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Student Edition
0-13-050621-4
Corrections of factual errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
92
|
Materials |
"...PTC paper" |
Delete PTC paper. |
10-Dec-2001 |
|
92
|
art |
Revise art to reflect revised text. |
Revised Page 92 Art |
12-Dec-2001 |
|
92
|
col. 2 |
"3. For trait F,...
4. Count...students." |
Delete #3 and renumber #4:
3. Count...students." |
10-Dec-2001 |
|
93
|
art |
Revise art to reflect revised text. |
Revised Page 93 Art |
10-Dec-2001 |
|
138
|
par. 1, lines 10–12 |
"...about 60,000 to 80,000 genes—or about 3 billion DNA base pairs." |
"...about 3 billion DNA base pairs—or about 30,000 to 35,000 genes." |
10-Dec-2001 |
|
147
|
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." |
10-Dec-2001 |
|
155
|
Fig. 7 caption, lines 5–6 |
"...different from the Abert squirrel..." |
"...different from Abert's squirrel..." |
10-Dec-2001 |
|
155
|
Fig. 7 key |
"Range of
Abert squirrel" |
"Range of
Abert's squirrel" |
10-Dec-2001 |
|
155
|
par. 3, line 12 |
"...from the Abert squirrel..." |
"...from Abert's squirrel..." |
16-Jan-2001 |
|
155
|
par. 3, line 5 |
"...For example, the Abert squirrel and the..." |
"...For example, Abert's squirrel and the..." |
16-Jan-2001 |
|
182
|
par. 3, line 5 |
"...at least 2.5 million kinds..." |
"...at least 1.7 million kinds..." |
16-Jan-2001 |
|
184
|
In Your Journal, lines 2–4 |
"...names: Musca domestica, Hirudo medicinalis, and Cornus florida. Then..." |
"...names: Musca domestica and Hirudo medicinalis. Then..." |
10-Dec-2001 |
|
589
|
Test Preparation, #29 |
Replace item. |
"...In cool weather, which of the following is most likely to happen?
a. The body would lose 600 mL of water in digestive wastes.
b. The body would lose no water.
c. The body would lose less water in sweat than in urine.
d. The body would lose more water than on a hot day." |
17-Jan-2001 |
|
690
|
Try This, #3, lines 1–2 |
"Add about 1/4 of a spoonful of..." |
"Add 1/8 of a teaspoon of..." |
10-Dec-2001 |
|
697
|
par. 5, lines 3–4 |
"...in the same population, 100 geese die...would be 100 geese..." |
"...in the same population, 500 geese die...would be 500 geese..." |
10-Dec-2001 |
|
698
|
par. 1, lines 7–8 |
"...the death rate of 100 geese..." |
"...the death rate of 500 geese..." |
10-Dec-2001 |
Corrections of typographical or grammatical errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
29
|
par. 4 head |
"Matthais Schleiden..." |
"Matthias Schleiden..." |
14-Jan-2001 |
|
29
|
par. 4, lines 4–5 |
"...a German scientist named Matthais Schleiden..." |
"...a German scientist named Matthias Schleiden..." |
10-Dec-2001 |
|
36
|
par. 1, line 4 |
"...being stuck by a..." |
"...being struck by a..." |
16-Jan-2001 |
|
43
|
Part 2 head |
"Part 2 Observing Animals Cells" |
"Part 2 Observing Animal Cells" |
16-Jan-2001 |
|
83
|
#25, line 2 |
"...Question 20, what..." |
"...Question 24, what..." |
16-Jan-2001 |
|
113
|
Section 3, Key Term head |
"Key Term" |
"Key Terms" |
16-Jan-2001 |
|
164
|
par. 4, line 2 |
"...Niles Eldridge, have..." |
"...Niles Eldredge, have..." |
05-Mar-2002 |
|
187
|
Fig. 4 art labels |
"Family Strygidae" |
"Family Strigidae" |
10-Dec-2001 |
|
220
|
par. 1, line 3 |
"...psuedopods..." |
"...pseudopods..." |
10-May-2001 |
|
222
|
Try This, #1, line 4 |
"...micrscope..." |
"...microscope..." |
23-Jan-2002 |
|
253
|
par. 2, line 4 |
"...gameophyte. Then the gameophyte produces..." |
"...gametophyte. Then the gametophyte produces..." |
16-Jan-2001 |
|
517
|
Real-World Lab Procedure, #1, line 3 |
"...the percent of iron..." |
"...the percentage of iron..." |
10-Dec-2001 |
|
533
|
Test Preparation table, col. 2 head, line 1 |
"Percent of Egg" |
"Percentage of Egg" |
10-Dec-2001 |
|
533
|
Test Preparation, col. 1, line 3 |
"...hardboiled..." |
"...hard-boiled..." |
10-Dec-2001 |
|
541
|
par. 4, line 5 |
"...the lung into..." |
"...the lungs into..." |
12-Dec-2001 |
|
541
|
par. 4, line 7 |
"...the lung. As..." |
"...the lungs. As..." |
12-Dec-2001 |
|
548
|
Skills Lab, Data Table, col. 1, lines 4–5 |
"(1 min) Resting after Exercise
(3+ min) Resting after Exercise" |
"Resting after Exercise (1 min)
Resting after Exercise (3+ min)" |
10-Dec-2001 |
|
600
|
Social Studies Connection, par. 2, last two lines |
"...The Panama.Canal was completed in 1914" |
"...The Panama Canal was completed in 1914." |
17-Jan-2001 |
|
634
|
par. 1, line 1 |
"...for the pain impusles to get to..." |
"...for the pain impulses to get to..." |
17-Jan-2001 |
|
677
|
par. 4, line 4 |
"...need know..." |
"...need to know..." |
10-Dec-2001 |
|
703
|
par. 2, line 3 |
"...one of the sagauro's arms..." |
"...one of the saguaro's arms..." |
17-Jan-2001 |
|
706
|
par. 1, line 2 |
"...young albatross floating..." |
"...young albatrosses floating..." |
17-Jan-2001 |
|
751
|
Section 3, Key Ideas, second bullet, line 1 |
"...that limit dipersal are..." |
"...that limit dispersal are..." |
17-Jan-2001 |
|
753
|
Test Preparation, #29 |
"A gas...is
a. hydrogen
b. oxygen
c. carbon dioxide
d. nitrogen" |
"A gas...is
a. hydrogen.
b. oxygen.
c. carbon dioxide.
d. nitrogen." |
17-Jan-2001 |
|
772
|
Exploring Endangered Species, Piping Plover, line 3 |
"...active coastal bird..." |
"...active, coastal bird..." |
17-Jan-2001 |
|
821
|
col. 3 |
"Eldridge, Niles 164" |
"Eldredge, Niles 164" |
05-Mar-2002 |
Changes for clarification.
| Page |
Location |
Original |
Revision |
Date Posted |
|
25
|
par. 3, lines 7–8 |
"...trapping droplets of water..." |
"...trapping water..." |
10-Dec-2001 |
|
35
|
par. 2, line 5 |
"...If you think of a wooden desk, you will have..." |
"...If you think of a stalk of celery, you will have..." |
16-Jan-2001 |
|
35
|
par. 2, line 6 |
"...of what cellulose is. Wood contains..." |
"...of what cellulose is. Celery contains..." |
16-Jan-2001 |
|
52
|
par. 2, lines 6–8 |
"...atom. The most common elements...and nitrogen." |
"...atom. The elements found in living things incluee carbon, hydrogen, oxygen, nitrogen, phosphorus, and sulfur." |
10-Dec-2001 |
|
92
|
#2, line 1 |
"For traits A, B, C, D, and E, work..." |
"For each of the traits listed in the data table, work..." |
10-Dec-2001 |
|
138
|
par. 3, lines 3–4 |
"...learn what makes the body work..." |
"...learn more about what makes the body work..." |
10-Dec-2001 |
|
155
|
Fig. 7 caption, Interpreting Maps, lines 3–4 |
"...from that of the Abert squirrel?" |
"...from that of Abert's squirrel?" |
10-Dec-2001 |
|
155
|
Fig. 7 caption, lines 4–5 |
"...has evolved to become..." |
"...has become..." |
10-Dec-2001 |
|
155
|
par. 3, line 1 |
"A new species can form..." |
"A new species might form..." |
16-Jan-2001 |
|
194
|
par. 1, line 5 |
"...passes out through..." |
"...passes through..." |
10-May-2001 |
|
235
|
par. 2, line 3 |
"...from the tips of the hyphae..." |
"...from the hyphae..." |
16-Jan-2001 |
|
502
|
#3.b |
"marrow" |
"red bone marrow" |
17-Jan-2001 |
|
541
|
par. 3, line 6 |
"...pumps blood..." |
"...pumps oxygen-poor blood..." |
17-Jan-2001 |
|
548
|
Skills Lab, Procedure, #3, last line |
"...Record the number in..." |
"...Record your resting pulse rate in..." |
10-Dec-2001 |
|
551
|
par. 1, lines 1–2 |
"Red blood cells...cell cannot live very long. In fact, red blood cells..." |
"Mature red blood cells...cell cannot reproduce or repair itself. Red blood cells..." |
10-Dec-2001 |
|
603
|
par. 5, lines 2–3 |
"...the virus can only reproduce inside T cells..." |
"...the virus reproduces inside T cells..." |
10-Dec-2001 |
|
670
|
par. 2, lines 3–4 |
"...the embryo's blood vessels flow next to..." |
"...the embryo's blood vessels are located next to..." |
10-Dec-2001 |
|
671
|
Fig. 11 caption, lines 5–6 |
"...organs, dark eye patches, fingers,..." |
"...organs, portions of the eyes, fingers,..." |
10-Dec-2001 |
|
697
|
par. 2, line 4 |
"...mark each mouses's belly with a..." |
"...mark each mouse with a..." |
17-Jan-2001 |
|
700
|
Section 2 Review, #5, lines 3–4 |
"...you count 3 mice. Estimate the total population of mice in..." |
"...you count 3 grasshoppers. Estimate the total population of grasshoppers in..." |
10-Dec-2001 |
|
700
|
par. 4, last line |
"...tomatoes in a..." |
"...tomato plants in a..." |
17-Jan-2001 |
|
720
|
Exploring a Food Web, #2, last line |
"...are herbivores." |
"...are herbivores or omnivores." |
17-Jan-2001 |
|
726
|
Fig. 10 label |
"Decomposers break down wastes and plant remains and..." |
"Decomposers break down wastes and the remains of organisms and..." |
10-Dec-2001 |
Teacher's Edition
0-13-043433-7
Corrections of factual errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
28
|
Background, col. 2, lines 3–6 |
"...rotation. Some 200 years...described them." |
"...rotation." |
23-Jan-2002 |
|
92
|
Advance Planning, lines 1–2 |
"Purchase PTC paper from a science supply house. Gather..." |
"Gather..." |
11-Dec-2001 |
|
92
|
Alternative Materials, lines 1–3 |
"If PTC paper...can be omitted. If you do not..." |
"If you do not..." |
11-Dec-2001 |
|
92
|
Introducing the Procedure, first bullet, lines 6–8 |
"...class. Explain that PTC paper tastes bitter to those who can taste it. Nontasters will not taste anything. Curly..." |
"...class. Tell the students that curly..." |
11-Dec-2001 |
|
93
|
Safety, lines 1–4 |
"Remind students...instruct them to. Review..." |
"Review..." |
11-Dec-2001 |
|
194
|
Including All Students, lines 10–13 |
"...euphoria) Why are...other eukaryotes.) learning..." |
"...euphoria) learning..." |
11-Dec-2001 |
|
272
|
Possible Materials, line 3 |
"...(seeds that germinate in about..." |
"...(seeds that flower in about..." |
15-Feb-2001 |
|
697
|
Changes in Population Size, Building Inquiry Skills: Calculating, line 10 |
"...—100 deaths = a growth rate of 1,300..." |
"...—500 deaths = a growth rate of 900..." |
11-Dec-2001 |
|
700
|
Section 2 Review Answers, #5 |
"...13,500 mice;..." |
"...13,500 grasshoppers;..." |
15-Feb-2001 |
|
701
|
Analyze and Conclude ans., #1, line 6 |
"...population = 0; if..." |
"...population cannot be calculated; if..." |
11-Dec-2001 |
|
796
|
sample data table head |
"Time...Week" |
"Time...Week (Hours)" |
11-Dec-2001 |
Corrections of typographical or grammatical errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
83
|
Reflect and Record ans., line 4 |
"...how impor-tant the..." |
"...how important the..." |
23-Jan-2002 |
|
180b
|
Media and Technology col., Sec. 1 row, line 2 |
"Side 2, 'Pantera leo?'" |
"Side 2, 'Panthera leo?'" |
11-Dec-2001 |
|
185
|
Levels of Classification, Including All Students, line 6 |
"...of concretic circles..." |
"...of concentric circles..." |
15-Feb-2001 |
|
185
|
Media and Technology, line 3 |
"'Pantera leo?'" |
"'Panthera leo?'" |
11-Dec-2001 |
|
243
|
Organizing Information notes, line 1 |
"Flow Chart Sample..." |
"Flowchart Sample..." |
11-Dec-2001 |
|
524
|
Advance Planning, line 4 |
"...cubes, Prepare..." |
"...cubes. Prepare..." |
15-Feb-2001 |
|
525
|
Analyze and Conclude ans., #1, lines 3–5 |
"...egg whites in test tube...The egg whites in the other..." |
"...egg white in test tube...The egg white in the other..." |
11-Dec-2001 |
|
539
|
Exploring the Heart notes, line 14 |
"...ventri-cles..." |
"...ventricles..." |
15-Feb-2001 |
|
548
|
Sample Data Table, col. 1, 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 |
|
692
|
Language Arts Connection, line 5 |
"(Bio- means life, geo- means earth.)" |
"(Bio- means life, geo- means earth.)" |
11-Dec-2001 |
Changes for clarification.
| Page |
Location |
Original |
Revision |
Date Posted |
|
93
|
InAnalyze and Conclude, lines 1–4 |
"1. Some traits controlled by dominant alleles that are usually more common include free earlobes and ability to taste PTC. Some..." |
"1. One trait controlled by a dominant allele that is usually more common is free ear lobes. Some..." |
11-Dec-2001 |
|
114
|
Applying Skills ans., #22, lines 5–7 |
"...yellow pods. If both parents were gg,none of the offspring would have green pods." |
"...yellow pods. Neither parent could be gg,because that is the genotype for yellow pods, and both parents have green pods." |
11-Dec-2001 |
|
155
|
Answers to Self-Assessment, Checkpoint, lines 3–4 |
"...traits of the Abert squirrel,..." |
"...traits of Abert's squirrel,..." |
11-Dec-2001 |
|
155
|
Using the Visuals: Figure 7, lines 18–19 |
"...from the Abert squirrel?..." |
"...from Abert's squirrel?..." |
11-Dec-2001 |
|
189
|
Language Arts Connection, lines 3–4 |
"...bacteria are like the..." |
"...bacteria may be among the..." |
12-Dec-2001 |
|
512
|
Using the Visuals: Figure 6, line 10 |
"...leafy vegetables and dried..." |
"...leafy vegetables, legumes, and dried..." |
15-Feb-2001 |
|
512
|
Using the Visuals: Figure 6, lines 5–6 |
"...legumes, meat, eggs, poultry, fish) What does..." |
"...legumes) What does..." |
11-Dec-2001 |
|
517
|
Troubleshooting the Experiment |
"...students shake the...or muscle fatigue." |
"...students rinse the magnet very gently after stirring the cereal for 5 minutes." |
11-Dec-2001 |
|
649
|
Analyze and Conclude ans., #3, line 1 |
"Caffeine caused..." |
"Yes, because caffeine caused..." |
11-Dec-2001 |
|
671
|
Ongoing Assessment, lines 7–8 |
"...has dark eye patches, fingers,..." |
"...has developed portions of the eyes, fingers,..." |
11-Dec-2001 |
|
