| |
Student Edition
0-13-044346-8
Corrections of factual errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
13
|
par. 1, lines 4–5 |
"...are over 75 meters tall..." |
"...are over 110 meters tall..." |
03-Nov-2001 |
|
76
|
Materials |
"...PTC paper" |
Delete PTC paper. |
26-Dec-2001 |
|
76
|
art |
Revise art to reflect revised text. |
Revised Page 76 Art |
26-Dec-2001 |
|
76
|
col. 2 |
"3. For trait F,...
4. Count...students." |
Delete #3 and renumber #4:
3. Count...students." |
26-Dec-2001 |
|
76
|
col. 2, Data Table, last two rows |
"F. Can taste PTC* Cannot taste PTC*
*PTC stands for phenylthiocarbamide" |
Revise row F, and delete last row:
F. Smile dimples No smile dimples" |
26-Dec-2001 |
|
77
|
art |
Revise art to reflect revised text. |
Revised Page 77 Art |
26-Dec-2001 |
|
111
|
Fig. 9 caption, line 1 |
"...Princess Alexandra..." |
"...Empress Alexandra..." |
03-Nov-2001 |
|
111
|
Social Studies Connection, In Your Journal, lines 1–2 |
"Imagine that you are Princess Alexandra..." |
"Imagine that you are Empress Alexandra..." |
03-Nov-2001 |
|
111
|
Social Studies Connection, par. 2, line 6 |
"...example, Princess Alexandra,..." |
"...example, Empress Alexandra,..." |
01-Feb-2001 |
|
122
|
par. 1, lines 10–12 |
"...about 60,000...3 million DNA base pairs." |
"...about 3 million DNA base pairs—or about 30,000 to 35,000 genes." |
03-Nov-2001 |
|
137
|
par. 4, lines 4–6 |
"...of life forms. The giant tortoises,...prickly cactus plants." |
"...of life forms. He saw large numbers of giant tortoises, or land turtles, which he described as 'immense' in size. There were fur-covered seals, and lizards that ate cactus plants for food and water." |
03-Nov-2001 |
|
145
|
Fig. 7 caption, Interpreting Maps, lines 3–4 |
"...that of the Abert squirrel?" |
"...that of Abert's squirrel?" |
03-Nov-2001 |
|
145
|
Fig. 7 caption, lines 5–6 |
"...different from the Abert squirrel..." |
"...different from Abert's squirrel..." |
03-Nov-2001 |
|
145
|
par. 3, line 12 |
"...from the Abert squirrel..." |
"...from Abert's squirrel..." |
23-Jan-2001 |
|
145
|
par. 3, line 6 |
"...For example, the Abert squirrel..." |
"...For example, Abert's squirrel..." |
23-Jan-2001 |
|
151
|
par. 1, lines 2–3 |
"...to the small intestine..." |
"...to the large intestine..." |
03-Nov-2001 |
|
175
|
par. 3, lines 10–11 |
"...just a few of the 109 currently..." |
"...just some of the more than 110 currently..." |
03-Nov-2001 |
|
218
|
par. 3, line 4 |
"...at least 2.5 million..." |
"...at least 1.7 million..." |
23-Jan-2001 |
|
220
|
In Your Journal, lines 4–6 |
"...domestica, Hirudo medicinalis, and Cornus florida. Then..." |
"...domestica and Hirudo medicinalis Then..." |
03-Nov-2001 |
|
266
|
#3.a |
"slowly inside cells." |
"by conjugation." |
01-Feb-2001 |
|
289
|
Fig. 16, Threadlike Fungi photo label, line 4 |
"...such as this Rhizopus nigrens...." |
"...such as this Rhizopus...." |
03-Nov-2001 |
|
316
|
Art |
Incorrect stemlike structure color and root structure |
New art |
01-Feb-2001 |
|
363
|
#20, lines 1–2 |
"...time during the day is..." |
"...time is..." |
03-Nov-2001 |
|
363
|
#21, line 3 |
"...during the 24-hour period?" |
"...during the 18-hour period?" |
01-Feb-2001 |
|
363
|
Test Prep: Skills, line 2 |
"...over a 24-hour period..." |
"...over an 18-hour period..." |
01-Feb-2001 |
|
390
|
Fig. 19 art labels |
"Blood vessels"
"Hearts"
No label for lower blood vessel |
"Upper blood vessel"
"Arches"
"Lower blood vessel"
New art |
03-Nov-2001 |
|
620
|
#3.c |
"muscles in the walls of veins" |
"breathing movements of the chest" |
01-Feb-2001 |
|
710
|
Discover art |
Image is reversed. |
New art |
01-Feb-2001 |
|
710
|
Photograph |
Image is reversed. |
New photograph |
01-Feb-2001 |
|
764
|
Interpreting Illustrations art labels |
"Blood vessels"
"Hearts"
No lower blood vessel label |
"Upper blood vessel"
"Arches"
"Lower blood vessel"
New art |
01-Feb-2001 |
|
773
|
#47 - #50 |
"47. After an experiment...
48. Dispose of waste...
49. Wash your hands...
50. Always turn off all burners..." |
Re-number #47 - #50 as #46 - #50 and insert new copy:
46. After an experiment has been completed, turn off burners or hot plates. If you used a gas burner check that the gas-line valve to the burner is off. Unplug hot plates.
47. Turn off and unplug any other electrical equipment that you used.
48. Clean up your work area and return all equipment to its proper place.
49. Dispose of waste materials as instructed by your teacher.
50. Wash your hands after every experiment." |
01-Feb-2001 |
|
784
|
phylum, lines 1–3 |
"One of about...(p.370)" |
"The second broadest classification level into which biologists group organisms. (pp. 222, 370)" |
03-Nov-2001 |
Corrections of typographical or grammatical errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
11
|
Sharpen Your Skills, Observing, lines 5–6 |
"...why did Leeuwenhoek called the organisms..." |
"...why did Leeuwenhoek call the organisms..." |
03-Nov-2001 |
|
15
|
par. 1, line 4 |
"...being stuck by a..." |
"...being struck by a..." |
02-Feb-2001 |
|
22
|
Part 2 head |
"Part 2 Observing Animals Cells" |
"Part 2 Observing Animal Cells" |
23-Jan-2001 |
|
68
|
Social Studies Connection, line 7 |
"...occuring..." |
"...occurring..." |
01-Feb-2001 |
|
150
|
par. 2, lines 2–3 |
"...and Niles Eldridge, have..." |
"...and Niles Eldredge, have..." |
05-Mar-2002 |
|
219
|
par. 1, last line |
"...crows have wings, feathers, and a beak." |
"...crows have wings, feathers, and beaks." |
16-Apr-2001 |
|
223
|
Fig. 12 art label |
"Family Strygidae" |
"Family Strigidae" |
03-Nov-2001 |
|
248
|
par. 2, line 5 |
"...—Archaebacteria and Eubacteria." |
"...—archaebacteria and eubacteria." |
03-Nov-2001 |
|
248
|
par. 4, line 7 |
"...sewage. It is the bacteria..." |
"...sewage. They are the bacteria..." |
01-Feb-2001 |
|
272
|
par. 1, line 3 |
"...use psuedopods to..." |
"...use pseudopods to..." |
16-Apr-2001 |
|
301
|
Fig. 1 caption, line 2 |
"...by a cell wall." |
"...by cell walls." |
16-Apr-2001 |
|
307
|
par. 2, line 4 |
"...gameophyte. Then the gameophyte..." |
"...gametophyte. Then the gametophyte..." |
01-Feb-2001 |
|
383
|
par. 3, last line |
"...interact in complex ways," |
"...interact in complex ways, creating an environment that is rich and beautiful." |
08-Mar-2001 |
|
570
|
Procedure, #1, line 3 |
"...the percent of..." |
"...the percentage of..." |
03-Nov-2001 |
|
599
|
par. 4, lines 5–7 |
"...the lung into...the lung. As..." |
"...the lungs into...the lungs. As..." |
03-Nov-2001 |
|
671
|
par. 6, lines 2–3 |
"...as cancer, however,..." |
"...as cancer, however,..." |
03-Nov-2001 |
|
747
|
par. 3, line 6 |
"...need know..." |
"...need to know..." |
23-Jan-2002 |
|
792
|
col. 3 |
"Eldridge, Niles 150" |
"Eldredge, Niles 150" |
05-Mar-2002 |
Changes for clarification.
| Page |
Location |
Original |
Revision |
Date Posted |
|
14
|
par. 2, line 3 |
"...that surrounds plant cells. The cell wall..." |
"...that surrounds the cells of plants and other organisms. The cell wall..." |
01-Feb-2001 |
|
14
|
par. 2, lines 4–6 |
"...If you think of a wooden desk, you will...what cellulose is. Wood contains..." |
"...If you think of a stalk of celery, you will...what cellulose is. Celery contains..." |
03-Nov-2001 |
|
31
|
Fig. 16 caption, lines 4–5 |
"...A. The molecules diffuse into the cell. B. Eventually,..." |
"...A. There is a higher concentration of molecules outside the cell than inside. B. The molecules diffuse into the cell. Eventually,..." |
03-Nov-2001 |
|
31
|
par. 1, line 1 |
"...by which substances move..." |
"...by which small molecules move..." |
01-Feb-2001 |
|
71
|
par. 1, lines 3–4 |
"...produce the male sex cells, or pollen." |
"...produce the pollen, which contains the male sex cells." |
03-Nov-2001 |
|
92
|
par. 2, line 4 |
"...the production of a..." |
"...the attachment of a..." |
01-Feb-2001 |
|
118
|
par. 5, lines 6–8 |
"...it. Researchers use genetic engineering to produce medicines, to improve food crops, and to try to cure..." |
"...it. Genetic engineering can produce medicines and improve food crops, and may cure..." |
03-Nov-2001 |
|
122
|
par. 3, lines 3–4 |
"...learn what..." |
"...learn more about what..." |
03-Nov-2001 |
|
145
|
Fig. 7 caption, lines 4–5 |
"...has evolved to become..." |
"...has become..." |
03-Nov-2001 |
|
145
|
par. 3, line 1 |
"...species can form..." |
"...species might form..." |
23-Jan-2001 |
|
151
|
par. 1, line 7 |
"...to have any function..." |
"...to have much function..." |
01-Feb-2001 |
|
213
|
par. 3, lines 7–8 |
"...trapping a bubble of water inside..." |
"...trapping water inside..." |
03-Nov-2001 |
|
224
|
Fig. 13 caption, lines 10–11 |
"...to trap insects..." |
"...to pick up insects..." |
03-Nov-2001 |
|
241
|
Fig. 4 caption, line 7 |
"...the virus can inject its..." |
"...the virus can release its..." |
03-Nov-2001 |
|
241
|
par. 1, lines 10–11 |
"...attach to one kind...is the one with proteins on its surface that..." |
"...attach to specific cells in the human body. These human cells have proteins on their surfaces that..." |
03-Nov-2001 |
|
248
|
par. 1, line 5 |
"...passes out through..." |
"...passes through..." |
16-Apr-2001 |
|
248
|
par. 1, line 6 |
"...move, much as kicking your feet helps you to swim. A bacterial..." |
"...move, by spinning in place like a propeller. A bacterial..." |
01-Feb-2001 |
|
248
|
par. 1, line 7 |
"...Bacteria that do not..." |
"...Most bacteria that do not..." |
01-Feb-2001 |
|
270
|
par. 1, lines 5–6 |
"...fresh water. Believe it or not, these tiny organisms provide food for..." |
"...fresh water. These tiny organisms are at the base of the food web that provides food for..." |
03-Nov-2001 |
|
272
|
Exploring Protozoans, Food vacuole caption, line 2 |
"...fuse, they form..." |
"...fuse around food, they form..." |
16-Apr-2001 |
|
287
|
par. 2, line 3 |
"...from the tips of the hyphae..." |
"...from the hyphae..." |
23-Jan-2001 |
|
333
|
par. 2, line 9 |
"...for example, are carried..." |
"...for example, can be carried..." |
16-Apr-2001 |
|
337
|
par. 3, line 2 |
"...inside the bark is..." |
"...inside the outer bark layer is..." |
01-Feb-2001 |
|
356
|
Fig. 19 caption, lines 2–3 |
"...of its growing season..." |
"...of its life cycle..." |
03-Nov-2001 |
|
390
|
par. 1, lines 4–5 |
"...worms are sit-and-wait predators that leap out of their burrows to attack animals that come too close." |
"...worms that live in water are sit-and-wait predators. They leap out of their burrows to attack their prey." |
03-Nov-2001 |
|
390
|
par. 4, lines 1–4 |
"In segments 9 through 13...and blood vessels in Figure 19." |
"A long blood vessel runs along the top of the earthworm's body. That blood vessel pumps blood through five arches, as shown in Figure 19. From the arches, the blood passes into a blood vessel that runs along the lower part of the earthworm." |
03-Nov-2001 |
|
397
|
Going Through Changes, par. 1, line 2 |
"...its wormlike nymph stage,..." |
"...its white nymph stage,..." |
01-Feb-2001 |
|
437
|
par. 2, lines 2–3 |
"...is an ectothermic vertebrate..." |
"...is a vertebrate..." |
03-Nov-2001 |
|
437
|
par. 2, lines 5–6 |
"...most fishes obtain oxygen through gills and..." |
"...most fishes are ectotherms, obtain oxygen through gills, and..." |
03-Nov-2001 |
|
465
|
Section 2, Key Ideas, second bullet, lines 1–3 |
"A fish is an ectothermic vertebrate that lives in water, has fins, usually has scales, and obtains oxygen through gills." |
"A fish is a vertebrate that lives in water and has fins. Most fishes are ectotherms, obtain oxygen through gills, and have scales." |
03-Nov-2001 |
|
496
|
par. 2, lines 2–3 |
"...how they eat, how they move, and where they live. For example,..." |
"...how they eat and how their bodies are adapted for moving. For example,..." |
03-Nov-2001 |
|
505
|
Art caption, line 2 |
"...has been woven..." |
"...has been made..." |
01-Feb-2001 |
|
536
|
par. 1, lines 6–7 |
"...ends of your femur, your hip bones, and your sternum..." |
"...ends of your femurs, skull, hip bones, and sternum..." |
03-Nov-2001 |
|
540
|
Guide For Reading, second bullet, line 1 |
"Why do muscles work..." |
"Why do skeletal muscles work..." |
01-Feb-2001 |
|
599
|
par. 3, line 6 |
"...pumps blood..." |
"...pumps oxygen-poor blood..." |
23-Jan-2001 |
|
604
|
par. 2, line 10 |
"...from flowing backward." |
"...from flowing backward. Third, breathing movements, which exert a squeezing pressure against veins in the chest, also force blood toward the heart." |
01-Feb-2001 |
|
604
|
par. 2, line 9 |
"...legs. Third, larger veins..." |
"...legs. Second, larger veins..." |
01-Feb-2001 |
|
604
|
par. 2, lines 3–5 |
"...First, the muscles inside veins...through a tube. Second, because many veins..." |
"...First, because many veins..." |
03-Nov-2001 |
|
606
|
Data Table, Activity col., last two lines |
"(1 min) Resting after Exercise
(3+ min) Resting after Exercise" |
"Resting after Exercise (1 min)
Resting after Exercise (3+ min)" |
03-Nov-2001 |
|
606
|
Procedure, #3, line 5 |
"...Record the number in..." |
"...Record your resting pulse rate in..." |
03-Nov-2001 |
|
619
|
Section 2, Key Ideas, second bullet, line 3 |
"...in arteries and lowest in veins." |
"...in arteries." |
01-Feb-2001 |
|
645
|
Section 2, Key Ideas, second bullet, line 3 |
"...such as bronchitis,..." |
"...such as chronic bronchitis,..." |
01-Feb-2001 |
|
660
|
par. 1, line 3 |
"...is the leading cause of..." |
"...is one of the leading causes of..." |
01-Feb-2001 |
|
739
|
par. 3, line 3 |
"...zygote: At an early development,..." |
"...zygote: Early in development,..." |
01-Feb-2001 |
|
771
|
Animal Safety, lines 3–4 |
"...also may require caution..." |
"...also requires caution..." |
03-Nov-2001 |
|
772
|
#21, lines 4–5 |
"...may be hot. And never leave a lighted burner unattended." |
"...may be hot. Never leave a lighted burner unattended. Turn off the burner when not in use." |
03-Nov-2001 |
|
773
|
#26, lines 2–4 |
"...chemicals. Never touch,...to do so. Many chemicals are poisonous." |
"...chemicals. Many chemicals are poisonous. Never touch,...to do so." |
03-Nov-2001 |
|
773
|
#41, lines 2–3 |
"...harm to mammals, birds, reptiles, fishes, or amphibians. This rule..." |
"...harm to animals. This rule..." |
03-Nov-2001 |
|
773
|
#44, line 5 |
"...avoid contact with them." |
"...avoid contact with them. Never eat any part of a plant or fungus." |
01-Feb-2001 |
|
773
|
#45 |
"Never eat......or fungus." |
Delete #45 and copy. |
01-Feb-2001 |
|
773
|
#46 |
"Wash your hands...involving animal parts, plants, or soil." |
Re-number as #45. |
01-Feb-2001 |
|
780
|
fish, line 1 |
"...An ectothermic vertebrate..." |
"...A vertebrate..." |
01-Feb-2001 |
|
781
|
hypothesis, line 2 |
"...to a scientific question. (p. 762)" |
"...to a scientific question; must be testable. (p. 762)" |
01-Feb-2001 |
Teacher's Edition
0-13-044350-6
Corrections of factual errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
76
|
Advance Planning, lines 1–2 |
"Purchase PTC paper from a science supply house. Gather..." |
"Gather..." |
26-Dec-2001 |
|
76
|
Alternative Materials, lines 1–2 |
"If PTC paper is not available, this trait can be omitted. If..." |
"If..." |
26-Dec-2001 |
|
76
|
Introducing the Procedure, first bullet, lines 6–8 |
"...class. Explain that PTC...will not taste anything. Curly..." |
"...class. Tell students that curly..." |
26-Dec-2001 |
|
77
|
Safety, lines 1–4 |
"Remind students to...instruct them to. Review..." |
"Review..." |
26-Dec-2001 |
|
98
|
Test Prep: Skills ans., #20, lines 6–7 |
"...pods. If both...green pods." |
"...pods. Neither parent could be gg, because both parents have green pods, and g is a recessive allele for yellow pods." |
03-Nov-2001 |
|
328
|
Possible Materials, line 3 |
"...that germinate in..." |
"...that flower in..." |
03-Nov-2001 |
|
391
|
Section 4 Review Answers, #4, line 5 |
"...the heart and..." |
"...the arches and..." |
01-Feb-2001 |
|
568
|
Using the Visuals: Figure 6, line 10 |
"...vegetables and..." |
"...vegetables, legumes, and..." |
03-Nov-2001 |
|
568
|
Using the Visuals: Figure 6, line 5 |
"...vegetables, tofu, legumes,..." |
"...vegetables, legumes,..." |
03-Nov-2001 |
Corrections of typographical or grammatical errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
111
|
Including All Students, lines 10–12 |
"...have affected the princess' relationship with him? (The princess might..." |
"...have affected Alexandra's relationship with him? (Alexandra might..." |
03-Nov-2001 |
|
248
|
Including All Students, line 3 |
"...Archaebacteria and Eubacteria..." |
"...archaebacteria and eubacteria..." |
01-Feb-2001 |
|
582
|
Advance Planning, line 4 |
"...cubes, Prepare..." |
"...cubes. Prepare..." |
03-Nov-2001 |
|
583
|
Analysis and Conclude notes, #1, lines 3–5 |
"...egg whites in...egg whites in..." |
"...egg white in...egg white in..." |
03-Nov-2001 |
|
606
|
Sample Data Table, Activity col., rows 4–5 |
"(1 min) Resting after Exercise
(3+ min) Resting after Exercise" |
"Resting after Exercise (1 min)
Resting after Exercise (3+ min)" |
11-Dec-2001 |
|
715
|
Analyze and Conclude ans., #3, line 1 |
"Caffeine caused..." |
"Yes, because caffeine caused..." |
11-Dec-2001 |
Changes for clarification.
| Page |
Location |
Original |
Revision |
Date Posted |
|
76
|
Analyze and Conclude ans., #1, lines 1–3 |
"Some traits...taste PTC. Some..." |
"One trait controlled by a dominant allele that is usually more common is free earlobes. Some..." |
26-Dec-2001 |
|
270
|
Activating Prior Knowledge, line 2 |
"...in a small dish of..." |
"...in a small petri dish of..." |
01-Feb-2001 |
|
391
|
Answers to Self-Assessment, Caption Question, lines 1–4 |
"Five paired pumping organs...back to the pumping organs" |
"A long blood vessel that runs along the top of the earthworm pumps blood through five arches. The blood then passes into a blood vessel that runs along the lower part of the earthworm." |
03-Nov-2001 |
|
605
|
Section 2 Review Answers, #3, lines 1–3 |
"The pushing force of the heart...pushing blood along; skeletal..." |
"Skeletal..." |
03-Nov-2001 |
|
