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Organization and New Content
Campbell BIOLOGY IN FOCUS, Second Edition, is organized UNIT 1 Chemistry and Cells
into an introductory chapter and seven units that cover core
concepts of biology at a thoughtful pace. When we adapted A succinct, two-chapter treatment of
Campbell BIOLOGY to write the first edition of this text, we basic chemistry (Chapters 2 and 3)
made informed choices about how to design each chapter of provides the foundation for this unit
Campbell BIOLOGY IN FOCUS to meet the needs of focused on cell structure and function.
instructors and students. In some chapters, we retained most The related topics of cell membranes
of the material; in other chapters, we pruned material; and in and cell signaling are consolidated into
still others, we completely reconfigured the material. In creating one c hapter (Chapter 5). Due to the im-
the Second Edition, we solicited feedback from reviewers and portance of the fundamental concepts
used their thoughtful critiques to further fine-tune the content in Units 1 and 2, much of the material
and pedagogy. We have also updated the content wherever in the rest of these two units has been retained from
appropriate, and in a few cases reintroduced material. Here, Campbell BIOLOGY.
we present synopses of the seven units and highlight the major For the Second Edition, a new table has been added to
revisions made to the Second Edition of Campbell BIOLOGY Chapter 2 detailing the elements in the human body, with an
IN FOCUS. associated Interpret the Data q uestion. Chapter 3 includes
a new section on isomers, with an accompanying figure
CHAPTER 1 Introduction: Evolution and the Foundations (Figure 3.5), and ends with a new Concept 3.7 that includes
of Biology cutting-edge coverage of DNA sequencing and introduces
genomics and proteomics, as well as bioinformatics. A new
Chapter 1 introduces the five biological Make Connections Figure (Figure 3.30) entitled “Contributions
themes woven throughout the text: of Genomics and Proteomics to Biology” provides an over-
the core theme of Evolution, together view of areas in which genomics and proteomics have had
with Organization, Information, significant impacts—including evolution, conservation biology,
Energy and Matter, and Interactions. paleontology, medical science, and species interactions—with
Chapter 1 also explores the process of the aim of inspiring and motivating students. A striking photo
scientific inquiry through a case study of thermophilic cyanobacteria has been added to Figure 6.16
describing experiments on the evolu- on environmental factors affecting enzyme activity. In
tion of coat color in the beach mouse. Chapter 7, a computer model of ATP synthase has been added
The chapter concludes with a discussion of the importance of to Figure 7.13. The icon for this enzyme in Chapters 7 and 8 has
diversity within the scientific community. been re-drawn to more closely represent its structure. A new
In the Second Edition, a new figure (Figure 1.8) on Make Connections Figure (Figure 8.20, “The Working Cell”)
gene expression uses lens cells in the eye as an example of integrates all the cellular activities covered in Chapters 3–8 in
DNA → RNA → protein and introduces the terms tran- the context of a single working plant cell.
scription and translation. This new figure and text equip
students from the outset with an understanding of how gene
sequences determine an organism’s characteristics. New UNIT 2 Genetics
text and a new photo (Figure 1.11) inform students about
the effects of climate change in general, and global warming Topics in this unit include meiosis and
in particular, on species survival and diversity. Concept 1.3 classical genetics as well as the chromo-
has been thoroughly revised to more realistically reflect somal and molecular basis for genetics
the process of science. A new section has been added on and gene expression (Chapters 10–14).
the Flexibility of the Scientific Process, accompanied by a We also include a chapter on the regu-
new Figure 1.19 that depicts the more realistic and complex lation of gene expression (Chapter 15)
process of science. The text now discusses searching the sci- and one on the role of gene regulation
entific literature, and a new question in the Chapter Review in development, stem cells, and cancer
asks students to use PubMed. (Chapter 16). Methods in biotechnology
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are integrated into appropriate chapters. The stand-alone UNIT 3 Evolution
chapter on viruses (Chapter 17) can be taught at any point in
the course. The final chapter in the unit, on genome evolution This unit provides in-depth coverage
(Chapter 18), provides both a capstone for the study of genet- of essential evolutionary topics, such
ics and a bridge to the evolution unit. as mechanisms of natural selection,
Chapter 10 of the Second Edition includes a new section population genetics, and speciation.
on “Crossing Over and Synapsis During Prophase I” that Early in the unit, Chapter 20 introduces
explains the events of prophase I in more detail, supported “tree thinking” to support students in
by new Figure 10.9, which clearly shows and describes these interpreting phylogenetic trees and
events. In Chapter 11, to incorporate more molecular biol- thinking about the big picture of evolu-
ogy into the discussion of Mendelian genetics, Figure 11.4 tion. Chapter 23 focuses on mechanisms that have influenced
on alleles has been enhanced and a new Figure 11.16 on long-term patterns of evolutionary change. Throughout the
sickle-cell disease has been added. Chapter 13 includes new unit, new discoveries in fields ranging from paleontology to
text and two new figures (Figures 13.29 and 13.30) cover- phylogenomics highlight the interdisciplinary nature of mod-
ing advances in sequencing technology. Also in this chapter, ern biology.
a new section, including new Figure 13.31, describes gene Revisions in the Second Edition aim to strengthen connec-
editing using the CRISPR-Cas9 system. In Chapter 15, the tions among fundamental evolutionary concepts. For example,
section on noncoding RNAs has been updated, and Concept 20.5 includes new text on horizontal gene transfer
Figure 15.14 on in situ hybridization has been expanded among eukaryotes, reinforcing the overall discussion of how
and enhanced to help students understand this important horizontal gene transfer has played an important role in the
technique. Chapter 16 includes a new Inquiry Figure evolutionary history of life. Also in Concept 20.5, a new
(Figure 16.16) on induced pluripotent stem cells (iPS cells). Scientific Skills Exercise walks students through the process
Material on embryonic stem cells and induced pluripotent of comparing and interpreting amino acid sequences to deter-
stem cells has been significantly updated. A new Make mine whether horizontal gene transfer may have occurred in
Connections Figure (Figure 16.21), “Genomics, Cell Signal- certain organisms. Chapter 20 also includes more discussion of
ing, and Cancer,” illustrates recent research on subtypes of tree thinking, as well as a new figure (Figure 20.11) that distin-
breast cancer, connecting content that students have learned guishes between paraphyletic and polyphyletic taxa. New ma-
in Chapters 5, 9, and 16. It also addresses treatment for terial in Chapter 21 clarifies the interplay between mutation,
one subtype of breast cancer as an example. In Chapter 17, genetic variation, and natural selection. A new Make Connec-
the discussion of the importance of cell-surface proteins in tions Figure (Figure 21.15, “The Sickle-Cell Allele”) integrates
determining host range has been enhanced. A new figure material from chapters across the book in exploring the sickle-
(Figure 17.9) presents the example of the receptor and co- cell allele and its impact from the molecular and cellular levels
receptor proteins for HIV. Coverage of the CRISPR system, to the allele’s global distribution in the human population.
as a bacterial “immune” system, has been added, supported Other changes in the unit include new examples and figures
by new Figure 17.6. Coverage of recent epidemics has been that reinforce evolutionary concepts. For example, a new
inserted (Ebola) or updated (H5N1). Chapter 18 has been introduction to Chapter 23 tells the story of the discovery of
significantly updated to reflect recent sequencing advances, whale fossils from the Sahara Desert, striking evidence of how
including a discussion of the results of the ENCODE organisms in the past differed from organisms living today.
project, information on the bonobo genome, and use In Chapter 22, a new figure (Figure 22.11) has been added to
of high-throughput techniques to address the problem support the expanded text discussion of allopolyploid specia-
of cancer. Regarding protein structure, the discussion tion in Tragopogon in the Pacific Northwest. Dates have also
of BLAST searches has been enhanced, and computer been revised in the text, Table 23.1 (The Geologic Record),
models of lysozyme and α-lactalbumin have been added to and figures in Chapter 23 and throughout the Second Edition
support the discussion of the evolution of genes with novel to reflect the International Commission on Stratigraphy 2013
functions. revision of the Geologic Time Scale.
O R G A N I Z A T I O N A N D N E W C O N T E N T vii
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UNIT 4 The Evolutionary History of Life UNIT 5 Plant Form and Function
This unit employs a novel approach to The form and function of higher plants
studying the evolutionary history of are often treated as separate topics,
biodiversity. Each chapter focuses on thereby making it difficult for students
one or more major steps in the history to make connections between the two.
of life, such as the origin of cells or the In Unit 5, plant anatomy (Chapter 28)
colonization of land. Likewise, the cov- and the acquisition and transport of
erage of natural history and biological resources (Chapter 29) are bridged by
diversity emphasizes the evolutionary a discussion of how plant architec-
process—how factors such as the origin ture influences resource acquisition.
of key adaptations have influenced the rise and fall of different Chapter 30 provides an introduction to plant reproduction
groups of organisms over time. and examines controversies surrounding the genetic engineer-
In the Second Edition, we have expanded our coverage of ing of crop plants. The final chapter (Chapter 31) explores how
genomic and other molecular studies. Examples include a new plants respond to environmental challenges and opportunities
figure (Figure 24.25) and text on the potential use and signifi- and how the integration of this diverse information by plant
cance of CRISPR-Cas systems, a new Scientific Skills Exercise hormones influences plant growth and reproduction.
in Chapter 26 on genomic analyses of mycorrhizal and nonmy- In the Second Edition, a new micrograph of parenchyma
corrhizal fungi, and a new figure (Figure 27.36) and text related cells and new information relating to root hair density,
to evidence of gene flow between Neanderthals and modern length, and function have been added to Chapter 28. In
humans. In addition, many phylogenies have been revised to Chapter 29, a new Make Connections Figure (Figure 29.10,
reflect recent miRNA and genomic data. The unit also includes “Mutualism Across Kingdoms and Domains”) enables stu-
more connections to other chapters. For instance, a new Make dents to integrate what they have learned about plant mutu-
Connections Question in Figure 24.4 asks students to apply alisms with other examples across the natural realm. A new
material from Chapter 3 to explain how a membrane-like bi- Inquiry Figure (Figure 29.11) examines the metagenomics of
layer can self-assemble and form a vesicle, and a new Make soil bacteria. A discussion on mycorrhizae and plant evolu-
Connections Figure (Figure 26.14) explores the diverse struc- tion has also been added in Chapter 29. In Chapter 30, the
tural solutions for maximizing surface area that have evolved angiosperm life cycle figure and related text are more closely
in cells, organ systems, and whole organisms. Other changes integrated, with all the numbered steps now identified in the
enhance the evolutionary storyline of the unit. For example, text. Also, a discussion of coevolution of flowers and pollina-
in Chapter 26, the chapter title, Figure 26.2, Key Concept 26.2, tors has been added. The in-depth discussion of the devel-
and text in Concepts 26.1 and 26.2 have all been revised to em- opment from seed to flowering plant has been expanded to
phasize and explain that fungi are not closely related to plants, include the transition from vegetative growth to reproduc-
although they likely played a role in facilitating the colonization tive growth, making a connection to what students learned
of land by plants, and that fungi possess their own novel adap- about development in Chapter 28. In addition, the depictions
tations for terrestrial life. Likewise, in Chapter 27, the discus- of the structure of maize root systems and raspberry fruit
sion of the evolutionary impact of animals has been expanded, development have been improved. The information in Con-
and new text and four new figures (Figures 27.12, 27.13, 27.30, cept 31.4 concerning plant defenses against disease has been
and 27.31) on molluscs, birds, and mammals have been added. thoroughly revised and updated to reflect rapid advances in
The chapter also includes expanded coverage of human evo- our understanding of plant immunity. Updated information
lution, including three new figures (Figures 27.34, 27.35, and relates to the two types of plant immunity: PAMP-triggered
27.36). Supporting the extensive revision of Chapter 27, the immunity and effector-triggered immunity. New Figure 31.23
number of Key Concepts in this chapter has increased from highlights examples of physical, chemical, and behavioral de-
five to seven. fenses against herbivory.
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UNIT 6 Animal Form and Function UNIT 7 Ecology
In this unit, a focused exploration of This unit applies the key themes of
animal physiology and anatomy ap- the text, including evolution, interac-
plies a comparative approach to a tions, and energy and matter, to help
limited set of examples to bring out students learn ecological principles.
fundamental principles and conserved Chapter 40 integrates material on
mechanisms. Students are first intro- population growth and Earth’s environ-
duced to the closely related topics of ment, highlighting the importance of
endocrine signaling and homeostasis both biological and physical processes
in an integrative introductory chapter in determining where species are found.
(Chapter 32). Additional melding of interconnected material Chapter 43 ends the book with a focus on global ecology and
is reflected in chapters that combine treatment of circulation conservation biology. This chapter illustrates the threats to
and gas exchange, reproduction and development, neurons all species from increased human population growth and re-
and nervous systems, and motor mechanisms and behavior. source use. It begins with local factors that threaten individual
In the Second Edition, we re-envisioned the introductory species and ends with global factors that alter ecosystems,
chapter of this unit (Chapter 32), as conveyed by its new title, landscapes, and biomes.
“The Internal Environment of Animals: Organization and The increased emphasis throughout the Second Edition on
Regulation.” Endocrine signaling and the integration of ner- global climate change is capped by new discussions and figures
vous and endocrine system function now precede the intro- in Unit 7. Chapter 43, for example, includes a new figure on
duction of homeostasis and the consideration of the two major the greenhouse effect (Figure 43.26) as well as new text exam-
examples: thermoregulation and osmoregulation. Figures on ining aspects of climate change other than global warming.
simple hormone and neurohormone pathways (Figures 32.6 The chapter explores documented examples of the impacts to
and 32.7) and hormone cascades (Figure 32.8) have been sub- organisms in a new section on “Biological Effects of Climate
stantially revised to provide clear and consistent presentation Change” and a new Make Connections Figure (Figure 43.28,
of hormone function and of the regulation of hormone secre- “Climate Change Has Effects at All Levels of Biological Orga-
tion. The presentation of the mechanism for filtrate process- nization”). Throughout the unit, the presentation of several
ing in the kidney has been substantially revised, with a single other key topics has been revised. For example, in Chapter 40,
figure (Figure 32.22) in place of two and with the accompany- the discussion of each of the following concepts or models was
ing numbered text walking students through a carefully paced revised to standardize and clarify their meaning: life tables, per
tour of the nephron. In this chapter and throughout the unit, capita population growth, the per capita rate of increase (r),
figures illustrating homeostatic regulation have been revised to exponential population growth, and logistic population growth.
highlight the common principles and features of homeostatic The discussion of species interactions in Chapter 41 was
mechanisms. The unit includes two new Make Connections modified to group species interactions according to whether
Figures: Figure 32.3 illustrates shared and divergent solutions they have positive (+) or negative (–) effects on survival and
to fundamental challenges common to plants and animals, reproduction; as a result, there is a new section on “Exploita-
and Figure 37.8, on ion movements and gradients, explores the tion” (which includes predation, herbivory, and parasitism)
fundamental role of concentration gradients in life processes and another new section on “Positive Interactions” (which
ranging from osmoregulation and gas exchange to locomo- includes mutualism and commensalism). Material throughout
tion. Also in Chapter 37, the treatments of synaptic signaling, Chapter 42 was revised to reinforce the fact that energy flows
summation, modulating signaling, and neurotransmitters through ecosystems, whereas chemical elements cycle within
have been revised to highlight key ideas, ensuring appropriate ecosystems. New Figure Legend Questions give students
pacing and helping students focus on fundamental principles practice in actively interpreting results; see, for example, the
rather than memorization. Updates in Unit 6 informed by cur- new questions with Figure 43.22 (biological magnification of
rent research include new Figure 33.15 and text highlighting PCBs) and Figure 43.31 (a new figure on per capita ecological
the explosion of interest in and understanding of the microbi- footprints). The unit also includes a new Make Connections
ome. Chapter 38 opens with a new photograph and introduc- Figure (Figure 42.18, “The Working Ecosystem”) that ties
tory text that showcase the “brainbow” technique for labeling together population, community, and ecosystem processes in
individual brain neurons. the arctic tundra.
O R G A N I Z A T I O N A N D N E W C O N T E N T ix
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About the Authors
The author team’s contributions reflect their biological expertise as researchers and their teaching sensibilities
gained from years of experience as instructors at diverse institutions. They are also experienced textbook
authors, having written Campbell BIOLOGY in addition to Campbell BIOLOGY IN FOCUS.
Lisa A. Urry
Lisa Urry (Chapter 1 and Units 1 and 2) is Professor of Biology and Chair of the Biology
Department at Mills College in Oakland, California, and a Visiting Scholar at the University of
California, Berkeley. After graduating from Tufts University with a double major in biology and
French, Lisa completed her Ph.D. in molecular and developmental biology at Massachusetts
Institute of Technology (MIT) in the MIT/Woods Hole Oceanographic Institution Joint P rogram.
She has published a number of research papers, most of them focused on gene expression dur-
ing embryonic and larval development in sea urchins. Lisa has taught a variety of courses, from
introductory biology to developmental biology and senior seminar. As a part of her mission to
increase understanding of evolution, Lisa also teaches a nonmajors course called Evolution for
Future Presidents and is on the Teacher Advisory Board for the Understanding Evolution website
developed by the University of California Museum of Paleontology. Lisa is also deeply committed
to promoting opportunities for women and underrepresented minorities in science.
Michael L. Cain
Michael Cain (Chapter 1 and Units 3, 4, and 7) is an ecologist and evolutionary biologist who is
now writing full-time. Michael earned a joint degree in biology and math at Bowdoin College,
an M.Sc. from Brown University, and a Ph.D. in ecology and evolutionary biology from Cornell
University. As a faculty member at New Mexico State University and Rose-Hulman Institute of
Technology, he taught a wide range of courses, including introductory biology, ecology, evolu-
tion, botany, and conservation biology. Michael is the author of dozens of scientific papers on
topics that include foraging behavior in insects and plants, long-distance seed dispersal, and
speciation in crickets. In addition to his work on Campbell BIOLOGY IN FOCUS, Michael is
also the lead author of an ecology textbook.
Steven A. Wasserman
Steve Wasserman (Chapter 1 and Unit 6) is Professor of Biology at the University of California,
San Diego (UCSD). He earned his A.B. in biology from Harvard University and his Ph.D. in bio-
logical sciences from MIT. Through his research on regulatory pathway mechanisms in the fruit
fly Drosophila, Steve has contributed to the fields of developmental biology, reproduction, and
immunity. As a faculty member at the University of Texas Southwestern Medical Center and
UCSD, he has taught genetics, development, and physiology to undergraduate, graduate, and
medical students. He currently focuses on teaching introductory biology. He has also served as
the research mentor for more than a dozen doctoral students and more than 50 aspiring scientists
at the undergraduate and high school levels. Steve has been the recipient of distinguished scholar
awards from both the Markey Charitable Trust and the David and Lucille Packard Foundation. In
2007, he received UCSD’s Distinguished Teaching Award for undergraduate teaching.
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Peter V. Minorsky
Peter Minorsky (Chapter 1 and Unit 5) is Professor of Biology at Mercy College in New York,
where he teaches introductory biology, evolution, ecology, and botany. He received his A.B.
in biology from Vassar College and his Ph.D. in plant physiology from Cornell University.
He is also the science writer for the journal Plant Physiology. After a postdoctoral fellowship
at the University of Wisconsin at Madison, Peter taught at Kenyon College, Union College,
Western Connecticut State University, and Vassar College. His research interests concern how
plants sense environmental change. Peter received the 2008 Award for Teaching Excellence at
Mercy College.
Jane B. Reece
The head of the author team for recent editions of Campbell BIOLOGY, Jane Reece was Neil
Campbell’s longtime collaborator. Earlier, Jane taught biology at Middlesex County College and
Queensborough Community College. She holds an A.B. in biology from Harvard University, an
M.S. in microbiology from Rutgers University, and a Ph.D. in bacteriology from the University
of California, Berkeley. Jane’s research as a doctoral student and postdoctoral f ellow focused
on genetic recombination in bacteria. Besides her work on the Campbell textbooks for biology
majors, she has been an author of Campbell Biology: Concepts & Connections, Campbell
Essential Biology, and The World of the Cell.
Neil A. Campbell
Neil Campbell (1946–2004) combined the investigative nature of a research scientist with the
soul of an experienced and caring teacher. He earned his M.A. in zoology from the University
of California, Los Angeles, and his Ph.D. in plant biology from the University of California,
Riverside, where he received the Distinguished Alumnus Award in 2001. Neil published numer-
ous research articles on desert and coastal plants and how the sensitive plant (Mimosa) and
other legumes move their leaves. His 30 years of teaching in diverse environments included
introductory biology courses at Cornell University, Pomona College, and San Bernardino V alley
College, where he received the college’s first Outstanding Professor Award in 1986. He was a
visiting scholar in the Department of Botany and Plant Sciences at the University of California,
Riverside. Neil was the lead author of Campbell Biology: Concepts & Connections, Campbell
Essential Biology, and Campbell BIOLOGY, upon which this book is based.
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Make Connections Visually
NEW! Ten Make
Connections Figures
integrate content from ▼ Figure 32.3
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Gas Exchange
The exchange of certain
gases with the environment
is essential for life.
Respiration by plants and
animals requires taking up
oxygen (O2) and releasing carbon dioxide (CO2). In photosynthesis,
net exchange occurs in the opposite direction: CO2 uptake and O2
release. In both plants and animals, highly convoluted surfaces that
increase the area available for gas exchange have evolved, such as
the spongy mesophyll of leaves (left) and the alveoli of lungs (right).
(See Figure 28.17 and Figure 34.20.)
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Area of colored
colored spots
patterns that are controlled by genes that are only expressed in adult
spots (mm2)
Number of
8 8
males. Female guppies choose males with bright color patterns as mates
experiment related to more often than they choose males with drab coloring. But the bright
6 6
the chapter content. colors that attract females also can make the males more conspicuous to 4
2
4
2
predators. Researchers observed that in pools with few predator species,
the benefits of bright colors appear to “win out,” and males are more 0 0
Source Transplanted Source Transplanted
brightly colored than in pools where predation is more intense. population population population population
One guppy predator, the killifish, preys on juvenile guppies that
have not yet displayed their adult coloration. Researchers predicted Data from J. A. Endler, Natural selection on color patterns in Poecilia reticulata,
Evolution 34:76–91 (1980).
Most Scientific Skills
that if adult guppies with drab colors were transferred to a pool
with only killifish, eventually the descendants of these guppies Exercises use data
I N T E R P R E T T HE D ATA
would be more brightly colored (because of the female preference
for brightly colored males). 1. Identify the following elements of hypothesis-based science from published
How the Experiment Was Done Researchers transplanted
in this example: (a) question, (b) hypothesis, (c) prediction, research, cited in the
(d) control group, and (e) experimental group. (For additional
200 guppies from pools containing pike-cichlid fish, intense preda- information about hypothesis-based science, see Chapter 1 and exercise.
tors of adult guppies, to pools containing killifish, less active preda- the Scientific Skills Review in Appendix F and the Study Area of
tors that prey mainly on juvenile guppies. They tracked the number MasteringBiology.)
of bright-colored spots and the total area of those spots on male 2. Explain how the types of data the researchers chose to collect
guppies in each generation. enabled them to test their prediction.
3. What conclusion do you draw from the data presented above?
Guppies
transplanted
4. Predict what would happen if, after 22 months, guppies from
the transplanted population were returned to the source pool.
Questions build in
Describe an experiment to test your prediction. difficulty, walking
A related version of this Scientific Skills Exercise can be assigned students through new
in MasteringBiology.
skills step by step and
providing opportunities
for higher-level critical
Pools with thinking.
pike-cichlids Pools with killifish,
and guppies but no guppies
prior to transplant
1. Interpreting a Pair of Bar Graphs, p. 18 13. Working with Data in a Table, p. 257
2. Interpreting a Scatter Plot with a Regression Line, p. 40 14. Interpreting a Sequence Logo, p. 294
3. Analyzing Polypeptide Sequence Data, p. 69 15. Analyzing DNA Deletion Experiments, p. 313
4. Using a Scale Bar to Calculate Volume and Surface Area 16. Analyzing Quantitative and Spatial Gene Expression Data, p. 325
of a Cell, p. 80 17. Analyzing a Sequence-Based Phylogenetic Tree to Understand
5. Interpreting a Scatter Plot with Two Sets of Data, p. 109 Viral Evolution, p. 353
6. Making a Line Graph and Calculating a Slope, p. 134 18. Reading an Amino Acid Sequence Identity Table, p. 370
7. Making a Bar Graph and Evaluating a Hypothesis, p. 155 19. Making and Testing Predictions, shown above and on p. 392
8. Making Scatter Plots with Regression Lines, p. 176 20. NEW! Using Protein Sequence Data to Test an Evolutionary
Hypothesis, p. 410
9. Interpreting Histograms, p. 196
21. Using the Hardy-Weinberg Equation to Interpret Data and Make
10. Making a Line Graph and Converting Between Units of
Predictions, p. 420
Data, p. 210
22. Identifying Independent and Dependent Variables, Making a
11. Making a Histogram and Analyzing a Distribution
Scatter Plot, and Interpreting Data, p. 441
Pattern, p. 227
23. Estimating Quantitative Data from a Graph and Developing
12. Using the Chi-Square (χ2) Test, p. 246
Hypotheses, p. 459
24. Making a Bar Graph and Interpreting Data, p. 493 34. Interpreting Data in Histograms, shown above and on p. 721
25. Interpreting Comparisons of Genetic Sequences, p. 501 35. Comparing Two Variables on a Common x-Axis, p. 748
26. NEW! Interpreting Genomic Data and Generating 36. Making Inferences and Designing an Experiment, p. 761
Hypotheses, p. 529 37. Interpreting Data Values Expressed in Scientific Notation, p. 787
27. Understanding Experimental Design and Interpreting 38. Designing an Experiment Using Genetic Mutants, p. 797
Data, p. 570
39. Interpreting a Graph with Log Scales, p. 825
28. Using Bar Graphs to Interpret Data, p. 582
40. Using the Logistic Equation to Model Population Growth, p. 860
29. Calculating and Interpreting Temperature
Coefficients, p. 597 41. Using Bar Graphs and Scatter Plots to Present and Interpret
Data, p. 870
30. Using Positive and Negative Correlations to Interpret
Data, p. 632 42. Interpreting Quantitative Data in a Table, p. 893
31. Interpreting Experimental Results from a Bar 43. Graphing Cyclic Data, p. 922
Graph, p. 656
32. Describing and Interpreting Quantitative
Data, p. 679
33. Interpreting Data from an Experiment with
Genetic Mutants, p. 704
beanalyze
harmful andamore
graph,will befigure, or table.
neutral. Such genes change
60 more quickly.
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▼ Figure 3.30
of the target gene. The DNA molecules are arranged in chromosomes and how DNA
active sites of the Cas9
protein cut the DNA
Part of the
target gene NEW! Chapter 13 describes gene
replication provides the copies of genes that parents pass to
on both strands. offspring. However, it is not enough that genes be copied and
editing using the CRISPR-Cas9
transmitted; the information they carry must be used by the
Resulting cut cell. In other words, genes must also be “expressed.” In the next
in target gene system, and Chapter 17 describes
few chapters, we’ll examine how the cell expresses the genetic
the basic biology of this system
information encoded in DNA. We’ll also return to the subject
of genetic engineering by exploring a few techniques for ana-
in bacteria.
lyzing gene expression.
3 The broken strands
of DNA are “repaired” Normal CONCEPT CHECK 13.4
by the cell in one (functional) 1. MAKE CONNECTIONS The restriction site for an enzyme
of two ways: gene for use
called PvuI is the following sequence:
as a template
5′-c G a T c G-3′
3′-G c T a G c-5′
(a) Scientists can disable
(“knock out”) the target gene
(b) If the target gene has a
mutation, it can be repaired.
NEW! Chapter 27 includes new
staggered cuts are made between the T and c on each strand.
What type of bonds are being cleaved? (see concept 3.6.)
to study its normal function. A normal copy of the gene is
material on human origins,
No template is provided, and provided, and repair 2. DRAW IT one strand of a Dna molecule has the following ▲ Figure 27.36 Fossil evidence
repair enzymes insert and/or
delete random nucleotides,
enzymes use it as a template,
restoring the normal including how sequencing
sequence: 5′-ccTTGacGaTcGTTaccG-3′. Draw the other DNA of human-Neanderthal
making the gene nonfunctional. gene sequence. strand. Will PvuI (see question 1) cut this molecule? if so,
extracted
draw the products. from this fossil jawbone interbreeding.
3. Describe the role of complementary base pairing during
Random nucleotides Normal nucleotides
recently
cloning, Pcr, Dna sequencing,revealed
and gene editingevidence
using the of
human-Neanderthal
crisPr-cas9 system.
For suggested answers, see Appendix A.
interbreeding.
▲ Figure 13.31 Gene editing using the CRISPR-Cas9 system.
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C H A P T E R
T
he island of Asinara lies off the coast of Sardinia, an of pigment? The albino donkey has a faulty version of a key
into the chapter. Italian island. The name Asinara probably originated protein, an enzyme required for pigment synthesis, and this
from the Latin word sinuaria, which means “sinus- protein is faulty because the gene that codes for it contains
shaped.” A second meaning of Asinara is “donkey-inhabited,” incorrect information.
which is particularly appropriate because Asinara is home to a This example illustrates the main point of this chapter:
wild population of albino donkeys (Figure 14.1). The donkeys The DNA inherited by an organism leads to specific traits
were brought to Asinara in the early 1800s and abandoned by dictating the synthesis of proteins and of RNA molecules
there in 1885 when the 500 residents were forced to leave the involved in protein synthesis. In other words, proteins are the
island so it could be used as a penal colony. What is responsi- link between genotype and phenotype. Gene expression is
ble for the phenotype of the albino donkey, strikingly different the process by which DNA directs the synthesis of proteins
from its pigmented relative? (or, in some cases, just RNAs). The expression of genes that
Inherited traits are determined by genes, and the trait code for proteins includes two stages: transcription and
of albinism is caused by a recessive allele of a pigmenta- translation. This chapter describes the flow of information
tion gene (see Concept 11.4). The information content of from gene to protein and explains how genetic mutations
genes is in the form of specific sequences of nucleotides affect organisms through their proteins. Understanding the
along strands of DNA, the genetic material. But how does processes of gene expression, which are similar in all three
this information determine an organism’s traits? Put another domains of life, will allow us to revisit the concept of the gene
way, what does a gene actually say? And how is its message in more detail at the end of the chapter.
278
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Chapter Review
with Animations, Activities, Vocab Self-Quiz, and practice Tests.
includesquick
give students RNAaccess
splicing, the addition of a modified nucleotide
Transfer RNA (tRNA)
three times the number of aminoSUMMARY
acids in OF theKEY protein
CONCEPTS product. VOCAB
SELF-QUIZ • Eukaryotic pre-mRNAs undergo RNA processing, which Second mRNA base
Level 1: Knowledge/Comprehension
5′ cap toSelf-Quizzes
to Vocabulary the 5′ end, and the addition of a poly-A tail to the
CONCEPT 14.1 includes RNA splicing, the addition of a modified nucleotide
and Practice 3′ end.Tests The processed their mRNA includes an untranslated region
For example, it takes 300 nucleotides along an mRNA strand
CONCEPT 14.1
U
1. 5′ cap to the 5′ end, and the addition of a poly-A tail to the G
In eukaryotic C A
cells, transcription cannoton begin
(5′ UTRtablets, or 3′ UTR) and at each end of the coding segment.
3′ end. The processed mRNA includes an untranslated region
to code for the amino acids in a polypeptide
Genes specify proteins that Genes
via is 100 amino
transcription
specify proteins
UUU via UCU
transcription
UAU goo.gl/gbai8v
(5′ UTR or 3′ UTR) at each end of the coding segment.
until Cys
UGU
• Most eukaryotic genes are split into segments: They have introns U smartphones,
introns
and translation (pp. 279–284)
acids long. and translation (pp.UUC
phe
279–284)
tyr interspersed among the exons (regions included in the mRNA).
goo.gl/gbai8v computers. • Most eukaryotic genes aregoo.gl/CRZjvS split into segments:Primary They have transcript
(A) the two DNA strands have completely
• Beadle and Tatum’s studies of mutant strains of Neurospora led to
the one gene–one polypeptide hypothesis. During gene expression, UCC UAC UGC
In RNA splicing, introns are removed and exons joined. RNA C
U
interspersed among the exons (regions included in the mRNA).
splicing is typically carried out by spliceosomes, but in some
the information encoded in genes is used to make specific polypep- ser
cases, RNA alone catalyzes its own splicing. The catalytic
UAA stop UGAseparated
• Transcription is the synthesis•of RNA Beadle and Tatum’s studies UUA
of mutant UCA
strains of Neurospora stop A
led toand exposed the promoter.
tide chains (enzymes and other proteins) or RNA molecules.
Cracking the Code complementary to a Leu
ability of some RNA molecules, called ribozymes, derives
from the properties of RNA. The presence of introns allows for
In RNA splicing, introns are removed and exons Small RNAs in
joined. RNAthe spliceosom
UAG stop (B) UGGseveral trp Gtranscription factors have bound to
template strand of DNA. Translation is the synthesis of a alternative RNA splicing.
Molecular biologists cracked the geneticnucleotide sequence the
of life in the
in mRNA. one
polypeptide whose amino acid sequence is specified by the
code gene–one ?
UUG
polypeptide UCG
hypothesis. During gene expression,
What function do the 5′ cap and the poly-A tail serve on
splicing is typically carried out by spliceosomes, but in some
a eukaryotic mRNA?
the
A codoninformation encoded CUU in genes is used to make specific polypep-
• Genetic information is encoded as a sequence of nonoverlap-
early 1960s when a series of elegant ping experiments disclosed alone catalyzes its own splicing. Level
nucleotide triplets, or codons. in messenger
RNA (mRNA) either is translated into an amino acid (61 of the
CCU
CONCEPT 14.4
CAU
His (C) the ?
5′
U
caps are removed from the mRNA.
cases, RNA 9. Fill in the following table:
What will be the results of chemically modifying one nucleotide
base of a gene? What role is played by DNA repair systems in The catalytic3: Synthesis/Ev
the amino acid translations of each of
64 codons)the RNA
or serves codons.
as a stop
tide chains (enzymes
The
signal (3 codons).
be read in the correct reading frame.
Codons must
Translationand CUC other proteins)
is the RNA-directed CCC
synthesis or
CAC RNA molecules.CGC C ability
the cell?
of some RNA molecules, called ribozymes, derives Type of RNA Functions
C (D) the DNA introns are removed from the template.
from the properties of RNA. The presence of10.
Leu
• Transcription
of a polypeptide: a closer look (pp. 288–298) pro
first codon was deciphered in 1961? by Marshall Nirenberg, of •is the synthesis ofprotein
RNA complementary Arg
to aAUNDERSTANDING
PRACTICE Messenger RnA (mRnA)
SCIENTIFIC INQUIRY
CGATEST YOUR
Describe the process of gene expression, by which a gene affects
introns allows for
TEST
the phenotype of an organism. A cell CUA
translates an mRNA messageCCA into CAA
using transfer
transfer RnA (tRnA)
the National Institutes of Health, along with his colleagues. template strandaminoacyl-tRNA
RNAs (tRNAs). After being bound to a specific amino acid by an
of DNA. Translation isup oftheGln synthesis Level 1: Knowledge/Comprehension
of athe Knowing that the gene
CONCEPT 14.2 CUG codon
at the complementary
synthetase, a tRNA lines up via its anticodon
CCG
on mRNA. A ribosome, madeCAG 2. Which
CGG1. In eukaryotic following
Gcells, transcription cannot beginis not true of a codon?
alternative RNA splicing.
Plays catalytic (ribozyme) roles and
structural roles in ribosomes
Nirenberg synthesized an artificial mRNA by linking identical uses molecular biologi
polypeptide whose
Transcription is the DNA-directed synthesis of RNA:
a closer look (pp. 284–286)
ribosomal
amino
with binding
RNAs (rRNAs)
sites for mRNAacidand
sequence is specified
proteins,
and tRNA.
facilitates this coupling
(A) by
until
It(A)maythe
the two DNA code forcompletely
strands have the same amino acid as another codon. goo.gl/CRZjvS Primary transcript
RNA nucleotides containing uracil as their base. No matter • Ribosomes AUU ACU AAU AGU (B) separated Uand exposed the promoter. What function do the 5′ cap and the poly-A tail serve on
mRNA. gene (shown in Figure
coordinate the three stages of translation: initiation,
nucleotide
to a DNA template sequence
elongation, in
small RnAs in the spliceosome
(B) It never
the promoter.codes for more than ? a eukaryotic
one amino acid.
• RNA synthesis is catalyzed by RNA polymerase, which links and termination. The formation of peptide bonds several transcription factors have bound to
where this message started or stopped, Asn ser
strand. Thisit could followscontain onlyrules as DNA
together RNA nucleotides complementary
process
• Genetic
the same base-pairing
information
between amino
move through AUC
is
acids is
encoded
catalyzed
the A andIle
by
P sites and
ribosomal
ACC
as a
RNAs as
sequence
exit through the E site.
tRNAs
AAC
of AGC (C) the 5′ caps
nonoverlap- C are removed from the mRNA. mRNA? cells will express it and
replication, except that in RNA,
one codon in repetition: UUU. Nirenberg added this “poly-U”
uracil substitutes for thymine. • AfterA translation, modifications to proteins can affectthr their shape. (C) It (D)extends
the DNA introns are from one
removed from end
the template. of a tRNA
Level 3:
molecule.
Synthesis/Evaluation
arebe read in the correct reading frame. GAC Asp GGC (B)(C)
RNA transcript complementary to the corresponding rRNA.
into a polypeptide containing many unitsstagesof the amino acid ber of ribosomes, forming a
GUC In bacteria, these GCC
E
C
A Anti-
the part of tRNA that bonds with a specific amino acid. 11. FOCUS ON EVOLUTION
11. FOCUS ON EVOLUTIO
(B) complementary toprocessing?
theofcorresponding triplet ain rRNA.
• The three of transcription initiation, elongation, polyribosome.
a polypeptide: closer can you look (pp. 288–298)
codon Most amino acids are coded for by a set of similar codons (see
phenylalanine (Phe), strung together
and termination. A promoter, often including a TATA box
as a establishes
polyphenylalanine G are coupled, but
processes
Val in
Ala
(D) catalytic, making the tRNA a ribozyme.
Glyof the following is not true of RNA Figure 14.6). What evolutionary explanation give for
in eukaryotes, where RNA synthesis is initiated.
Transcription factors help eukaryotic RNADescribe
eukaryotes they are separated
polymerase recog- the process
in time andGUAspaceofby thegene
nuclear expression, by which a
4. Which
gene affects
Codon
Most amino acids are c
Glu (C) the part of tRNA that bonds with a specific amino acid.
GCA GAA GGA A mRNA this pattern?
?andthe
(A) Exons are cut out before mRNA leaves the nucleus.
chain. Thus, Nirenberg determined that the mRNA forming a codon
using transfer
12.
function in RNA splicing. • A cell translates anthe unity
mRNA message into protein Figure
nize promoter sequences, transcription initiation FOCUS ON INFORMATION
(C)but
sequence Phe-Pro-Lys.
Ribozymes Evolution accounts for
(B) 5′-GAACCCCTT-3′ may function in RNA splicing.
missense or nonsense mutations. Nucleotide-pair insertions
with binding sites for mRNA and tRNA.
(A) 5′-UUUCCCAAA-3′
notor only stands forframeshift
the amino acid methionine (met) also functions
were deciphered by the mid-1960s. As Figure 14.6
RNA splicing
a shows,
deletions may produce mutations.
closer look (pp.
mRNA
284–286)
as• Spontaneous
a “start” mutations can occur during DNA replication, re-
signal for ribosomes to begin translating
(D) RNAthe (C)mrnA at
splicing
5′-CTTCGGGAA-3′
can be catalyzed by spliceosomes. continuity of life is bas
61 of the 64 triplets code for amino acids. The three codons 5′ UTR Coding
segment that
combination, or repair. Chemical and physical mutagens cause
3′ UTR
DNA point.
damage thatthree
can alterofgenes.
the 64 codons function as “stop” 7.signals,
(D) 5′-AAACCCUUU-3′
marking • Ribosomes coordinate the three stages of translation: of DNA. initiation,
In a short ess
that do not designate amino acids are “stop” signals, • RNA or ter- synthesiswhere is catalyzed RNA polymerase,
by translation. which links
Which of the following mutations would be most likely to have a
elongation, andareresulttermination.
in proteins that function wellThe at one formation of peptide bonds
ribosomes end see Figure 3.18 for
5. a list of the onfull
Which (A) acomponent
deletion of three nucleotides is not directly involved
temperature butin translation?
harmful effect an organism? 301
fidelity with which DN
CHAPTER 14 GENE ExpRESSIoN: FRoM GENE To pRoTEIN
Some mutations
near the middle
mination codons, marking the end of translation. Notice together that RNA names nucleotides of all the amino complementaryacids. to a DNA template of a gene
CONCEPT between 14.2 amino
nonfunctional
in a gene acids
at a different (usually higher)
is catalyzed
that makes dark pig- by ribosomal RNAs as tRNAs
(A) GTP (C) tRNA
temperature. Siamese cats have such a “temperature-sensitive”
of evolution. (Review t
(B) a single nucleotide deletion in the middle of an intron
mutation encoding an enzyme
the codon AUG has a dual function: It codes for the strand. amino This process follows the same base-pairing rulessequence as DNA
(C) a single nucleotide deletion near the end of the coding
move through
point markings the Abodylearned
andcolor (seeP sites Usingand exit through the E site.
ment in the fur. The mutation results in the breed’s distinctive
(B) DNA Transcription (D) ribosomes
is the what youDNA-directed
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# 153397 Cust: Pearson / BC Au: Urry Pg. No. 301 C/M/Y/K
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ummaryfunctions ofasKey a “start” replication,
Concepts signal, questions exceptcheck
Title: Campbell Biology in Focus, 2e
that in RNA, uracil substitutes for8.thymine.
students’
Short / Normal / Long this information and in the chapter, explain
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code, but no ambiguity. For example, although codons GAA a series of nonoverlapping RNA polymerase three-letter words. (C)The message is
5′-CTTCGGGAA-3′ cell’s protein-synthesizing
lated machinery,
# 153397 Cust: Pearson / BC Au: Urry
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Pg. No. 302
and GAG both specify glutamic acid (redundancy), neither of RNA transcript
not read series of overlapping words—UGGUUU, and so
(D) 5′-AAACCCUUU-3′ ber of ribosomes, forming a plate strand of a gene. An enzyme called an RNA polymerase Transcription is t
them ever specifies any other amino acid (no ambiguity). The on—which would convey a very different message. pries the two strands of DNA apart and joins together RNA E A Anti-
• The three stages of transcription are initiation, elongation, polyribosome. In bacteria, these synthesis of RNA
(b) Pig7. Whicha of the following mutations would betomost likely to have a thus
redundancy in the code is not• altogether
Every Chapter random.Review In many (a) Tobacco plant expressing a nucleotides complementary the DNA template strand, codon
expressing jellyfish
includes a “Focus
andonacid
termination. A
Evolution promoter,
firefly gene. of the theyellow often
Genetic including
glow Codegene. Researchers a TATA
harmfulinjected box effecttheon an organism? processes are coupled,
elongating the RNA polynucleotide (Figure 14.8). Like the DNA but in Now that we have considere
cases, codons that are synonyms for a particular amino
in eukaryotes, establishes
is produced by wherea chemical RNA synthesis gene for isainitiated.
fluorescent protein eukaryotes they are separated Some Codon mutations of theresult
differ only in the third nucleotide Evolution”
base of the triplet. question We’ll con- EVOLUTION
reaction catalyzed The genetic by the code is nearly (A)
universal,
into fertilized apigdeletion
shared
eggs. One by of threepolymerases nucleotides that near
function the middle
in DNA replication, RNA polymerases ary significance geneti
sider the significance of this redundancy
(shown later above in the Transcription
chapter.
right). factors
organisms
protein product help
from the eukaryotic
of thesimplest
firefly bacteriaoftoRNA polymerase
thethe most
eggs ofcomplex
developed a gene recog-
into can assemble in time and spaceonly
a polynucleotide by in the its nuclear
5′ → 3′ direction. Unlike temperature
transcription, mRNA but
the firstare noo
stage
Our ability to extract the intended message from nize a writ-promoter plants sequences,
gene. and animals. forming The mRNA a transcriptioncodon thisCCG, initiation
fluorescent
for pig.
instance, is
(B) a single nucleotide deletion in the middle of an intronDNA membrane.
polymerases, however, RNA polymerases are able toRibosome
start a temperature. Siamese c
• Every chapter has a Molecular in Componen
ten language depends on reading the symbols in the complex. correct Termination
translated
▲ Figure 14.7 differs
as the amino
Expression in bacteria
acidofprolinegenes and in eukaryotes.
all
from organisms
different species.
(C) code,a single whosenucleotidechain deletionfrom scratch; near they the don’t
endneed ofdothe a primer.
coding
mutation a gene enc
section explicitly relating What function tRNAs serve in the process ofment translation?
groupings—that is, in the correct reading frame. Consider
What
Because diverse forms of life share
genetic code has been examined. In laboratory experiments,
are the
cansimilarities
be programmedand differences
a common genetic
in the initiation sequence
one species Specific ? sequences of nucleotides along the DNA mark where in the
Messenger RNA,fur.
theThe
carriermo
this statement: “The red dog atethe the chapter content to to produce proteins characteristic of a second
evolution
bug.” Group
(shown
?
the letters
atof
genes can
gene transcription
right). species by be transcribed
in bacteria and eukaryotes?
introducing DnA and the
from translated
second after being
species into trans-
(D) a single nucleotidewhere
the first.
transcription of a gene begins and ends. The DNA sequence
insertion downstream of, and close to,
point markings and lig
cell’s protein-synthesizing
plateinformation
strand of a gene.and
ma
An enz
incorrectly by starting at the wrong point, and the result will planted from one species to another, sometimes with quite RNA polymerase attaches and initiates transcription is this w
striking results, as shown in Figure 14.7. Bacteriathe canstart be of the coding knownsequence as the promoter; in bacteria, the sequence that signals
CONCEPT 14.5 the
pries the two strands of DNA
pattern of the cat’s
(a) Tobacco plant expressing the (b) nucleotides complementary to
CONCEPT 14.3 programmed by the insertion of human8.genes Wouldto synthesizethe coupling ofthe the end of transcription
processes
firefly gene. the shown is calledinaFigure Pig expressing
terminator.
14.23 be(Thea termi-
jellyfish
which declares that the ideal is then and only then a principal ideal
of the number field when the quadratic residue of the number with
respect to the ideal is positive.
It will be seen that in the problem just sketched the three
fundamental branches of mathematics, number theory, algebra and
function theory, come into closest touch with one another, and I am
certain that the theory of analytical functions of several variables in
particular would be notably enriched if one should succeed in finding
and discussing those functions which play the part for any algebraic
number field corresponding to that of the exponential function in the
field of rational numbers and of the elliptic modular functions in the
imaginary quadratic number field.
Passing to algebra, I shall mention a problem from the theory of
equations and one to which the theory of algebraic invariants has led
me.
[26] Elliptische Funktionen und algebraische Zahlen.
Braunschweig, 1891.
[27] Jahresber. d. Deutschen Math-Vereinigung, vol. 6, and an
article soon to appear in the Math. Annalen [Vol. 55, p. 301]:
"Ueber die Entwickelung der algebraischen Zahlen in
Potenzreihen."
[28] Math. Annalen vol. 50 (1898).
[29] Cf. Hilbert, "Ueber die Theorie der relativ-Abelschen
Zahlkörper," Gött. Nachrichten, 1898.
13. IMPOSSIBILITY OF THE
SOLUTION OF THE GENERAL
EQUATION OF THE 7TH DEGREE BY
MEANS OF FUNCTIONS OF ONLY
TWO ARGUMENTS.
Nomography[30] deals with the problem: to solve equations by
means of drawings of families of curves depending on an arbitrary
parameter. It is seen at once that every root of an equation whose
coefficients depend upon only two parameters, that is, every function
of two independent variables, can be represented in manifold ways
according to the principle lying at the foundation of nomography.
Further, a large class of functions of three or more variables can
evidently be represented by this principle alone without the use of
variable elements, namely all those which can be generated by
forming first a function of two arguments, then equating each of
these arguments to a function of two arguments, next replacing each
of those arguments in their turn by a function of two arguments, and
so on, regarding as admissible any finite number of insertions of
functions of two arguments. So, for example, every rational function
of any number of arguments belongs to this class of functions
constructed by nomographic tables; for it can be generated by the
processes of addition, subtraction, multiplication and division and
each of these processes produces a function of only two arguments.
One sees easily that the roots of all equations which are solvable by
radicals in the natural realm of rationality belong to this class of
functions; for here the extraction of roots is adjoined to the four
arithmetical operations and this, indeed, presents a function of one
argument only. Likewise the general equations of the th and th
degrees are solvable by suitable nomographic tables; for, by means
of Tschirnhausen transformations, which require only extraction of
roots, they can be reduced to a form where the coefficients depend
upon two parameters only.
Now it is probable that the root of the equation of the seventh
degree is a function of its coefficients which does not belong to this
class of functions capable of nomographic construction, i. e., that it
cannot be constructed by a finite number of insertions of functions of
two arguments. In order to prove this, the proof would be necessary
that the equation of the seventh degree
is not solvable with the help of any
continuous functions of only two arguments. I may be allowed to add
that I have satisfied myself by a rigorous process that there exist
analytical functions of three arguments which cannot be
obtained by a finite chain of functions of only two arguments.
By employing auxiliary movable elements, nomography
succeeds in constructing functions of more than two arguments, as
d'Ocagne has recently proved in the case of the equation of the th
degree.[31]
[30] d'Ocagne, Traité de Nomographie, Paris, 1899.
[31] "Sur la resolution nomographiqne de l'équation du septième
degré." Comptes rendus, Paris, 1900.
14. PROOF OF THE FINITENESS OF
CERTAIN COMPLETE SYSTEMS OF
FUNCTIONS.
In the theory of algebraic invariants, questions as to the
finiteness of complete systems of forms deserve, as it seems to me,
particular interest. L. Maurer[32] has lately succeeded in extending
the theorems on finiteness in invariant theory proved by P. Gordan
and myself, to the case where, instead of the general projective
group, any subgroup is chosen as the basis for the definition of
invariants.
An important step in this direction had been taken already by A.
Hurwitz,[33] who, by an ingenious process, succeeded in effecting
the proof, in its entire generality, of the finiteness of the system of
orthogonal invariants of an arbitrary ground form.
The study of the question as to the finiteness of invariants has
led me to a simple problem which includes that question as a
particular case and whose solution probably requires a decidedly
more minutely detailed study of the theory of elimination and of
Kronecker's algebraic modular systems than has yet been made.
Let a number of integral rational functions
of the variables be given,
Every rational integral combination of must evidently
always become, after substitution of the above expressions, a
rational integral function of . Nevertheless, there may
well be rational fractional functions of which, by the
operation of the substitution , become integral functions in
. Every such rational function of , which
becomes integral in after the application of the
substitution , I propose to call a relatively integral function of
. Every integral function of is evidently
also relatively integral; further the sum, difference and product of
relative integral functions are themselves relatively integral.
The resulting problem is now to decide whether it is always
possible to find a finite system of relatively integral function
by which every other relatively integral function of
may be expressed rationally and integrally.
We can formulate the problem still more simply if we introduce
the idea of a finite field of integrality. By a finite field of integrality I
mean a system of functions from which a finite number of functions
can be chosen, in terms of which all other functions of the system
are rationally and integrally expressible. Our problem amounts, then,
to this: to show that all relatively integral functions of any given
domain of rationality always constitute a finite field of integrality.
It naturally occurs to us also to refine the problem by restrictions
drawn from number theory, by assuming the coefficients of the given
functions to be integers and including among the
relatively integral functions of only such rational
functions of these arguments as become, by the application of the
substitutions , rational integral functions of with
rational integral coefficients.
The following is a simple particular case of this refined problem:
Let integral rational functions of one variable with
integral rational coefficients, and a prime number be given.
Consider the system of those integral rational functions of which
can be expressed in the form
where is a rational integral function of the arguments
and is any power of the prime number . Earlier
investigations of mine[34] show immediately that all such expressions
for a fixed exponent form a finite domain of integrality. But the
question here is whether the same is true for all exponents , i. e.,
whether a finite number of such expressions can be chosen by
means of which for every exponent every other expression of that
form is integrally and rationally expressible.