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2014Fall Catalog

Learning Solutions for Applied Science

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Applied Learning®EMC

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• The Biotech Careers feature encourages students to pursue a future career in biotechnology with spotlights on successful people in the field.

• Expand on classroom lessons and encourage students to explore deeper into areas of biotechnology with web-based Biotech Online activities.

• Challenge students with Bioethics activities that present critical and ethical questions of biotechnology research.

• Reinforce mastery of the concepts and skills through Lab Tutor, additional quizzes, games, and flash cards on the Encore CD.

Biotechnology: Science for the New Millennium, First Edition, Revised

Address current scientific methods and developments in the biotechnology industry with new and improved projects and lab activities! Designed for introductory courses, Biotechnology: Science for the New Millennium teaches the concepts and hands-on lab procedures required for entry-level careers in the rapidly growing biotechnology industry. Also available is the laboratory manual, which prepares students for the workplace by teaching standard lab operating procedures with nearly 100 lab activities. Combine the textbook with the lab manual to integrate hands-on laboratory skills with biotechnology concepts.

Now students can conveniently study anywhere, at anytime, on any device!

Thinking Like a Biotechnician places students in realistic situations and asks them to solve problems.

Biotech Live activities require web research, writing, creating charts, and/or hands-on lab work.

216 C h a p t e r 7

Activity 7.1

Activity 7.2

Thinking Like a Biotechnician 1. What color is light of the following wavelengths: 600 nm, 525 nm, and 475 nm? 2. A colorless protein is purified from a cell extract. What kind of spectrophotometer should be

used to detect its presence and concentration? 3. In moles/liter, what is the concentration of H+ in a solution that has a pH of 6.0? In moles/

liter, what is the concentration of OH- in a solution that has a pH of 6.0? 4. If a solution has a pH of 5.3, how can it be brought to a pH of 7.1? 5. Describe how to prepare 5 L of a 0.25 M TRIS buffer at pH 7.4. 6. Describe how to prepare 250 mL of 0.01 M NaH2PO4 × H2O, 1 mM Na2HPO4, pH 6.8. 7. A 0.01 M NaH2PO4 × H2O, 1 mM Na2HPO4, pH 7.2 buffer is needed for a protein. Why is it

important to prepare the buffer at the stated pH of 7.2, instead of using the buffer in Question 6? 8. The enzyme, amylase, requires a small amount of Ca2+ ions as a cofactor for activity. Thus,

CaCl2 is added to amylase buffers. Describe how to prepare 100 mL of 0.5 M TRIS, 0.05 M CaCl2 buffer at pH 7.2.

9. A molecule has a lambdamax of 475 nm. What wavelengths would probably not be good to use for testing samples for the presence of the molecule?

10. A set of standards is prepared by diluting a stock sample in a 1:2 ratio. If the stock solution has an absorbance of 1.2 au, and the 1:2 dilution has an absorbance of 0.6 au, what would be the expected amount absorbance of the 1:4, 1:8, and 1:16 dilutions? If the absorbance of the dilutions is not as expected, what might be the reason?

Biotech LiveVisual Spectrophotometry Virtually

Go to http://biotech.emcp.net/spectrophotometry to learn how a spectro-photometer measures photons and produces absorbance data.

1. Run the spectrophotometer simulation to understand how the spectrophotometer works and how transmittance data is converted to absorbance data using Beer’s Law.

2. Click on the link “Absorbance Spectrum.” Follow the directions to produce an absorbance spectrum for an unknown sample. Sketch the absorbance spectrum in your notebook and identify the sample’s lambdamax.

3. Click on the link “Cell Path Length.” In your notebook, record what cell path length is and how it affects absorbance data.

4. Click on the link “Effect of Concentration.” In your notebook, record the effect solute concen-tration has on transmittance and absorbance data.

“Phun” at Home with pH Many of the beverages, condiments, and cooking ingredients found in a kitchen are acids and bases. A solution with a pH of less than 7 has more H+ ions than OH- ions and is, therefore, an acid. Acid solutions have certain characteristics, including, depending on the strength, a sour taste, and the ability to burn. A solution with a pH higher than 7 has more OH- ions than H+ ions and is considered a base. Basic solutions may also have a sour taste, feel slippery, and cause burns.

Determine the pH of solutions in the kitchen.

1. Arrange to take home a box of wide-range pH paper. 2. Determine the pH of at least 10 solutions or liquid mixtures in your kitchen. Be creative.

Almost anything liquid or sitting in liquid can be tested. Caution: Read all labels before testing a solution to ensure that the solution is safe.

3. Make a data table to record the name of each item tested, its pH, whether it is an acid, a base, or a neutral solution.

4. Which of the samples has the additional characteristics of an acid or a base?

T O D O

T O D O

genes. Several kinds of mammalian cells are used as host cells, including Chinese ham-ster ovary cells (CHO) and mouse kidney cells. These cells have good transfection effi-ciencies and grow well in broth culture. Viruses are often used as vectors to carry genes of interest into the mammalian host cells. Viral DNA is cut with restriction enzymes and a gene of interest is inserted. Cosmids are also used as vectors. Cosmids are like very large plasmids. It is also common to inject DNA directly into the nucleus of a mamma-lian cell using a microinjection syringe.

228 C h a p t e r 8

BACs versus YACsTo transform cells with large pieces of DNA, larger vectors are needed. Scientists have developed BACs and YACs to host pieces of foreign DNA up to 500 kb (kilobases) in size. These have been critical for transformation, sequencing, and genome projects.

Using at least two different Web sites, learn more about BACs and YACs, and their uses in biotechnology. Create a chart like the one below to record the information you gather.

T O D O

Characteristics BAC YAC

meaning of acronym primary uses circular or linear typical size of insert another interesting fact reference 1 reference 2

Making Recombinant DNATo carry a gene(s) into a cell, a plasmid or other vector must first be “spliced” or cut open. The gene(s) of interest is then pasted into the open plasmid. This produces another circular piece of DNA containing DNA from two different species. It is called a rDNA plasmid since the DNA pieces have been recombined from two different sourc-es. The recombinant plasmid acts as a vector, carrying the gene of interest into a new cell (see Figure 8.11).

Two sets of enzymes cut and paste the DNA to produce a piece of rDNA. The cut-ting ones, restriction enzymes (also called endonucleases), recognize specific A, C, G, and T sequences within DNA molecules, and cut the DNA strands. Some restric-tion enzymes cut like scissors, straight across the DNA strand, to produce “blunt ends.” However, the most valuable restriction enzymes cut to produce “sticky ends.”

Sticky ends have one side of the DNA strand that is longer than the other. These overhangs allow for complementary matches between two DNA pieces cut by the same enzyme. A plasmid can be cut with a restriction enzyme, and a gene of interest can be cut by the same restriction enzyme. Their sticky ends will match, and pasting may occur to produce an rDNA molecule. The pasting is done by a second enzyme called DNA ligase.

endonucleases (en•do•nu•cle•a•ses) the enzymes that cut RNA or DNA at specific sites; restriction enzymes are endonucleases that cut DNA

sticky ends (stick•y ends) the restriction fragments in which one end of the double stranded DNA is longer than the other; necessary for the formation of recombinant DNA

Must-know terms are boldfaced when first introduced and are defined in page margins.


*FREE to adopters of 20 or more texts www.emcp.com/al | email: [email protected] 2

Biotechnology

Text 452 pages

Lab Manual 290 pages

Ellyn Daugherty, MST

© 2012

Biotechnology: Science for the New Millennium, First Edition, Revised

CONTENTS: Textbook 1. What is Biotechnology? 2. The Raw Materials of Biotechnology. 3. The Basic Skills of the Biotechnology Workplace. 4. Introduction to Studying DNA. 5. Introduction to Studying Proteins. 6. Identifying a Potential Biotechnology Product. 7. Spectrophotometers and Concentration Assays. 8. The Production of a Recombinant Biotechnology Product. 9. Bringing a Biotechnology Product to Market. 10. Introduction to Plant Biotechnology. 11. Biotechnology in Agriculture. 12. Medical Bio-technologies. 13. DNA Technologies 14. Biotechnology Research and Applications: Looking Forward.

*Internet Resource Center: www.emcschool.net/biotechnology

CONTENTS: Laboratory Manual1. Introduction to Biotechnology Methodologies. 2. Basic Biology for the Biotechnician. 3. Basic Chemistry for the Biotechnician. 4. DNA Isolation and Analysis. 5. Protein Isolation and Analysis. 6. Assay Development. 7. Using the Spectrophotometer for DNA and Protein Assays. 8. Recombinant Protein Production. 9. Protein Product Purification and Analysis. 10. Plant Biotechnology. 11. Agricultural Biotechnologies. 12. Obtaining Molecules of Pharmaceutical Interest. 13. Making DNA Molecules. 14. Biotechnology Research and Applications.

Instructor Resources Price ISBN*Instructor’s Guide with CD $72.95 978-0-76384-291-8*Course Planner $135.95 978-0-76383-876-8*ExamView® Assessment

Suite CD $135.95 978-0-76384-292-5

Student Courseware Price ISBNText (hardcover) with

Encore CD $94.95 978-0-76384-284-0eBook (6-year license) $84.95 978-0-76386-115-5eBook (1-year license) $19.95 978-0-76386-116-2Text (hardcover) with

Encore CD and Laboratory Manual $114.95 978-0-76384-287-1

Text (hardcover) with Encore CD, Laboratory Manual, and Laboratory Notebook $125.95 978-0-76384-289-5

Laboratory Manual with Encore CD $46.95 978-0-76384-286-4

Laboratory Notebook $13.95 978-0-76382-286-6

Medical Biotechnologies 357

overproduces the HER2 protein. By screening women for the HER2 gene, doctors know the likely effectiveness of the anti-HER2 antibody treatment before they try it.

Several companies are beginning to focus their research and manufacturing in phar-macogenetics. For example, Genitope Corporation in Fremont, California, has devel-oped a personalized immunotherapy manufacturing process for the production of indi-vidualized antibodies developed from a cancer patient’s own tumor cells.

Using DNA sequencing, protein sequencing, or other assays, the identify of an individual’s specific genetic and protein variations, compared with the majority of the population, will allow for individual drug design that could reduce the risk for allergic reactions and side effects and increase drug effectiveness. Since some mutations are common, variations of medications could be designed for groups of people.

A Medicine Just for YOULearn how having a certain mutation can make a certain personalized medicine work for you.

Go to http://biotech.emcp.net/lungcancerdrug. Read the article and summarize in a few sentences how this disease, mutation, and treatment are an example of personalized medicine. Then, click on the link and find the genetic answer to why this drug works well but only in some people.

© M. Miele/Corbis.

T O D O

Biomarkers and DiagnosticsOne of the tools needed for the design of personalized medicines and genetic diagnosis is the ability to map individual patient’s genes and protein expression and look at the differences between people who are sick and people who are not sick. These differences are markers, called biomarkers. Biomarkers may be sections of DNA or proteins in a certain cell or tissues, or they may be an organic or inorganic compound that is used to measure some aspect of health or treatment. Biomarkers may be used to diagnosis and treat disease, but they may also be used to monitor the effectiveness of a treatment.

Some examples of biomarkers are:

• proteinthatismonitoredinbloodorurinesamples• genesequencethatispresentonlyinpatientsafflicted

with a given disease• proteinonthesurfaceofcancercells(seeFigure12.23)• radioactivedyeusedinCTscansorMRIsthatbindsto

tumors• uniqueantibodythatisoverexpressedinautoimmune

diseases such as arthritis or lupus• proteinthatisfoundinhighconcentrationafteraheart

attack• moleculethatisfoundinhigherconcentrationsaftera

medical treatment• genesequencethatisonlyfoundinmembersofaspe-

cific ethnic group

Figure 12.23. Human breast tumor cells are seen invading breast tissue. The cytoplasm of the tumor cells is stained brown with an antibody, which recognizes a specific antigen, called CEA, found in the cancer cells. 313xNational Cancer Institute.

biomarker (bio•mar•ker) a sub-stance, often a protein or section of a nucleic acid, used to indicate, identify, or measure the presence or activity of another biological sub-stance or process

Biotech Online web-based activities expand student understanding and interests


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• Students learn to develop their own hypotheses using chapter concepts to solve Case Study Investigation challenges.

• Challenge students’ critical thinking skills with Science and Social Ethics scenarios.

• Stimulating sidebars emphasize the importance of health workers’ civic responsibility, ethics, and an awareness of related medical research.

• End-of-chapter activities address critical thinking, practical application, comprehension, and Internet research.

• Package with A.D.A.M. Interactive Anatomy for a comprehensive and digital learning solution.

The study of human anatomy and physiology is about more than just memorizing body parts and functions. Fully comprehending the human body requires a profound understanding of functions, systems and structures, and a practical application of the facts. Applied Anatomy & Physiology is a fresh approach to teaching the fundamental principles and the practical application of those principles to your high school students. This edition addresses current educational standards and offers an online interactive tool and improved workbook and laboratory manual that reinforces text instruction with an inviting array of activities.

Applied Anatomy & Physiology: A Case Study Approach, Second Edition

Case Study Investigation launches each chapter with a medical mystery students are invited to solve.

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Case Study Investigation #11The local YMCA is having a 5-kilometer (5K) Run, Walk, or Crawl fundraiser. You decide to volunteer at the first-aid station to take care of blisters and other minor injuries associated with these events. It is a cool, overcast morning, making it a perfect day for a race, so you do not expect any problems due to hot weather. A call comes in on the two-way radio that a young male runner just passed out at the 2K mark on the course. You alert the emergency medical technician (EMT) on duty, and you both head out to attend to the runner. When you get there, the EMT starts questioning the young man, and you record the con-versation for the EMT’s report. The 25-year-old runner, Chris, explains that he experienced tightness in his chest followed by chest pain right before he became dizzy and fainted. He also says that he had been short of breath since reaching the 1K mark. This is the first race he has ever run; however, he says that he takes short walks every night. You learn that Chris has no his-tory of heart attacks or high blood pressure. He claims that his physical examinations always show low levels of cholesterol and fats in his blood. He also states that he had a reasonable breakfast and drank a lot of water that morning. While Chris is recovering

at the first-aid station, the EMT decides to test your knowledge of anatomy and physiol-ogy by asking you to diagnose Chris’s condi-tion. At the end of the chapter, you will be asked to determine the possible cardiovascular system problems caus-ing the illness.

Refer to the Encyclopedia section of A.D.A.M. Interactive Anatomy to

research a condition or look up a symptom to help solve

this case study.

Track your Case Study Investigation

progress using the form posted on the Internet Resource Center.

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Concept Check questions provide immediate assessment on newly introduced topics.

Key Terms are called out and defined at the terms point of use.

Now students can conveniently study anywhere, at anytime, on any device!

The CardiovasCular sysTem 391

✓Concept Check 1. Explain the structural differences between arteries and veins. 2. Describe the different functions of arteries and veins. 3. Distinguish between arterioles, venules, and capillaries.

sTruCTure of The human hearTKey Terms: cardiac infarction, cardiac ischemia, coronary arteries,

coronary veins, endocardium, epicardium, fibrous pericar-dium, myocardium, pericardium, pulmonary circulation, serous pericardium, systemic circulation

The heart is a muscular, two-part pump that forces blood throughout the body (Figure 11.13a). The left side of the heart, sends blood at high pressure to all parts of the body except the lungs. This is called systemic circulation (Figure 11.12). The right side of the heart pumps blood through the lungs at a lower pressure than does the left side. This is called pulmonary circulation. Delicate capillaries in the lungs would burst if blood were pumped into them at too high a pressure. The heart is nestled in the mediastinum, which is located between the lungs.

The heart is separated from the lungs by a membranous sac called the pericardium (Figure 11.13b). The pericardium is filled with serous fluid that lubricates and protects the heart as it beats in the thoracic cavity. There are three layers of the pericardium: the fibrous pericardium, serous pericardium, and pericardial cavity. The fibrous pericardium is the outermost layer of the pericardium. It is a layer of connective tissue that works to protect the heart and anchor it to the surrounding structures. The serous pericardium is located underneath the fibrous pericardium and is the innermost layer of the pericardium. It is composed of two epithelial layers that lubricate the heart to prevent friction during heart activity. The layer next to the fibrous pericardium is the parietal layer of the serous pericardium. The outermost layer of the heart is the visceral layer of the serous pericardium, or the epicardium. Between these two layers is the pericardial cavity, which is filled with serous fluid.

The heart is a hollow structure composed primarily of thick sheets of car-diac muscle called the myocardium (Figure 11.14) that contract to pump blood. The myocardium is tightly attached to the epicardium on the outer surface of the heart. Fatty connective tissue can also be found in this area.

Does the information about blood vessels provide any insight into the CSI? Could a particular type of blood vessel be responsible for Chris’s problems? Is there a relationship between his breathing difficulty and the function of his arteries, veins, or capillaries?

Systemic Circulation Circulation that supplies blood to all parts of the body, except the lungsPulmonary Circulation Circulation that supplies blood to the lungsPericardium A membranous sac that encloses the heartFibrous Pericardium The outermost layer of the pericardiumSerous Pericardium The innermost layer of the pericardiumEpicardium The outer layer of the heart formed by the visceral layer of the pericardiumMyocardium The muscle of the heart wall that contracts to pump blood

Key Terms Reminder Remember that epithelial describes tissue that cov-ers external and internal body surfaces; and parietal describes the outer wall of a hollow body part (such as the stomach) or the thin linings covering body cavities.

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*FREE to adopters of 20 or more texts www.emcp.com/al | email: [email protected] 4

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Applied Anatomy & Physiology: A Case Study Approach, Second Edition

Text 622 pages | Workbook & Laboratory Manual 316 pages

Brian R. Shmaefsky, PhD, Kingwood College

© 2013

CONTENTS: 1. Overview of the Body. 2. The Body’s Chemical Makeup. 3. Organization of the Body. 4. The Skin and Its Parts. 5. The Skeletal System. 6. The Muscular System. 7. The Endocrine Glands and Hormones. 8. Functionof the Nervous System. 9. Structure of the Nervous System. 10. The Respiratory System. 11. The Cardiovascular System. 12. The Lymphatic System and the Blood. 13. The Digestive System. 14. The Urinary System. 15. The Reproductive Systems and Human Development.

Student Courseware Price ISBNTextbook (hardcover) $99.95 978-0-82196-359-3eBook (6-year license) $89.95 978-0-82196-705-8eBook (1-year license) $19.95 978-0-82197-0-188Textbook with A.D.A.M.

Interactive Anatomy (1-year license) $119.95 978-0-82196-534-4

Workbook & Laboratory Manual $43.95 978-0-82196-362-3

Workbook & Laboratory Manual eBook $33.95 978-0-82196-511-5

Workbook & Laboratory Manual and A.D.A.M. Interactive Anatomy (1-year license) $63.95 978-0-82196-372-2

Instructor Resources Price ISBN*Print Instructor’s Guide $72.95 978-0-82196-365-4*Instructor Digital

Resources with ExamView® (CD) $135.95 978-0-82196-366-1

*Print Instructor’s Guide and Instructor’s Digital Resources with ExamView® CD $205.95 978-0-82196-373-9

*Internet Resource Center: www.emcschool.net/anatphys

A.D.A.M. Interactive Anatomy dramatically enhances the study of human anatomy, physiology, and related topics through incredibly detailed graphics, precision accuracy, and advanced functionality.

88 Chapter 6

Additional Practice: The Muscular SystemIdentify the location of each of the terms listed above the image. Write the name of the muscle on the corresponding line beneath the image.

1. Face Musclesfrontalis (frontal) muscleorbicularis oculi muscle / orbicular

muscle of eyetrapezius

sternocleidomastoid musclelevator labii superioris muscleorbicularis oris muscle

A. ___________________________

B. ___________________________

C. ___________________________

D. ___________________________

E. ___________________________

F. ___________________________

For additional assistance on the labeling exercises open A.D.A.M. Interactive Anatomy and click on

the Atlas Anatomy tab. Next, refine your search by selecting Muscular from the Body System menu and Illustration from the Image Type menu. To focus your search even

further you may choose the appro-priate body region from the drop

down menu.

A

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AHB326723

• Over 100 illustrations to label or color• Terminology review exercises• Practical application scenarios• 30 laboratory actitivies• Chapter quizzes

Also Available• Companion Anatomy and Physiology Text teaches introductory

anatomy and physiology. With its unique case study approach and comprehensive coverage, students learn the essentials of anatomy and physiology in a practical context.

• Internet Resource Center contains materials and tools for both students and instructors (www.emcschool.net/anatphys).

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Educators ask.1 Students respond.2 Everyone shares.3

is simple.TM

Visit www.flipgrid.com/info to request your FREE 30-Day demo.

powered by EMC

A Flipgrid classroom allows educators to create grids for an unlimited number of students. Discounted pricing is available for large orders. Call 800-328-1452 for more information!

Flipgrid Price ISBNFlipgrid Classroom $65.00 978-0-82196-641-9

Using Flipgrid™ with Biotechnology: Science for the New Millennium and Applied Anatomy & Physiology: A Case Study Approach, Second Edition will help you interact with your students and reinforce the essential concepts you are teaching.

Create grids of short, discussion-style questions and have students respond through recorded videos. Grid questions can include chapter objectives, concepts, and key terms for students to answer and define. With Flipgrid, educators can:

• Reinforce chapter objectives.• Introduce social media into the classroom.• Give all students a voice in classroom discussions.

TM

Learn more about how to incorporate Flipgrid with Biotechnology: Science for the New Millenium and Applied Anatomy & Physiology: A Case Study Approach, Second Edition at www.emcp.com/al.


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