117 | ||
| Stomach acid | 117 | ||
| Gut flora | 117 | ||
| Becoming immune | 118 | ||
| Being vaccinated | 119 | ||
| Are vaccinations dangerous? | 121 | ||
| Chapter 6.7: Are there treatments for AIDS and TB? | 122 | ||
| Treating AIDS | 122 | ||
| Treating tuberculosis | 122 | ||
| What are antibiotics? | 122 | ||
| Searching for new antibiotics | 123 | ||
| Why do some microorganisms make antibiotics? | 124 | ||
| How antibiotics work | 124 | ||
| Classifying antibiotics | 124 | ||
| How antibiotics disrupt bacterial cell growth and division | 124 | ||
| Why do we still have diseases like TB? | 125 | ||
| We are not winning the race | 125 | ||
| Antibiotics provide another selection pressure | 125 | ||
| Antibiotic-resistant tb | 126 | ||
| Multiple-resistant bacteria | 126 | ||
| Antibiotic resistance and hospital acquired infections | 127 | ||
| Thinking Bigger | 128 | ||
| Topic 7: Run for your life | 130 | ||
| Chapter 7.1: Getting moving | 132 | ||
| Joints and movement | 132 | ||
| Joint structure | 133 | ||
| Muscles | 135 | ||
| How do muscles work? | 135 | ||
| Inside a muscle fibre | 136 | ||
| How the sarcomere shortens | 138 | ||
| Chapter 7.2: Energy for action | 141 | ||
| Releasing energy | 141 | ||
| Carbohydrate oxidation | 142 | ||
| Glycolysis first | 142 | ||
| The fate of pyruvate if oxygen is available | 144 | ||
| Fate of the hydrogens – the electron transport chain | 145 | ||
| The fate of pyruvate without oxygen | 150 | ||
| Chapter 7.3: Peak performance | 154 | ||
| Cardiac output | 154 | ||
| Stroke volume | 154 | ||
| Heart rate | 155 | ||
| Control of heart rate | 157 | ||
| Breathing | 163 | ||
| Lung volumes | 163 | ||
| The control of breathing | 164 | ||
| All muscle fibres are not the same | 167 | ||
| Slow twitch fibres | 167 | ||
| Fast twitch fibres | 168 | ||
| Chapter 7.4: Breaking out in a sweat | 169 | ||
| Temperature control | 172 | ||
| Temperature control receptors and effectors | 172 | ||
| Temperature regulation during exercise | 174 | ||
| Chapter 7.5: Overdoing it | 177 | ||
| Excessive exercise and immune suppression | 178 | ||
| Effects of exercise on immunity | 178 | ||
| How are joints damaged by exercise? | 180 | ||
| How can medical technology help? | 180 | ||
| Taking enough exercise | 183 | ||
| Chapter 7.6: Improving on nature | 184 | ||
| Performance-enhancing substances | 184 | ||
| Hormones | 185 | ||
| How hormones affect cells | 186 | ||
| Performance-enhancing substances not banned | 190 | ||
| Should performance-enhancing substance use be banned? | 191 | ||
| Thinking Bigger | 192 | ||
| Topic 8: Grey matter | 194 | ||
| Chapter 8.1: The nervous system and nerve impulses | 196 | ||
| What are nerve cells like? | 196 | ||
| Reflex arcs | 198 | ||
| The pupil reflex | 199 | ||
| How nerve cells transmit impulses | 201 | ||
| Inside a resting axon | 202 | ||
| What happens when a nerve is stimulated? | 204 | ||
| What causes an action potential? | 204 | ||
| How is the impulse passed along an axon? | 206 | ||
| Are impulses different sizes? | 206 | ||
| Speed of conduction | 206 | ||
| How does a nervous impulse pass between cells? | 208 | ||
| Synapse structure | 208 | ||
| How does the synapse transmit an impulse? | 208 | ||
| What is the role of synapses in nerve pathways? | 210 | ||
| Control and coordination | 210 | ||
| Types of synapse | 211 | ||
| Chapter 8.2: Reception of stimuli | 215 | ||
| How does light trigger nerve impulses? | 215 | ||
| Receptors | 215 | ||
| Plants can also detect and respond to environmental cues | 219 | ||
| Phytochromes – plant photoreceptors | 219 | ||
| Plants detect other environmental cues | 223 | ||
| Chapter 8.3: The brain | 224 | ||
| The cerebral hemispheres | 224 | ||
| The cerebellum and brain stem | 225 | ||
| Discovering the function of each brain region | 226 | ||
| Studies of individuals with damaged brain regions | 226 | ||
| Brain imaging | 229 | ||
| Positron Emission Tomography | 231 | ||
| From the eye to the brain | 232 | ||
| Chapter 8.4: Visual development | 233 | ||
| Axon growth | 233 | ||
| Evidence for a critical period in visual development | 234 | ||
| Medical observations | 234 | ||
| Research using animal models | 235 | ||
| What is happening during the critical period for developmentof vision? | 236 | ||
| Chapter 8.5: Making sense of what we see | 238 | ||
| Depth perception | 238 | ||
| Close objects | 238 | ||
| Distant objects | 238 | ||
| Is depth perception innate or learned? | 239 | ||
| Cross-cultural studies | 239 | ||
| Studies with newborn babies | 241 | ||
| Chapter 8.6: Learning and memory | 243 | ||
| Where memories are stored | 243 | ||
| How memories are stored | 243 | ||
| Sea slugs and habituation – changing synapse strength | 243 | ||
| More connection - longer memory | 245 | ||
| The ethics of using animals in medical research | 246 | ||
| Animal welfare rather than animal rights | 247 | ||
| Animal suffering and experience of pleasure | 247 | ||
| A utilitarian approach to the use of animals | 247 | ||
| Chapter 8.7: Problems with the synapses | 248 | ||
| Parkinson’s disease | 248 | ||
| Dopamine and parkinson’s disease | 248 | ||
| Treatment for parkinson’s disease | 248 | ||
| Excess dopamine | 249 | ||
| Depression | 250 | ||
| Serotonin and depression | 250 | ||
| Drug treatment for depression | 251 | ||
| How drugs affect synaptic transmission | 251 | ||
| The effect of ecstasy | 252 | ||
| Better treatments | 252 | ||
| How the outcomes of genome sequencing projects help | 253 | ||
| Using genetically modified organisms to produce drugs | 257 | ||
| Genetic modification | 257 | ||
| Concerns about genetic modification | 262 | ||
| Thinking Bigger | 266 | ||
| Answers | 268 | ||
| Index | 287 |