Preface

The planning for the first edition of Zoology began in the late 1980s at a time when instructors and their students had few options in the choice of a general zoology textbook. In the first four editions of Zoology, we have tried to present zoology as an exciting and dynamic scientific field. We have made very deliberate choices in content and style to enhance the readability of the textbook, realizing that authority and detail of content are of little consequence if students find the book difficult to use. Many of these choices have been challenging, and the labor involved has at times been exhausting. With each edition we have received student and instructor feedback that has confirmed our approach and rewarded our efforts. We believe that the decisions we, and our colleagues at McGraw-Hill, have made have largely been the right decisions. This is why we are privileged to have a fifth edition of Zoology in your hands, while other books have not survived the rigors of “textbook selection.”

Our goals in preparing the fifth edition of Zoology were the same as in previous editions. We prepared an introductory general zoology textbook that we believe is manageable in size and adaptable to a variety of course formats. We have retained the friendly, informative writing style that has attracted instructors and students through the first four editions. Users of the fourth edition will quickly notice that the fifth edition of Zoology is 200 pages shorter. This change is in response to user requests for a text that is less expensive and more useful in one-semester course formats. Course sequences at many colleges and universities dictate that biological principles are taught in general biology courses rather than general zoology courses. All of these factors were carefully considered in the revision of this latest edition of Zoology.

CONTENT AND ORGANIZATION

We have retained the evolutionary and ecological focus of Zoology, believing that these perspectives captivate students and are fundamental to understanding the unifying principles of zoology and the remarkable diversity within the animal kingdom. We have enhanced the ecological perspective by expanding the use of “Wildlife Alerts,” which we included in a limited fashion in the fourth edition. Wildlife Alerts are now incorporated into each of the first 22 chapters of the book, and feature some issues related to endangered and threatened species of animals. In most cases, these readings depict the plight of a selected animal species. In other cases, they depict broader ecosystem issues, or questions related to preserving genetic diversity within species. In all cases, the purpose of these Wildlife Alerts is to increase student awareness of the need to preserve animal habits and species.

Zoology is organized into three parts. Part One covers the common life processes, including cell and tissue structure and function, the genetic basis of evolution, and the evolutionary and ecological principles that unify all life.

Part Two is the survey of animals, emphasizing evolutionary and ecological relationships, aspects of animal organization that unite major animal phyla, and animal adaptations. All of the chapters in Part Two have been carefully updated, including new examples and photographs. The coverage of animal classification and organization in Chapter 7 has been expanded from previous editions to include more background on cladistics and enhanced coverage of protostome/deuterostome relationships. As in previous editions, the remaining survey chapters (8–22) include cladograms to depict evolutionary relationships, full-color artwork and photographs, and lists of phylum characteristics.

Part Three covers animal form and function using a comparative approach. This approach includes descriptions and full-color artwork that depict the evolutionary changes in the structure and function of selected organ systems. Part Three includes an appropriate balance between invertebrate and vertebrate descriptions.

NEW TO THE FIFTH EDITION

• “Wildlife Alert” boxes now appear in all of the survey chapters, including many that are new to the 5th edition. Most of these readings feature a particular species, but some feature a larger ecosystem concern.
• Chapter 1 has been revised to focus on the evolutionary and ecological emphasis of the book.
• Instead of beginning Chapter 3 with classical (Mendelian) genetics, we begin with molecular genetics and explain classical genetics in terms of DNA structure and function. The concept of dominance is explained in molecular terms.
• Chapter 4 now begins with a discussion of evidence of evolution, to help students relate the evidence to the process.
• A section on “Higher Animal Taxonomy” is now included in Chapter 7, including a new table of higher taxonomic groupings, based on the latest information from cladistic analyses of the animal kingdom.
• Chapter 18 contains new information from molecular and cladistic studies on the origin of vertebrates and the relationship of vertebrates to other chordates. New information is also presented on the evolution of terrestrialism in vertebrates.
• Chapter 19 contains a new section covering amphibians in peril, exploring possible reasons that amphibians around the world are declining at an alarming rate.

SUPPLEMENTARY MATERIALS

Supplementary materials are available to assist instructors with their presentations and general course management, to augment students’ learning opportunities. The usefulness of these supplements is now greatly enhanced with the availability of both online and printed resources. As a part of the fifth edition revision, chapters on cell chemistry, energy and enzymes, embryology, and animal behavior—along with numerous boxed readings and pedagogical elements—have been moved to the Online Learning Center. This content-rich website is located at www.mhhe.com/zoology - just click on this book’s title.

ONLINE LEARNING CENTER

Both instructors and students can take advantage of numerous teaching and learning aids within this book’s Online Learning Center.

Instructor Resources

• Instructor’s Manual
• Laboratory Resource Guide
• Zoology Visual Resource Library (VRL), containing 1,000 images for classroom presentation
• PowerPoint Lecture Slides

Student and Instructor Resources

• Interactive Cladistics Laboratory
• Chapters on:
• Chapter 30: The Chemical Basis of Animal Life
• Chapter 31: Energy and Enzymes: Life’s Driving and Controlling Forces
• Chapter 32: How Animals Harvest Energy Stored in Nutrients
• Chapter 33: Embryology
• Chapter 34: Animal Behavior
• Boxed Readings
• Suggested Readings
• Readings on Lesser-Known Invertebrates
• Quizzing
• Key Terms Flashcards
• Zoology Essential Study Partner (ESP)
• Animations
• Free Zoology Screen Saver

All of these tools, and even more, are available to you with this text. To access these resources, go to www.mhhe.com/zoology and click on the title of this book. (Also, see pages xvi–xx for more details.)

OTHER RESOURCES

The following items may accompany Zoology. Please consult your McGraw-Hill representative for policies, prices, and availability as some restrictions may apply.

• An Instructor’s Manual, prepared by Jane Aloi Horlings, is available for instructors within the Online Learning Center. It provides examples of lecture/reading schedules for courses with various emphases. In addition, each chapter contains a detailed outline, purpose, objectives, key terms, summary, resources for audiovisual materials and computer software.
• A Zoology Test Item File is also available for instructors. This contains approximately 50 multiple-choice questions for each chapter.
• General Zoology Study Guide, prepared by Jane Aloi and Gina Erickson, contains subject-by-subject summaries, questions, and learning activities.
• A set of 100 full-color acetate transparencies is available to supplement classroom lectures.
• General Zoology Laboratory Manual, fifth edition, by Stephen A. Miller, is an excellent corollary to the text and incorporates many learning aids. This edition includes new illustrations and photographs, plus activities on scientific method, cladistics, ecological and evolutionary principles, and animal structure and function. A Laboratory Resource Guide, available within the Online Learning Center, provides information about materials and procedures, and answers to worksheet questions that accompany the lab exercises.
• Digital Zoology is a new and exciting interactive product designed to help you to make the most of your zoology classes and laboratory sessions. This program contains interactive cladograms, laboratory modules, video, interactive quizzes, hundreds of photographs, a full glossary, and much detailed information about the diversity and evolution of the animals that we find on the planet. To find out the latest news on this ever-expanding product, log on to www.mhhe.com/digitalzoology and find out how to get your copy.
• The Zoology Visual Resource Library is a dual-platform CD-ROM that allows instructors to search with key words or terms and access 1,000 images to illustrate classroom lectures, with just the click of a mouse. It contains images from four McGraw-Hill textbooks in the zoology field.
• Available through the Zoology Online Learning Center, the Zoology Essential Study Partner is a complete, interactive study tool offering animations and learning activities to help students understand complex zoology concepts. This valuable resource also includes self-quizzing to help students review each topic.
• BioCourse.com is an electronic meeting place for students and instructors. Its breadth and depth go beyond our Online Learning Center to offer six major areas of up-to-date and relevant information: Faculty Club, Student Center, News Briefing Room, BioLabs, Lifelong Learning Warehouse, and R & D Center.
• PageOut® is the solution for professors who need to build a course website. The following features are now available to professors:
• The PageOut Library offers instant access to fully loaded course websites with no work required on the instructor’s part.
• Courses can now be password protected.
• Professors can now upload, store, and manage up to 10MB of data.
• Professors can copy their course and share it with colleagues or use it as a foundation for next semester. Short on time? Let us do the work. Our McGraw-Hill service team is ready to build your PageOut website, and provide content and any necessary training. Learn more about PageOut and other McGraw-Hill digital solutions at www.mhhe.com/solutions.

ACKNOWLEDGEMENTS

We wish to thank the reviewers who provided detailed analysis of the text during development. In the midst of their busy teaching and research schedules, they took time to read our manuscript and to offer constructive advice that greatly improved this fifth edition.

REVIEWERS

Jane Aloi Horlings, Saddleback College; Arthur L. Alt, University of Great Falls; Rodney P. Anderson, Ohio Northern University.

Iona Baldridge, Lubbock Christian University; Jerry Beilby, Northwestern College; Barry Boatwright, Gadsden State Community College; Susan Bornstein-Forst, Marian College; Mimi Bres, Prince George’s Community College; David Brooks, Quachita Baptist University; Richard D. Brown, Brunswick Community College; Gary Brusca, Humboldt State University; Frank J. Bulow, Tennessee Technological University; Paul J. Bybee, Utah Valley State College.

Fernando Cofresi-Sala, Pontifical Catholic University of Puerto Rico; Sarah Cooper, Beaver College; Neil W. Crenshaw, Indian River Community College; Mary Carla Curran, University of South Carolina at Beaufort.

Armando A. de la Cruz, Mississippi State University; James N. DeVries, Lancaster Bible College; Donald Dorfman, Monmouth University; Tom Dudley, Angelina College.

Bruce Edinger, Salem-Teikyo University; Adria A. Elskus, State University of New York, Stony Brook; DuWayne C. Englert, Southern Illinois University at Carbondale.

Rob Fitch, Wenatchee Valley College.

M.J. Galliher, Cochise College; Thaddeus Gish, St. Mary’s College; Jim Goetze, Laredo Community College;Walter M. Godlberg, Florida International University; Edward J. Greding, Jr., Del Mar College.

Paul A. Haefner, Jr., Rochester Institute of Technology; Jim Hampton, Salt Lake Community College; Willard N. Harman, State University of New York, Oneonta; Mary D. Healey, Springfield College; Gary A. Heidt, University of Arkansas, Little Rock; Karen Hickman, University of Mary Hardin-Baylor; Nan Ho, Las Positas College; Jeff Holmquist, University of Puerto Rico-Mayaquez.

Dan F. Ippolito, Anderson University.

Kathryn Kavanagh, Boston University; Sekender K. Khan, Elizabeth City State University; Anna Koshy, Houston Community College.

Matthew Landau, Richard Stockton College; Stephen C. Landers, Troy State University; Larry N. Latson, Lipscomb University; Standley E. Lewis, St. Cloud State University; Eddie Lunsford, North Carolina Community College.

Paul C. Makarewicz, Three Rivers Community Technical College; Sarantos John Manos, Massasoit Community College; Robert C. Maris, Mansfield University of Pennsylvania; Vicki J. Martin, University of Notre Dame; Joel M. McKinney, South Plains College; Dwayne Meadows, Weber State University; Tina Miller-Way, University of Mobile; Ronald S. Mollick, Christopher Newport University; Thomas Moon, California University of Pennsylvania; John F. Morrissey, Hofstra University; Tim R. Mullican, Dakota Wesleyan University; G. Steven Murphree, Belmont University.

Maha Nagarajan, Wilberforce University.

John F. Pilger, Agnes Scott College; Kathryn Stanley Podwall, Nassau Community College.

Mohammad A Rana, St. Josephs’s College; Lois Galgay Reckitt, University of Southern Maine; John Rickett, University of Arkansas, Little Rock; Richard G. Rose, West Valley College; Vaughn M. Rundquist, Montana State University-Northern.

Neil Sabine, Indiana University East; Neil B. Schanker, College of The Siskiyous; Fred H. Schindler, Indian Hills Community College; Michelle Schoon, Cowley County Community College; Erik P. Scully, Towson University; Richard H. Shippee, Vincennes University; Sandra E. Schumway, Long Island University Southampton College; Doug Sizemore, Bevill State Community College; Alan F. Smith, Mercer University; Gregory B. Smith, Edison Community College; Susan E. Smith, Massasoit Community College; Scott C. Swanson, Ohio Northern University.

John Tibbs, University of Montana; S. Gregory Tolley, Florida Gulf Coast University; Richard E. Trout, Oklahoma City Community College; Geraldine W. Twitty, Howard University.

Dwina W. Willis, Freed-Hardeman University; Jeffrey Scott Wooters, Pensacola Junior College.

Robert W. Yost, Indiana University-Purdue University.

David D. Zeigler, University of North Carolina, Pembroke.

The publication of a text requires the efforts of many people. We are grateful for the work of our colleagues at McGraw-Hill, who have shown extraordinary patience, skill, and commitment to this text. Marge Kemp, Sponsoring Editor, has helped shape Zoology from its earliest planning stages. Our Development Editor, Donna Nemmers, helped make the production of the fifth edition remarkably smooth. Donna kept us on schedule and the production moving in the plethora of directions that are nearly unimaginable to us. Kay Brimeyer served as our project manager. We are grateful for her skilled coordination of the many tasks involved with the publishing of this edition of Zoology.

Finally, but most importantly, we wish to extend appreciation to our families for their patience and encouragement. Janice A. Miller lived with this text through many months of planning and writing. She died suddenly 2 months before the first edition was released. Our wives, Carol A. Miller and Jane R. Harley, have been supportive throughout the revision process. We appreciate the sacrifices that our families have made during the writing and revision of this text. We dedicate this book to the memory of Jan, and to our families.

STEPHEN A. MILLER

JOHN P. HARLEY