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 Contents in Brief
Preface xiv

UNIT 1: THE SCIENTIFIC STUDY OF LIFE

CHAPTER 1 The Nature of Biology and Evolution 3
Why Does Biology Matter to You?
CHAPTER 2 The Nature of Science 33
How Do We Know How the World Works?

UNIT 2: REPRODUCTION, INHERITANCE, AND EVOLUTION

CHAPTER 3 Human Development 59
How Do Cells Make a Person?
CHAPTER 4 Inheritance, Genes, and Physical Characteristics 91
Does Disease Have a Genetic Basis?
CHAPTER 5 Cancer 127
How Can It Be Prevented, Diagnosed, and Treated?
CHAPTER 6 Reproduction 155
What Kind of Baby Is It?
CHAPTER 7 Plants, Agriculture, and Genetic Engineering 185
Can We Create Better Plants and Animals?
CHAPTER 8 Health Care and the Human Genome 217
How Will We Use Our New Medical and Genetic Skills?
CHAPTER 9 Evolution 245
How Do Species Arise and Adapt?
CHAPTER 10 The Evolution of Disease 283
Why Do We Get Sick?

UNIT 3: INTERACTING WITH NATURE

CHAPTER 11 Ecology 313
How Do We Benefit from a Functional Ecosystem?
CHAPTER 12 Biodiversity and Human Affairs 341
How Is the Human Race Like a Meteorite?
CHAPTER 13 Human Population Growth 373
How Many People Can a Single Planet Hold?

Answers to Selected Questions 402

Glossary 403
Credits 410
Index 413

vi
Contents
Preface xiv

UNIT 1. THE SCIENTIFIC STUDY OF LIFE

Scientist Spotlight: Carol W. Greider

(1961–) 13
Life Application: Determining When Life Has
Ended 18
How Do We Know? Spontaneous Generation 19

CHAPTER 1 The Nature of Biology and

Evolution 3
Why Does Biology Matter to You?
case study The “Infidelity Gene” 4
1.1. How Does Biology Affect Your Life? 5
1.2. What Are the Features of Life? 8 CHAPTER 2. The Nature of Science 33
1.3. How Do Organisms Function? 9 How Do We Know How the World
Atoms, Chemical Bonding, Works?
and Molecules 9 case study The Mysterious Case of Childbed
Macromolecules 10 Fever 34
Cells 11
Chemical Reactions and Enzymes 14 2.1. How Would a Scientist Investigate Childbed
Energy Extraction and Use 14 Fever? 36
1.4. How Do Organisms Reproduce? 15 Looking for Clues 36
Inheritance 15 Possible Causes 36
Reproduction 16 “Cadaverous Particles” 37
1.5. How Does Life Evolve? 20 2.2. How Does Science Work? 40
Darwin’s Theory 20 Observations and Facts 40
Extending Darwin’s Theory Through Hypotheses and Predictions 42
Time 21 Testing 42
Evolution Is the Unifying Theme of Evaluation and Interpretation
Biology 22 of Results 43
Scientific Theories 45
1.6. What Patterns of Diversity Are Found
in Nature? 24 2.3. What Assumptions Does Science Make
Life Is Diverse 24 About Nature? 46
Evolutionary Diversification Leads to Cause and Effect 46
Degrees of Relatedness 24 Consistency and Repeatability 47
Organizing Hierarchies in the Diversity Materialism 47
of Life 26 2.4. What Are the Principal Features
:: Biology in Perspective 28 of Science? 48
Technology Connection: Identifying the Empirical Evidence 48
“Infidelity Gene” 6
vii
viii Contents

Testability 49 :: Biology in Perspective 54

Generality 49 Life Application: Childbed Fever 39
2.5. How Does Science Differ from Other Ways Scientist Spotlight: Robert Koch (1843–1910) 41
of Knowing? 51 How Do We Know? Hypothesis Testing and
Scientific Proof 44
2.6. How Does Science Differ from Pseudoscience Technology Connection: Throat Cultures 50
and Quackery? 52

UNIT 2. REPRODUCTION, INHERITANCE, AND EVOLUTION

What Conjoining May Tell Us About

Biology 84
What Conjoining May Tell Us About
Ourselves 84
:: Biology in Perspective 86
Scientist Spotlight: Anton van Leeuwenhoek
(1632–1723) 63
How Do We Know? Eggs and Sperm Are Both
CHAPTER 3 Human Development 59 Needed for Fertilization 71
How Do Cells Make a Person? Technology Connection: Ultrasound 79
Life Application: Fetal Alcohol Syndrome 80
case study Unusually Close Sisters 60
3.1. What Are the Units of Life? 62
3.2. What Cell Structures Play a Role in Embryo
Development? 63
Cell Membrane 64
Nucleus 64
Mitochondria 65
Endomembrane System 65
Cytoskeleton 65
CHAPTER 4 Inheritance, Genes, and Physical
3.3. How Do Eggs and Sperm Form? 66
Meiosis I: The First Round of Cell Division 66
Characteristics 91
Meiosis II: The Second Round of Cell Does Disease Have a Genetic Basis?
Division 69 case study Sickle Cell Disease, Malaria,
3.4. What Happens in Fertilization? 70 and Human Evolution 92
3.5. How Does an Embryo Form and Ultimately 4.1. What Is Sickle Cell Disease? 95
Become a Fetus? 71 How Sickling Happens 95
Mitosis 73 Sickle Cell Disease and Inheritance 96
Gastrulation and Organ Formation 73 4.2. Could Molecular Medicine Prevent Sickle Cell
Differentiation 74
Disease? 97
Gene Expression 76
4.3. Where Is Our Genetic Information Stored? 99
3.6. What Are the Key Events of Pregnancy? 77
Embryonic Development: Conception to 4.4. How Did Mendel Discover the Rules of
Eight Weeks 77 Inheritance? 101
Fetal Development: Three Months to Mendel’s Experiments 101
Nine Months 77 Gametes and Monohybrids 103
3.7. What Happens in Labor and Delivery? 80 Mendel’s Rules 104

3.8. How Do Twins Form? 82 4.5. How Much Do Mendel’s Rules Explain? 105
Alleles Can Interact, and So Can Genes 105
3.9. What Can Conjoined Twins Tell Us About Genes May Affect More Than One
Biology and Ourselves? 83 Characteristic 106
Explanations for Conjoining 83
 Contents ix

Gene Expression Depends on the Inheritance 144

Environment 106 Age 144
4.6. What Are Genes Made Of? 107 Poverty 145
5.6. How Is Cancer Diagnosed? 145
4.7. How Does DNA Function? 109
Transformation 109 5.7. How Is Cancer Treated? 147
The “Transforming Substance” 111 Surgery 147
4.8. What Processes Must DNA Accomplish? 111 Radiation Therapy 148
Chemotherapy 148
Replication 112
Cancer Treatments on the Horizon 148
Mutation 113
Why Cancer Treatments Sometimes Fail 148
Protein Production 115
5.8. How Can Cancer Be Prevented? 149
4.9. Why Is Protein Structure So Important? 119
:: Biology in Perspective 121 :: Biology in Perspective 150
How Do We Know? Cancer-Causing Genes from
Technology Connection: Electrophoresis 98
Malfunctioning Normal Genes 137
How Do We Know? Pedigree Analysis 107
Scientist Spotlight: Peyton Rous
Scientist Spotlight: Rosalind Franklin
(1879–1970) 142
(1920–1958) 110
Technology Connection: Computerized
Life Application: The Effectiveness of Genetic
Tomography (CT) Scans 147
Screening 120
Life Application: Chemoprevention 150

CHAPTER 5 Cancer 127

CHAPTER 6. Reproduction 155
How Can It Be Prevented, Diagnosed,
What Kind of Baby Is It?
and Treated?
case study The Fastest Woman on Earth 156
case study Xeroderma pigmentosum 128
6.1. How Do Males and Females Form? 158
5.1. How Does Cancer Make You Sick? 130
The Stages of Sex Determination 158
5.2. How Do Cancer Cells Differ from Normal Chromosome Instructions 159
Cells? 131 Hormone Instructions 160
5.3. What Is the Life Cycle of a Cell? 132 6.2. What Happens If the Hormonal Signals
The Molecules That Regulate Cell Are Missing or Misread? 161
Division 132 Androgen-Insensitivity Syndrome 161
The Cell Cycle 133 Pseudohermaphroditism 163
5.4. In What Ways Is Cancer a Genetic 6.3. How Do Men Produce Sperm? 163
Disorder? 135 The Testes 163
Oncogenes and Tumor Suppressor Genes 135 Sperm and Semen 164
Chromosomal Abnormalities 136 Hormones and Sperm Production 165
5.5. What Risk Factors Are Associated with 6.4. How Do Women Produce Eggs? 166
Cancer? 138 The Ovaries 166
Smoking 138 The Ovarian Cycle 167
Diet and Exercise 139 The Uterine Cycle 168
Excessive Alcohol Use 140 Hormones and Pregnancy 169
Radiation 140 6.5. How Can Pregnancy Be Prevented? 170
Infection 141 Surgery 171
Workplace Carcinogens and Pollution 142 Hormones 172
x Contents

Barrier 172 7.4. How Was Golden Rice Engineered? 199

Other 172 Define the Problem 199
6.6. What Causes Infertility, and How Can Clone the Genes 200
It Be Treated? 172 Package the Genes 200
Transform the Cells 202
Causes of Infertility 172
Confirm the Strain 202
Infertility Treatments 174
7.5. How Else Is Genetic Engineering Being
6.7. How Can We Tell If a Fetus or Baby
Used? 204
Is Healthy? 175
Medicine 205
Blood and Urine Tests 175
Industry 205
Screens and Diagnostic Tests 176
Research 206
Newborn Tests 177
Novelty 206
6.8. What Tests Are on the Horizon? 179 Construction of an Organism’s Genome 206
:: Biology in Perspective 179 7.6. What Are the Risks of Genetic
Life Application: Gender Testing in Sports 162 Engineering? 207
How Do We Know? The Female Reproductive Safety 208
Tract Helps Sperm Find an Egg 171 Economic Considerations 210
Technology Connection: Home Pregnancy Effectiveness 210
Tests 176
Scientist Spotlight: Virginia Apgar
7.7. How Ethical Is Genetic Engineering? 211
(1909–1974) 178 Genetic Engineering and Our
Environment 211
Genetic Engineering and Human Life 211
:: Biology in Perspective 212
Scientist Spotlight: Kary Mullis (1944–) 201
Technology Connection: How to Transform
Cells 203
Life Application: From Teosinte to Maize 204
How Do We Know? Evaluating the Safety of
Genetically Engineered Products 209

CHAPTER 7 Plants, Agriculture, and Genetic

Engineering 185
Can We Create Better Plants
and Animals?
case study Golden Rice 186
7.1. Why Are Plants Such Good Sources
of Food? 188
Roots 188
CHAPTER 8 Health Care and the Human
Stems 189
Leaves 190
Genome 217
Flowers 191 How Will We Use Our New Medical
and Genetic Skills?
7.2. How Do Plants Make Food? 194
Overview of Photosynthesis 194 case study Carrie Buck and the American
Light Reactions and the Calvin Cycle 194 Eugenics Movement 218
The Role of Cells in Photosynthesis 196
8.1. Do Complex Human Characteristics Have
The Role of Leaves in Photosynthesis 196
a Genetic Basis? 220
7.3. What Are the Goals of Genetic Engineering Genetic Determinism 220
in Plants? 197 Defining Normal 221
Pesticide Production 197
8.2. What Is Gene Therapy? 222
Herbicide Resistance 198
Increased Nutritional Value 198 Somatic Gene Therapy 223
Germ-Line Gene Therapy 224
 Contents xi

8.3. What Are the Benefits and Risks of 9.3. How Do Humans Adapt to Their
Genetically Altering Humans? 226 Environment? 257
Somatic Gene Therapy 226 Lactase Persistence 258
Germ-Line Gene Therapy 227 Malaria and Oxidizing Drugs 259
8.4. How Can Stem Cells and Cloning Be Used to 9.4. How Does Natural Selection Produce
Alter People? 230 Adaptations? 259
Stem Cells 231 The Grants’ 40-Year Study of Natural
Cloning 235 Selection 260
8.5. What Are the Benefits and Risks of Stem Cell Fitness and Natural Selection 263
Limits of Natural Selection 264
Research? 236
Benefits 236 9.5. What Are Random Events in Evolution? 264
Risks 236 9.6. What Is the Evidence for Speciation? 267
8.6. What Other Challenges Result from Biological Species Concept 267
Advances in Medical Technology? 237 Evidence for Speciation 268
Privacy 237 9.7. How Do New Species Arise? 272
Accessibility 239 Genetic Isolation 272
Danger of a New Eugenics Movement 239 Genetic Divergence 273
:: Biology in Perspective 240 Secondary Contact 274
Scientist Spotlight: Nancy Wexler (1945–) 223 9.8. Why Is It So Difficult for the Public to Accept
Life Application: Sex Selection 229 Evolution? 275
How Do We Know? How Human Embryonic
Stem Cells Can Be Directed to Form Specialized :: Biology in Perspective 277
Cells 233 Scientist Spotlight: Sir Ronald Aylmer Fisher
Technology Connection: Who’s the Daddy? 238 (1890–1962) 257
How Do We Know? Constructing Evolutionary
Trees 269
Technology Connection: Genbank 271
Life Application: Public Acceptance of
Evolution 276

CHAPTER 9 Evolution 245

How Do Species Arise and Adapt?
case study Lactose Intolerance and the
Geographic Variation of Human
Traits 246 CHAPTER 10 The Evolution of Disease 283
Why Do We Get Sick?
9.1. How Does Your Body Reflect an Evolutionary
History? 248 case study Deadly Malaria 284
Human (and Mammalian) Testes Hang 10.1. In What Ways Is Your Body an
Loose 248
Ecosystem? 286
You Can Get Scurvy, but Your Pet Can’t
The Many Species That Live and Evolve in
(Unless You Have Guinea Pigs) 249
Your Body 286
Your Eye Is Organized Backward 250
The Ecology of Our Resident Species 288
9.2. What Convinced Darwin of the Fact of Species That Cause Disease 289
Evolution? 251
10.2. Why Do Diseases Evolve Resistance to
The Voyage of the Beagle 252
Antibiotics? 290
Darwin’s Theory of Natural Selection 254
How Resistance Evolves 290
The Modern Synthesis 256
Where Resistant Bacteria Come From 292
xii Contents

Resistance to Multiple Antibiotics 293 10.5. How Can Evolution Help Us Control
Why Not All Bacteria Are Resistant to Disease? 305
Antibiotics 293 Antibiotic Resistance 305
Antibiotics in the Environment 294 Vaccinations 305
10.3. Why Are Some Diseases More Deadly Controlling the Spread of Disease to Select
Than Others? 295 for Milder Forms 307
Why Some Diseases Become Milder over :: Biology in Perspective 308
Time 296 How Do We Know? The Many Species That Live
The Trade-Off Hypothesis of Reproduction on You 287
Versus Transmission 296 Life Application: Malaria and DDT 291
10.4. Where Do New Diseases Come From? 300 Scientist Spotlight: Paul W. Ewald (1953–) 295
Sources of New Diseases 300 Technology Connection: How Vaccines Are
Stages of a New Disease 301 Made 306
HIV/AIDS 303

UNIT 3. INTERACTING WITH NATURE

11.7. What Benefits Do We Get from a

Functioning Ecosystem? 333
Ecosystem Services 335
Disruptions to Ecosystem Services 335
Biodiversity 336
:: Biology in Perspective 336
Scientist Spotlight: Robert Helmer MacArthur
(1930–1972) 321
CHAPTER 11 Ecology 313 Technology Connection: Biological Control
How Do We Benefit from a Functional of Schistosomiasis 328
Ecosystem? How Do We Know? Long-Term Ecological
case study Research 331
The Near-Extinction of Kirtland’s
Life Application: Ecology and Human
Warbler 314 Conflict 334
11.1. How Do Species Adapt to Their Habitat? 316
Adapting to Physical Conditions 316
Adapting to Limited Shelter 317
11.2. Why Do Species Compete? 318
The Competitive Exclusion Principle 318
Instances When Competitors May Coexist 320
11.3. How Do Species Exploit One Another? 321
Population Cycles 322
An Evolutionary Arms Race 323
CHAPTER 12 Biodiversity and Human
11.4. When Can Species Cooperate? 324
Affairs 341
11.5. How Do Ecological Interactions Affect Us? 325 How Is the Human Race Like
We Compete with Other Species 326 a Meteorite?
We Develop Useful Products and Ideas as a
case study The Discovery of America 342
Result of Exploitation Interactions 327
We Capitalize on Mutualisms 329 12.1. What Are the Components of
11.6. What Does a Functioning Ecosystem Do? 329 Biodiversity? 344
Exploitation Interactions Distribute 12.2. What Areas Have the Highest
Energy and Nutrients 329
Biodiversity? 346
Ecosystems Recycle Material on a Global
The Latitudinal Gradient 346
Scale 330
Why the Gradient Exists 347
 Contents xiii

12.3. What Can Islands Tell Us About 13.1. How Can Populations Grow So Fast? 375
Biodiversity? 349 The Difference Between Linear and
12.4. Why Do Different Regions Have Different Exponential Growth 376
Defining Growth Rate 376
Species? 352
Determining Growth Rate 378
Biogeographic Realms 352
Equilibrium 379
Wallace’s Line 353
Doubling Time 380
12.5. How Does Biodiversity Change Through
13.2. Why Don’t Populations Grow Forever? 380
Time? 354
The Effects of Population Density 381
12.6. Why Is Biodiversity Needed for a Healthy Logistic Growth 382
Ecosystem? 355 Our Carrying Capacity 384
Productivity, Stability, and Ecosystem 13.3. How Is Population Growth Influenced
Health 355 by Age and Sex? 385
Why Biodiversity Increases Productivity 355 Age, Sex, and Population Growth 385
Why Biodiversity Increases Stability 356 Age Pyramids 385
How Biodiversity Keeps the Food
Web Intact 356 13.4. Why Do Developing and Developed
Countries Grow Differently? 389
12.7. Why Should We Preserve Biodiversity? 357
Total Fertility and Age at First
The Spotted Owl Controversy 358
Reproduction 389
Long-Term Benefits of an Old-Growth
Fertility and Mortality Differences 390
Forest 358
Family Planning Differences 391
How Old-Growth Forests Provide
Demographic Transition 393
Ecosystem Services 359
13.5. How Do We Use Information About
12.8. How Do We Keep Track of Biodiversity? 360
Population Growth? 394
The Species Diversity Index 360
The Constitution and the Census 395
Indicator Species and Satellite Images 361
Planning for Population Shifts 395
12.9. Why Might We Be Facing the Sixth Mass Resource Depletion 396
Extinction? 362 The Limits to Growth 398
The Blitzkrieg Hypothesis 363 :: Biology in Perspective 399
Background Extinction 364
How Do We Know? Modeling Population
Human Activity Threatens Biodiversity 364 Growth 378
12.10. How Can We Preserve Biodiversity? 367 Scientist Spotlight: Donella Meadows
:: Biology in Perspective 368 (1941–2001) 382
Life Application: The Demographics
Life Application: The Importance of Genetic
of China 388
Diversity 345
Technology Connection: Male
How Do We Know? Experimental Island
Contraception 392
Zoogeography 350
Technology Connection: Satellite Imagery 362
Scientist Spotlight: E. O. Wilson (1929–) 365 Answers to Selected Questions 402
Glossary 403
Credits 410
Index 413

CHAPTER 13 Human Population Growth 373

How Many People Can a Single
Planet Hold?
case study A Story About Bacteria 374
 Preface
We wrote Biology for the Informed Citizen because we love biology and are con-
vinced that everyone should have a basic understanding of biology to function as
a fully engaged, contributing member of society. As we researched topics, de-
signed our approach, and wrote, we were thinking of you—students majoring in
fields other than biology. You possess perspectives, interests, dispositions, and
expectations that differ somewhat from those of most students majoring in
biology, and that is what makes it so much fun and so rewarding to teach you.

One of the challenges in trying to foster an understanding and appreciation

of the importance of biology is that our educational system and society tend
to compartmentalize science rather than seeing it as a central aspect of
modern life. In this era of deep specialization, we are even more in need of
conversation, communication, and understanding among specialists and one
another. In reality, the integration of knowledge—not simply within biology
but also among sciences, social sciences, humanities, and the arts in general—
is essential for confronting and finding solutions to the challenges we all face.
You have the potential to play an important role in meeting these challenges
and helping to find solutions precisely because your particular interests allow
you to see biology from different perspectives. And the biology you will learn
will enrich your understanding of and strengthen the connections among the
things you already know.

Biology for the Informed Citizen presents biology in the context of important
cultural and social issues you are likely to encounter now and in the future. In
writing this book, we chose to address biology in a way that will help you learn
what you need to know about biology to make informed decisions in your life;
become effective, engaged citizens; and understand, at least in principle, the
new opportunities and challenges modern biology provides. Although you may
be interested in studying biology for its own sake, we recognize that you may
be most interested in the consequences of biology: what it says about your
health, disease, and the environment, for example.

Although our motivation for writing this book was to teach you, along with
the guidance of your course instructor, the major concepts of biology, evolu-
tion, and the process of science so that you can apply your knowledge as in-
formed consumers and users of scientific information, we also benefited in
some unexpected ways. We became more informed scientists, teachers, and
parents. We hope that you have as much pleasure reading and learning as we
did in creating this book for you.

Sadly, Doug Green, my husband and coauthor of this book, passed away before
its completion. However, I am delighted to see the project come to fruition.

Donna Bozzone
Saint Michael’s College
Colchester, Vermont
xiv
 Preface xv

Approach: Cases, Concepts,

and Consequences
Our goal for Biology for the Informed Citizen was to write a book that, more
than any other non-science-majors biology book, helps students connect the
concepts of biology to the consequences of biology—the consequences that
students can and should see in every facet of their lives, if only they are trained
to identify them. This text teaches the concepts of biology, evolution, and the
process of science so that students can apply their knowledge as informed
consumers and users of scientific information.

In order to help students become biologically and scientifically literate, we

wove two major themes into every chapter: the process of science and the
theory of evolution. Our rationale is that if students are going to learn and
then apply what they have learned, they need to know not only “what we
know,” but also “how we know what we know.” Therefore, each chapter
includes stories of real scientists who had interests and curiosities—not alto-
gether different from some of the students reading this text. We hope these
stories will motivate students to think critically in their daily lives. Through-
out this book we also emphasize the theory of evolution—the most central of
all biological concepts—to help students see the big picture underlying the
magnificent diversity and awe-inspiring mechanisms of the living world.

Features
Because students come to their biology courses, and this text, with a rich set
of interests, we included features to help students make connections between
their present knowledge and the biology they are learning.

Case Studies
Each chapter opens with a rich case study that highlights an issue or challenge
with biological significance and focuses on the consequences of biology. These
cases motivate the material in each chapter and
demonstrate ways in which an understanding of case study
biology can be used to make informed decisions
Sickle Cell Disease, Malaria, and Human Evolution
about important issues. Examples of cases we in-
Tony Allison grew up in Kenya. His father, a farmer, had relocated the family
troduce include “Sickle Cell Disease, Malaria, and from England in 1919. As a boy, Tony went on long excursions with profes-
sional naturalists to observe and help collect birds for the Natural History
Human Evolution” (Chapter 4); “The ‘Infidelity Museum in London. He also visited the archeological excavation site of Louis
Leakey, the preeminent anthropologist of his time, and became intrigued
Gene’” (Chapter 1), and “Xeroderma pigmentosum” with human evolution and the relationships among the various tribes he saw
in Kenya.
(Chapter 5), which address how genes influence our During one of the Allisons’ holidays on the beaches of Malindi in Kenya,
Tony contracted malaria; he was only 10 years old. Malaria is a terrible dis-
FIGURE 4.1 Malaria is caused by the
health and personal relationships. In the remaining ease and often fatal. It is caused by a protozoan, a simple single-celled organ-
parasite Plasmodium falciparum,
ism, and carried by a specific type of mosquito. When one of these mosquitoes
which is carried by the Anopheles

sections of the chapter, we weave in the biology bites a person, it injects this protozoan, P. falciparum, into the individual
mosquito. When one of these
( ). These parasitic cells take up residence in the blood and destroy
mosquitoes bites an individual, the FIGURE 4.1
parasitic cells take up residence in the
red blood cells, the cells that carry oxygen through the blood. There is
needed for a fuller understanding of the issue or blood, destroying red blood cells, the
currently no vaccine against malaria. Tony’s experience with malaria led him
cells that carry oxygen through the body.
to switch gears: rather than becoming a naturalist, he decided to become a
challenge. As a result, students learn specific physician.
malaria :: a disease caused by a parasite After earning his undergraduate degree in South Africa, Tony moved to
biological concepts in a context that shows why carried by the Anopheles mosquito; it is England to finish his medical training at Oxford University. Although he
often fatal enjoyed medical school, he had not lost his keen interest in human evolution.
they are important and enables students to make protozoan :: a simple, single-celled
Tony was convinced that there had to be a way to measure human evolution-
ary relationships more precisely than anthropologists did by looking only
organism
connections between biology and other fields of red blood cell :: a cell that carries
at bones.
In 1949, when Oxford University sent a group of scientists to Kenya to
study. oxygen through the blood survey and study plants and animals all over the country, Tony jumped at
xvi Preface

How Do We Know? Process of Science

P
Pedigree Analysis B
Biology in particular, and science in general, represent one way of asking
In 1866 the physician Paul Broca wondered whether the breast cancer from which
his wife suffered was hereditary. He observed a cluster of cases in his wife’s own questions and evaluating the answers; it is not the only way. Still, the
q
family: 10 out of 24 women had breast cancer. Broca mapped a family history, or
pedigree, to see if he could figure out the pattern of inheritance. The idea that some sspecific manner in which scientists go about learning about the natural
traits “run in the family” is a very old one. Broca saw that they also run in patterns.
Today, pedigree analysis helps genetic counselors determine the risk of devel-
oping or passing on traits, such as disease. First, a counselor interviews the indi-
world is both powerful and successful. And as a way of thinking, it is
w
vidual about the occurrence of the disease in other family members. The counselor
then constructs a chart and applies the rules of inheritance.
p
practical for many questions, not just scientific ones. Thus, we highlight
tthe process of science in the How Do We Know? essays featured in each
1 2
cchapter. These essays help students move beyond memorizing facts to
1 2 3 4 5 gget them thinking critically about how we know what we know.
1 2 3 4 5 6 7 8 9 10
All too often, people do not appreciate the human di-
mmension of biology. Everything ever discovered or
Scientist Spotlight
ssolved is literally the result of a person or many people
Rosalind Franklin (1920–1958) tthinking about that the question being pursued was
James Watson and Francis Crick are most closely associated
with discovering the structure of DNA. One strand of the tthe most interesting and important thing to be found.
double helix is even called Watson, and the other is Crick.
However, the work of other scientists was essential to their
TThey simply had to work on this problem—it was like
discovery. Maurice Wilkins shared the 1962 Nobel Prize
in Physiology or Medicine with Watson and Crick. Another
aan itch that had to be scratched. Scientist Spotlight
scientist, Rosalind Franklin, received little recognition.
Born in London to a wealthy family, Rosalind Franklin
eessays in each chapter provide biographical informa-
was interested in getting answers to questions, even as a
child. She was fortunate to attend one of the few schools in
ttion and historical context about the real individuals
A B
London that taught chemistry and physics to girls, and she
An expert in X-ray crystallography, Rosalind Franklin (A)
wwhose scientific discoveries have made tremendous
decided at age 15 to become a scientist. Franklin passed the
entrance exam for Cambridge University in 1938, but her
produced a beautiful image of crystallized DNA (B) that was
essential for figuring out the structure of this molecule.
iimpacts on all of our lives.
father refused to pay. He was against any woman attending
university. Fortunately, Franklin’s aunt stepped in and offered She soon discovered that crystals of DNA take two
to fund her niece’s education. Franklin’s mother also sup- forms. When these forms mix together, it is impossible to get

Real-World Applications
R
Life Application B
Biology does not exist as a disconnected field of
The Effectiveness of Genetic Screening sstudy. In fact, to understand biology well, one needs
Scientists and physicians have the ability to screen for carriers In contrast, the screening program for sickle cell disease tto be conversant with the ways that biology connects
of many genetic diseases. Yet the outcomes of screening pro- reads like a script for how not to do something properly. Testing
grams are quite variable. If we measure success as a reduction of African Americans began in the early 1970s—but without tto the larger culture. The inverse is also true: to un-
in the number of infants born with a particular disorder, consent, without community outreach, and without adequate
screening for Tay Sachs disease has been spectacularly effec- public education. When people learned that they had the sickle derstand our culture fully, one needs to be familiar
d
tive, whereas screening for sickle cell disease is disappointing cell trait, they were rarely told they were not going to be sick.
so far. The difference in how well the screening programs Nor did they learn the chances that their children would de- with biology. More specifically, biological research,
w
have worked shows that it is important to educate patients. velop the disease. As if this were not bad enough, individuals
It is important, too, for healthcare professionals to be who tested positive were discriminated against and unable to iideas, and knowledge intersect with global issues,
culturally sensitive and aware. get life or health insurance. Until 1981, the U.S. Air Force Acad-
Tay Sachs disease afflicts children who are born with emy refused entrance to any applicant who carried the sickle eethics, and social responsibility. Life Application
two copies of a mutant allele. The normal allele encodes for cell trait. Even after these discriminatory practices were stopped,
a protein called hexosaminidase A. This protein breaks it was too late to build the trust necessary for this program to
eessays in each chapter present real-world examples
down a type of fatty molecule called GM2, which is present
in the brain and nervous system. A child with Tay Sachs dis-
succeed. Instead, the program’s legacy was an enhanced suspi-
cion that medical genetics has racist intentions. ::
iillustrating how biological knowledge has been used
tto help individuals and society at large make
iinformed decisions on a range of issues.

Advances in scientific research directly affect us in

Technology Connection our
o day-to-day lives. A great deal of what is known
Electrophoresis in
i biology and continues to be studied depends upon
“Who done it?” On television and in the movies, DNA tests might have taken a piece of paper towel or filter paper and the
t development and implementation of specific
often hold the answer. You know the scenario. DNA is collected
from the saliva on a cigarette butt carelessly left behind at the
dotted it with food coloring. When you dip the edge of the
paper in water, it absorbs fluid, which travels up the paper
methods
m and techniques. Technology Connection
crime scene. If the police have a suspect and there is enough
evidence, a court order can require the accused to provide a
past the colored dots, and the colors separate. The green dot,
for example, reveals that it is actually a mixture of yellow and
essays
e in each chapter provide students with infor-
DNA sample. But how do we know whether the samples match?
One of the first steps is to chop up the DNA into man-
blue. Like chromatography, electrophoresis separates mix-
tures of substances by the movement of molecules. Unlike
mation
m on specific methods or techniques that
ageable fragments. Chemicals called enzymes can cut a DNA
molecule at specific nucleotide sequences. For example, the
chromatography, it relies on their movement through an
electrical field.
biologists
b use to answer questions. These essays
enzyme EcoR1 cuts the molecule between A and G every- With electrophoresis, a mixture of DNA fragments is show
s how the tools of scientific research are being
where the sequence GATTC appears. Because each of us placed in a well cut into the gel, a solid matrix similar in con-
has unique DNA sequences, the enzymes will produce DNA sistency to gelatin. The gel, submerged in a conductive liquid, used
u to shape the world in which we live.
sequences of different lengths. By comparing the DNA is subjected to an electric field. Because DNA is negatively
fragments from different samples, scientists can determine charged when in solution, it will migrate toward the positively
whether the DNA came from the same person. charged end of the field. Small fragments migrate the fastest,
 Preface xvii

Pedagogy
Every chapter in Biology for the Informed Citizen includes carefully crafted CHAPTER
tools to help students learn and reinforce biological concepts. LEARNING
Chapter Learning Objectives at the start of each chapter (based on Bloom’s
OBJECTIVES
taxonomy) correspond to the main headings and provide a framework for the After reading this chapter,
you should be able to answer
key concepts to help students focus on what is most important. the following questions:

4.1 What Is Sickle Cell Disease?

Questions-Based Chapter Titles and Section Headings model the spirit of Specify the cause and consequences of
sickle cell disease and the relationshipp
inquiry at the heart of the scientific process. 4.1 What Is Sickle 4.2
Cell
between
betwe en sickle
Disease?
sickle cell disea se and
disease and malaria.
malaria

4.2 Could Molecular Medicine

Specify the cause and consequences
Prevent Sickle of Cell Disease?
Simple and Clear Illustrations in each chapter help students visualize Explain how Linus Pauling’s research into
sickle cell disease and the relationship
sickle cell disease ushered in the age of
to

between sickle cell disease andmedicine.

molecular malaria.
important concepts. The art program uses a consistent format to help guide
4.3 Where Is Our Genetic
4.3
students through complex processes. For example, Chapter 2 introduces the Information Stored?
Describe the study that disproved the
steps of the scientific method, and the figures that highlight scientific experi- concept of pangenesis.

4.4 How Did Mendel Discover

ments throughout the book help to reinforce these steps—blue: observations 4.4
the Rules of Inheritance?
and facts; purple: hypotheses; pink: predictions; light green: hypothesis test- Outline how Mendel conducted his
experiments related to inheritance and
the resulting set of rules.
ing; and dark green: evaluation and/or results. Brief figure captions provide 4.5 How Much Do Mendel’s
a running summary of the chapter, reinforcing main points discussed in Rules Explain?
Identify the three reasons that Mendel’s
the text. rules fail to explain inheritance completely.

FIGURE 4.11 In the 1880s, August 1 Weismann measured

FIGURE 2.7 Every event
or outcome in nature has
the tails of a population
Weismann performed an of mice and then cut
off their tails.

experimental test of pangenesis Cause: Carbon dioxide emissions Effect: Polar ice caps are melting
a cause or source. A scientist
using mice. Weismann concluded that 2 Next, he had these mice
mate, and when the
In complex systems,
cause and effect
can learn about causes by
are often distant
the information to construct the tails of offspring were born,
grown, and ready to mate,
he measured their tails
in time and space.
observing the effects that
and then had these mice
the mice did not reside in the tail itself. breed with each other.
occur; note that in this figure
Cause: Methane emissions from animals Effect: Sea levels are rising

all of the causes on the left

contribute to the effects on
3 When these
grandchildren
the right.
Cause: Crop fertilizers Effect: More violent storms are occurring
mice were born,
he again let them
grow, measured
their tails, cut off
the tails, and
mated the mice
among their
generation…
4 Weismann did this for 23 generations, and the tails
never got shorter, even though it was tailless mice
that were breeding generation after generation.

If pangenesis had been accurate, the tails of

the mice should have been shorter as the
“tail pangenes” were lost every generation!

A Marginal Glossary defines key terms in the margins

of the pages on which the terms appear, so students can
allele :: a different form of a gene
easily find definitions and explanations when preparing
for exams.
Chapter Summary
Each chapter concludes with a Biology in Per-
4.1 What Is Sickle Cell Disease? 4.4 How Did Mendel Discover the Rules of
spective section that places the chapter concepts Specify the cause and consequences of sickle cell disease Inheritance?

in larger context. and the relationship between sickle cell disease and
malaria.
Outline how Mendel conducted his experiments related to
inheritance and the resulting set of rules.
• Sickle cell disease is a severe inherited genetic disorder. • Mendel chose his experimental organism carefully: garden
• In sickle cell disease, red blood cells that are normally disc peas, which are simple to cultivate and whose mating can be
Bulleted Chapter Summaries at the end of each shaped and flexible become rigid and pointy shaped. controlled manually.
• Sickled cells get stuck in blood vessels, which can lead to • Mendel focused on one trait at a time and followed the cross
chapter are organized around the chapter learning blood clots and other serious physical consequences, includ- for more than one generation, collecting quantitative data
ing kidney failure, paralysis, and heart failure. and keeping detailed records.
objectives and highlight and reinforce the main • The inheritance of the gene associated with sickle cell disease • Mendel’s research revealed some basic rules of inheritance.
also confers resistance against malaria. o Genes can come in more than one form, or allele.
concepts. 4.2 Could Molecular Medicine Prevent Sickle Cell
o Alleles of a particular gene sort individually into gametes
during meiosis.
Disease? o Certain traits are dominant, while others are recessive.
Explain how Linus Pauling’s research into sickle cell disease
ushered in the age of molecular medicine. 4.5 How Much Do Mendel’s Rules Explain?
• Linus Pauling and his colleagues examined two types of Identify the three reasons that Mendel’s rules fail to ex-
hemoglobin (HbA and HbS). plain inheritance completely.
xviii Preface

B
Basic multiple choice and short-answer Review
Review Questions
Questions at the end of each chapter ask students
Q
1. What evidence did Dr. Allison use to understand the rela- 6. What were the principal discoveries that Mendel made
tionship between malaria and sickle cell disease? from his monohybrid crosses? tto recall core information presented in the chapter.
2. What happens to the blood cells in an individual with sickle a. Genes can come in more than one form; some traits
cell disease? What can trigger a sickling incident? are dominant and others are recessive; pangenesis is a Answers to the multiple choice questions appear at
A
3. If an individual inherits an HbS protein and an HbA protein, proven theory.
which of the following is likely to be true? b. Genes can come in more than one form; the alleles of a tthe end of the book.
a. The individual will likely develop full-blown sickle cell particular gene sort individually into gametes during mei-
disease. osis; some traits are dominant and others are recessive.
h f
The Thinking Citizen advanced questions at the
T
The Informed Citizen 125
eend of each chapter ask students to think critically
The Thinking Citizen
aand analytically about the main chapter concepts.
1. How could strenuous physical activity and/or high altitude of the sickle cell trait if malaria were to be eliminated
potentially lead to organ failure in a person with sickle cell entirely? Why? T Informed Citizen advanced questions at the
The
disease? 5. Imagine you checked the news, online or print, and you
2. Predict the outcomes of matings between the following if read that the “gene for alcoholism” had been isolated. Is eend of each chapter ask students to apply biological
the theory of pangenesis were correct: this claim likely to be correct? Why or why not?
cconcepts to relevant cultural and social issues.
The Informed Citizen
1. Tony Allison supported his theory about the relationship be- are unequivocally associated with sickle cell disease, cystic
tween malaria and the selective advantage of the sickle cell fibrosis, Huntington’s chorea, or muscular dystrophy.

Organization
O
trait by doing three studies that involved human subjects. Is Should all individuals be screened? If so, what should be
it ethical to do research on humans? If so, what safeguards done with this information? Should it be off-limits to insur-
are necessary? If not, why not? How would you learn about ance companies and employers, or do they have a right to
human structure and function? know to minimize their own financial risks? Is it acceptable
2. In one of the studies that Allison joined, a pharmaceutical to refuse screening even though an individual might add to
company was testing its drug to see whether it was an ef-
b d i
B
Biology
h i ill
for the Informed Citizen covers the foun-
the healthcare burden of society? Is it acceptable to force
l ld h i
dational concepts that comprise a standard non-
d
science-majors biology course but does so on a “need-to-know” basis, placing
biological topics within the context of important cultural and social issues,
but without excessive detail. We thought carefully about which topics to in-
clude and which to omit, with the goal of providing the needed biological
coverage in a framework that we hope students will enjoy reading! This book
is organized into three units. (Biology for the Informed Citizen is also avail-
able “with Physiology”: including five chapters on homeostasis; circulation
and respiration; the nervous system; infectious disease and the immune
system; and nutrition, activity, and wellness.)

Unit 1: The Scientific Study of Life

In the first unit, we introduce the main themes of the text. In Chapter 1, we
address the relevance of biology to informed citizenship, how biology affects
our view of nature, ourselves and our society, and we also introduce the main
features of life. Chapter 1 emphasizes the centrality of evolution in biology, an
emphasis we maintain throughout the text. Chapter 2 addresses the impor-
tance of science to the study of biology and medicine. We discuss the scientific
method in theory and by example, and make several points about the philoso-
phy of science. Finally, we compare science with other ways of knowing and
contrast science and pseudoscience.

Unit 2: Reproduction, Inheritance, and Evolution

In the second unit, we explore the molecular, cellular, and evolutionary basis of
life. The first three chapters provide foundational information about cells,
genes, and inheritance. In Chapter 3, we use human development, from fertil-
ization to childbirth, to introduce our discussion of cell biology. Chapter 4 ex-
plores how inheritance works and how the molecules DNA, RNA, and protein
contribute to the production of the physical and functional characteristics of
organisms, including those seen in sickle cell disease. In Chapter 5, we address
cancer and use it to motivate our discussion of how cell division is regulated.
 Preface xix

In the next three chapters we emphasize topics related to informed citizenship.

These topics include: fertility and genetic screening, cloning and genetic engi-
neering, and gene therapy and stem cells. Chapter 6 examines reproduction.
We think that understanding the biology of reproduction is essential for both
responsible family planning and stewardship of our natural resources. Our
discussion of genetically engineering plants in Chapter 7 provides an oppor-
tunity to introduce plant structure and photosynthesis. Chapter 8 addresses
biological determinism and the extent to which genes explain complex human
characteristics.

The unit concludes with a closer examination of evolution, addressing the

evolutionary basis of medicine and health. In Chapter 9, we complete the
story of what evolution is and how it works, pointing out interesting and puz-
zling aspects of the natural world, and showing how they can be accounted for
by evolution operating over long periods of time. In Chapter 10, we examine
why it is that we get sick, how diseases evolve, and what evolution can tell us
about how diseases can be prevented and controlled.

Unit 3: Interacting with Nature

The final unit looks at ecology. In Chapter 11, we examine how individuals of
different species interact with one another and with nature and how those
interactions drive an ecosystem’s function. Chapter 12 discusses biodiversity
and the impact humans have on biodiversity and the impact of biodiversity on
us. Finally, in Chapter 13, we examine human population growth and its
consequences. Advances in agriculture, medicine, engineering, and technol-
ogy have supported healthy population growth for most of our history, but the
continued growth of the human population is unsustainable. Because we can
recognize the problem, however, we can also discover ways to solve it.

Learning Package
Oxford University Press offers instructors and students a comprehensive an-
cillary package, designed to help students become fully informed citizens and
to assist instructors in meeting this objective. The following resources are
available for qualified adopters of Biology for the Informed Citizen.

For Students
Companion Website at www.oup.com/us/bozzone
The FREE and OPEN companion website offers a number of study tools, in-
cluding online quizzes (over 1000 questions) and a curated guide to relevant
animations, videos, podcasts, and more.

Biology for the Informed Citizen Dashboard Online Homework

Dashboard delivers quality content, tools, and assessments to track student
progress in an intuitive, web-based learning environment. Assessments
created by Everett Weber, Brandi King, and Heather Passmore (Murray State
University) are designed to accompany Biology for the Informed Citizen and
automatically graded so instructors can easily check students’ progress as
xx Preface

they complete their assignments. The color-coded gradebook illustrates at a

glance where students are succeeding and where they can improve so on-the-
fly instructors can adapt lectures to student needs. For students, this means
quality content and instant feedback. Dashboard features a streamlined
interface that connects instructors and students with the functions they per-
form most, and simplifies the learning experience by putting student progress
first. All Dashboard content is engineered to work on mobile devices, including
the iOS platform. Our goal is to create a platform that is simple, informative,
and mobile. For more information about Dashboard please visit www.oup
.com/dashboard.

Study Guide
Authored by Sharon Gilman (Coastal Carolina University), who is also the
author of the test item file (see below for more info), the Study Guide provides
students with brief summaries and step-by-step analyses of each chapter, ad-
ditional review questions, and thoughtful advice and study tips. (ISBN
9780199958078)

For Instructors
In addition to Dashboard described above, qualified adopters of Biology for the
Informed Citizen can access the following teaching tools for immediate down-
load at the companion website (www.oup.com/us/bozzone):

Text Image Library

All text images are available in PowerPoint and jpeg formats. Instructors who
adopt the text gain access to every illustration, photo, figure caption, and
table from the text in high-resolution electronic format, and some multipart
figures are optimized by being broken down into their constituent parts for
clear projection in large lecture halls. The image library includes:

• Art slides in PowerPoint and jpeg formats with figures exactly as they
appear in the text
• Unlabeled art slides, in which text labels are turned off
• Lecture note slides with outlines for each chapter that can be edited,
which makes preparing lectures faster and easier than ever.

Instructor’s Resource Manual with Video and Animation Guide

The Instructor’s Resource Manual is a collection of materials designed to help
instructors build and implement a course around Biology for the Informed
Citizen. The manual includes several kinds of supplemental instructional aids
ranging from a list of chapter learning outcomes, to full chapter outlines and
summaries, to question prompts for in-class discussions and activities. At the
heart of the manual is a curated and annotated guide to high-quality and
freely available animations, movie clips, videotaped lectures, podcasts, and
presentations of core concepts covered in the text, all vetted and collected in
one place for convenient access. The Video and Animation Guide for each
chapter includes a web link to a customized YouTube playlist, which includes
several relevant videos that highlight, illustrate, and expand on the concepts
covered in the text.
 Preface xxi

Test Item File

Written by Sharon Gilman (also author of the Study Guide), the test item file
includes over 1200 multiple choice, true/false, and short-answer questions
in editable Microsoft Word format. Questions are organized by chapter
section number and learning objectives, and each item is identified accord-
ing to Bloom’s taxonomic categories of knowledge, comprehension, and
application.

Computerized Test Bank

Using the test authoring and management tool Diploma, the computerized
test bank that accompanies this text is designed for both novice and advanced
users. Diploma enables instructors to create and edit questions, create ran-
domized quizzes and tests with an easy-to-use drag-and-drop tool, publish
quizzes and tests to online courses, and print quizzes and tests for paper-
based assessments. Available on the Ancillary Resource Center (ARC).

Ancillary Resource Center (ARC)

The Ancillary Resource Center (ARC) is a convenient, instructor-focused
single destination for resources to accompany your text. Accessed online
through individual user accounts, the ARC provides instructors access to
up-to-date ancillaries at any time while guaranteeing the security of
grade-significant resources. In addition, it allows OUP to keep instruc-
tors informed when new content becomes available. The ARC for Biology
for the Informed Citizen includes the Test Item File, the Computerized
Test Bank, the Text Image Library, and the Instructor’s Resource Manual
with Video and Animation Guide. For more information about ARC please
visit www.oup-arc.com.

Ebook
Available through CourseSmart.

Acknowledgments
There are many people who deserve heartfelt thanks for their support and
help throughout the creation of this book. These generous individuals fall into
four categories: family, friends, the wonderful people at Oxford University
Press, and the many individuals who reviewed chapters and artwork through-
out many stages of this project. In the family category, we are grateful for the
encouragement, support, and love of our daughters, Samantha and Allison.
Their interests, good questions, perspectives, and suggestions made this a
better book. Also, they never lost patience—at least not noticeably—with their
distracted parents. We would also like to thank Bill and Janet Bozzone for
their moral support and good dinners too.

All of our friends in the biology department at Saint Michael’s deserve a thank
you for good discussions and for making it a lovely thing to come to work.
Denise Martin, Declan McCabe, and Doug Facey went above and beyond the
call of duty in ways that are known to them and difficult to describe. Along
xxii Preface

with those three, my friends and colleagues in our education department

Valerie Bang-Jensen and Mary Beth Doyle kept me going. We are also appre-
ciative of the support that Saint Michael’s College provided (so much so that
the College is included in the friend category), especially a sabbatical leave for
Doug in fall 2009 and one for Donna in spring 2010.

The team at Oxford University Press was extraordinary. Jason Noe, senior
editor, in his cheerful, tenacious way kept this project moving forward with
the right combination of encouragement (prodding) and keeping hands off.
He is terrific. John Haber, our initial development editor, was instrumental in
helping us to say what we were trying to convey in a more lucid and pleasing
way. When he left OUP, we felt a bit panicked, but fortunately our fears turned
out to be utterly unfounded. Lisa Sussman, senior development editor, stepped
in and she has been fantastic—a gifted editor and talented writer in her own
right as well as indispensable for the development of the Biology for the
Informed Citizen art program. We would like to thank the editorial assistants
who helped us over the years of developing the text, including Melissa Rubes,
Katie Naughton, Caitlin Kleinschmidt, and Andrew Heaton, along with
executive assistant Ross Yelsey. We would also like to thank Patrick Lynch,
editorial director; John Challice, vice president and publisher; Jason Kramer
and David Jurman, marketing managers; Christine Naulty and Meghan
Daris, marketing assistants; Frank Mortimer, director of marketing; Jolene
Howard, market development; and Bill Marting, national sales manager.
We would also like to thank the exceptional and dedicated production team
who helped take this book from ideas and drafts to a final, published reality,
including, Lisa Grzan, production manager; Barbara Mathieu, senior produc-
tion editor; Michele Laseau, art director; and the team at Precision Graphics.

Reviewers, Class Testers, and Focus Group Participants

We are especially grateful to the extraordinary group of dedicated colleagues
teaching non-science majors who provided thoughtful commentary as re-
viewers, class testers, and focus group participants as we developed the text’s
manuscript, illustrations, and supplements program. We started this journey
with the goal of providing instructors with a set of tools that could help them
reach out to their students. We wanted students to see how by becoming sci-
entifically literate, they could improve their lives and those of their fellow
citizens. Your comments and suggestions were invaluable in that effort and in
helping us to refine the final version of the first edition.

Reviewers
Over the course of development, we extensively reviewed Biology for the
Informed Citizen at 145 colleges and universities, with approximately
175 reviewers. We read each review and incorporated feedback wherever we
could in order to develop this first edition so it would be the best option for
you and your students. We extend our heartfelt appreciation to the following
reviewers:
 Preface xxiii

Manuscript Reviewers

Sylvester Allred Northern Arizona University

Tara Devi S. Ashok University of Massachusetts Boston
Yael Avissar Rhode Island College
Ellen Baker Santa Monica College
Andrew Baldwin Mesa Community College
Roberta Batorsky Middlesex County College
Emma Benenati Northern Arizona University
Morgan Benowitz-Fredericks Bucknell University
Brenda Bourns Seattle University
Mark Buchheim The University of Tulsa
Sara Carlson The University of Akron
Aaron Cassill The University of Texas at San Antonio
Deborah Cato Wheaton College
Michelle Cawthorn Georgia Southern University
Thomas T. Chen Santa Monica College
Thomas F. Chubb Villanova University
John L. Clark University of Alabama
Michael F. Cohen Sonoma State University
Claudia Cooperman University of South Florida
James W. Cosgrove Montgomery College
Helen Cronenberger The University of Texas at San Antonio
Michael S. Dann Pennsylvania State University
Paula Raelynn Deaton Sam Houston State University
Buffany DeBoer Wayne State College
Leif D. Deyrup University of the Cumberlands
Hartmut Doebel The George Washington University
Paul Farnsworth University of New Mexico
Michele Finn Monroe Community College
Susan W. Fisher Ohio State University
Brandon Lee Foster Wake Technical Community College
Lori Frear Wake Technical Community College
Wendy Jean Garrison University of Mississippi
Vaughn M. Gehle Southwest Minnesota State University
Sharon L. Gilman Coastal Carolina University
Mary Gobbett University of Indianapolis
Brandon Groff Eastern Michigan University
Laine Gurley Harper College
Kristy Halverson The University of Southern Mississippi
Janelle Hare Morehead State University
Mesha Hunte-Brown Drexel University
Allison Hunter Worcester Polytechnic Institute
Evelyn F. Jackson University of Mississippi
Arnold Karpoff University of Louisville
Christopher J. Kirkhoff McNeese State University
Peter Kourtev Central Michigan University
Jeff Kovatch Marshall University
Ellen Shepherd Lamb The University of North Carolina at Greensboro
Ann S. Lumsden Florida State University
Molly MacLean University of Maine
Lisa Maranto Prince George’s Community College
Karen McCort Eastern New Mexico University, Ruidoso
Branch Community College
Another Random Scribd Document
with Unrelated Content
 28, 1864.
No. of grave,
9,962.
Hard, R. F. Champaign Aug. 8 Sept. 3 Mustered out
June 9, 1865
Hadfield, Champaign Aug. 8 Sept. 3 Killed at
Joseph Kenesaw,
July 1, '64.
Johnston, Champaign Aug. 8 Sept. 3 Died in
John Andersonville
prison, Apr.
21, 1864.
No. of grave,
9,458.
Johnston, Champaign Aug. 8 Sept. 3 Mustered out
Richard June 9,
1865.
Knapp, Thos. Champaign Aug. 8 Sept. 3 Mustered out
J. June 9,
1865, as
Corp.
King, Champaign Aug. 8 Sept. 3 Mustered out
Granville June 9,
C. 1865.
King, David Champaign Aug. 8 Sept. 3 Discharged
Feb. 28, '63.
King, Isaiah Edgar Co. Aug. 8 Sept. 3 Captured near
J. Dallas, Ga.
Kesler, Champaign Aug. 8 Sept. 3 Died Dec. 7,
Joseph 1862.
Kaffer, Peter Champaign Aug. 8 Sept. 3 Must'd out
June 9, '65,
as Serg't.
Laughlin, Champaign Aug. 8 Sept. 3 Must'd out
Samuel June 9, '65,
as 1st Serg't.
Luman, Surl Middletown Aug. 8 Sept. 3 Mustered out
L. June 9, '65.
Means, Champaign Aug. 8 Sept. 3 Died of w'ds
William rec'd Sept.
22, '63.
Morris, John Champaign Aug. 8 Sept. 3
D.
Mallory, Champaign Aug. 8 Sept. 3 Mustered out
George June 9,
1865.
Minnear, Champaign Aug. 8 Sept. 3 Disch. on or
Elias about Feb.
14, '63.
McCall, W. H. Middletown Aug. 8 Sept. 3 Mustered out
H. June 9,
1865.
Mortimore, Champaign Aug. 8 Sept. 3 Deserted Feb.
S. C. 2, 1863.
McMahan, Middletown Aug. 8 Sept. 3 Disch. on or
W. M. about June
1, '63.
Mahlone, S. Piatt Co. Aug. 8 Sept. 3 Discharged
E. Feb. 10, '63.
Manford, Champaign Aug. 8 Sept. 3 Transferred to
John V. R. C.
Purtle, John Champaign Aug. 8 Sept. 3 Disch. Feb. 2,
'65;
disability.
Pitman, Champaign Aug. 8 Sept. 3 Missing at
Dubois Kenesaw,
Ga., since
June 27,
1864.
Phillips, Champaign Aug. 8 Sept. 3 Mustered out
James May 26,
1865.
Polston, Vermilion Aug. 8 Sept. 3 M. O. July 1,
Jacob '65; was
prisoner.
Polston, Vermilion Aug. 8 Sept. 3 Killed at
John Kenesaw,
June 27, '64.
Polston, Champaign Aug. 8 Sept. 3 Mustered out
William June 9,
1865.
Robinson, Piatt Co. Aug. 8 Sept. 3 Mustered out
William June 9,
1865.
Smith, John Champaign Aug. 8 same Mustered out
June 9,
1865.
Smith, Oliver Champaign Aug. 8 same Mustered out
H. June 9,
1865.
Tryon, Champaign Aug. 8 same Mustered out
Harvey S. June 9,
1865, as
Serg't.
Vest, Samuel Middletown Aug. 8 same Mustered out
June 9,
1865.
Waterman, Champaign Aug. 8 same Mustered out
Henry June 9,
1865.
Waterman, Champaign Aug. 8 same Discharged
Theodore March 24,
1864.
Wright, Champaign Aug. 8 same Mustered out
George June 9,
1865.
Wright, Champaign Aug. 8 same Died of
William accidental
w'ds in '62.
Weston, N. Aug. 8 same
Williams, Champaign Aug. 8 same Mustered out
Daniel June 9,
1865.

Recruits.
Hardin, Died at
Albert G. Bowling
Green, Ky.,
in 1862.
McCormick, Chicago Oct. 8 '64 Oct. 8, Trans. to Co.
J. H. '64 H, 60th Ill.
Inf.
 ENLISTED MEN OF COMPANY "I."

Name and Residence. Date of Date of Remarks.

Rank. enlistment. muster.
First 1862. 1862.
Sergeant.
Jas. H. Pilot Aug. 12 Sept. 3 Promoted 2d
Trimmel Lieutenant

Sergeants.
Alfred Pilot Aug. 15 Sept. 3 Discharged
Atwood Feb. 9, '65,
1st Serg.
Samuel Pilot Aug. 12 Sept. 3 Disch. Mar. 19,
Hardisty '63;
disability.
Geo. A. Clapp Pilot Aug. 12 Sept. 3 Promoted 1st
Lieutenant
Daniel Gibson Pilot Aug. 12 Sept. 3 Died at
Edgefield,
Nov. 25, '62

Corporals.
George Pilot Aug. 12 Sept. 3 Died, Louisville,
Young Nov. 29, '62
Levi W. Pilot Aug. 12 Sept. 3 M. O. June 9,
Coughton '65, as
private
Henry Pilot Aug. 15 Sept. 3 Disch. Feb. 4,
Armentrout '63; disability
Barton Snider Pilot Aug. 12 Sept. 3 M. O. June 9,
'65, as 1st
Serg't.
Jarrett Davis Pilot Aug. 12 Sept. 3 M. O. June 9,
'65, as
Sergeant
Thos. Pilot Aug. 12 Sept. 3 M. O. June 9,
Mackemson '65, as
Sergeant
Robert Pilot Aug. 12 Sept. 3 Killed at
Michael Kenesaw,
June 27, '64
Daniel D. Pilot Aug. 12 Sept. 3 M. O. June 9,
Cannon '65, as
private

Musician.
Curtis H. Pilot Aug. 12 Sept. 3 Promoted
Tanzey Principal
Musician
Milton C. Pilot Aug. 12 Sept. 3 M. O. June 9,
Cannon '65, as
Corp'l.

Wagoner.
Daniel B. Pilot Aug. 12 Sept. 3 Disch. Oct. 24,
Sanders '62; disability

Privates.
Acton, David Pilot Aug. 12 Sept. 3 Mustered out
A. June 9, '65
Alton, Pilot Aug. 12 Sept. 3 Mustered out
Preston June 9, '65.
Acton, John Pilot Aug. 12 Sept. 3 Died, Bowling
W. Green, Ky.,
Dec. 2, '62.
Alexander, W. Pilot Aug. 12 Sept. 3 Disch. Feb. 3,
W. '63; disability
Blevins, Geo. Pilot Aug. 12 Sept. 3 Mustered out
W. June 9, 1865
Burd, Wm. F. Pilot Aug. 12 Sept. 3 M. O. June 9,
'65, as
Serg't.
Brown, Jacob Middle Fork Aug. 12 Sept. 3 M. O. June 17,
1865, as
Corp'l.
Burd, Adrian Pilot Aug. 12 Sept. 3 Mustered out
P. June 9, 1865
Babb, Gideon Pilot Aug. 12 Sept. 3 Tr. to Eng.
Corps, July
29, '64
Brittingham, Pilot Aug. 12 Sept. 3 Mustered out
A. W. June 9, 1865
Cosairt, John Pilot Aug. 12 Sept. 3 Died at
Edgefield,
July 28, '63
Carmack, Pilot Aug. 12 Sept. 3 Corp'l. Killed,
John Kenesaw,
June 27, '64.
Cannon, John Pilot Aug. 12 Sept. 3 Mustered out
T. June 9, 1865
Dancer, Elias Middle Fork Aug. 12 Sept. 3 Died at
F. Nashville,
Jan. 9, 1863
Dove, Abram Pilot Aug. 12 Sept. 3 Mustered out
C. June 9, 1865
Durham, Pilot Aug. 12 Sept. 3 Disch. July 18,
Samuel '63; disability
Disert, Pilot Aug. 12 Sept. 3 Tr. to Eng.
Joseph Corps, July
29, '64
Dare, Philip Middle Fork Aug. 12 Sept. 3 Mustered out
H. June 9, 1865
Elkins, Middle Fork Aug. 12 Sept. 3 Died,
Stephen Harrodsburg,
Nov. 11, '62
Gilliland, Blount Aug. 12 Sept. 3 Mustered out
Reason June 9, 1865
Hewitt, Eli M. Middle Fork Aug. 12 Sept. 3 Disch. for
promotion,
Mar. 23, '64
Hardisty, N. Pilot Aug. 12 Sept. 3 Disch. Mar. 7,
W. '65;
disability.
Huston, John Pilot Aug. 12 Sept. 3 Mustered out
June 9, 1865
Hillary, Jas. P. Pilot Aug. 12 Sept. 3 Disch. Feb. 25,
'63;
disability.
Hillary, Pilot Aug. 12 Sept. 3 Disch. May 6,
Francis J. '63;
disability.
Hardisty, A. Pilot Aug. 12 Sept. 3 Disch. June 19,
S. '63;
disability.
Hollett, Hiram Pilot Aug. 12 Sept. 3 Mustered out
June 9,
1865.
Hughes, Pilot Aug. 12 Sept. 3 Mustered out
Isaac June 9,
1865.
Hoboy, Eisha Blount Aug. 12 Sept. 3 Mustered out
June 9,
1865.
Howard, John Pilot Aug. 12 Sept. 3 Mustered out
W. June 9,
1865, as
Serg.
Herring, John Pilot Aug. 12 Sept. 3 Mustered out
June 9,
1865, as
Corp'l.
Hannahs, Pilot Aug. 12 Sept. 3 Mustered out
Thomas June 9,
1865.
Holeman, I. Pilot Aug. 12 Sept. 3 Mustered out
H. June 9,
1865.
Jones, Harlin Pilot Aug. 12 Sept. 3 Mustered out
June 9,
1865.
Kane, Pilot Aug. 12 Sept. 3 Mustered out
Matthew June 9,
1865.
Liggett, Middle Fork Aug. 12 Sept. 3 Disch. May 31,
Lawson '65;
disability.
Liggett, Pilot Aug. 12 Sept. 3 Tr. to Inv.
Nelson Corps, June
21, '64.
Lourance, Middle Fork Aug. 12 Sept. 3 Mustered out
Whitacher June 9, '65.
Lourance, Middle Fork Aug. 12 Sept. 3 Mustered out
Jonas June 9,
1865.
Lane, William Middle Fork Aug. 12 Sept. 3 Mustered out
June 9,
1865, as
Corp'l.
Laflin, Amos Pilot Aug. 12 Sept. 3 Mustered out
W. June 9,
1865, as
Corp'l.
Masters, Pilot Aug. 12 Sept. 3 Mustered out
Jacob F. S. June 9,
T. 1865.
Miller, Jas. W. Pilot Aug. 12 Sept. 3 Mustered out
June 9,
1865.
Moody, Pilot Aug. 12 Sept. 3 Disch. Oct. 24,
Joseph '62;
disability.
Mauslar, J. W. Middle Fork Aug. 12 Sept. 3 Mustered out
June 9,
1865.
Miller, John Pilot Aug. 12 Sept. 3 Mustered out
June 30,
1865.
Madole, Pilot Aug. 12 Sept. 3 Mustered out
William June 9,
1865.
Odey, Middle Fork Aug. 12 Sept. 3 Mustered out
Newton June 9,
1865.
Osborn, Uriah Pilot Aug. 12 Sept. 3 Tr. to Inv.
Corps, Sept.
16, '63.
Parnell, John Blount Aug. 12 Sept. 3 Disch. Nov. 10,
W. '63;
disability.
Pilkinton, Middle Fork Aug. 12 Sept. 3 Mustered out
Charles June 9,
1865.
Rutledge, Middle Fork Aug. 12 Sept. 3 Paroled pris.
Isaac S. Died,
Annapolis,
Md., March
10, 1865.
Rowe, John Middle Fork Aug. 12 Sept. 3 Mustered out
June 9,
1865.
Rees, Wm. M. Middle Fork Aug. 12 Sept. 3 Died at Atlanta,
Sept. 23, '64.
Starr, Peter L. Middle Fork Aug. 12 Sept. 3 Discharged
Dec. 12,
1862.
Sanders, Middle Fork Aug. 12 Sept. 3 Mustered out
Newton June 9, '65.
Sanders, Levi Middle Fork Aug. 15 same Promoted
W. Chaplain.
Smoot, Danville Sept. 3 same Mustered out
Nathan J. June 9, '65.
Taber, Jesse Middle Fork Aug. 12 same Died, Gallatin,
Jan. 23,
1863.
Vansandt, H. Pilot Aug. 12 same Mustered out
G. June 9, '65.
Waugh, Middle Fork Aug. 12 same Died at
William Louisville,
Nov. 5, 1862.
West, William Pilot Aug. 12 same Died, Bowling
Green, Ky.,
Jan. 7, '63.
Wilson, John Middle Fork Aug. 12 same Died at Big
G. Shanty, Ga.,
June 29, '64;
wounds.
Walker, Middle Fork Aug. 12 same Mustered out
Andrew May 20,
1865.
Waugh, David Middle Fork Aug. 12 same Died, Danville,
W. Ky., Nov. 1,
'62.
Waugh, Vains Middle Fork Aug. 12 same Supposed
disch. and
re-enlisted in
86th Ind.
Vols.

Recruits.
Ballard, Middle Fork Dec. 15, '63 Dec. 15, Died at Camp
Josiah '63 McAfee
 Church, Ga.,
Feb. 6, 1864.
Ballard, Middle Fork Dec. 15, '63 Dec. 15, Trans. to Co. I,
Henry '63 60th Ill. Inf.
Cannon, Absent, sick, at
James W. M. O. of
Reg't.
Clark, W. W. Middle Fork Mustered out
June 9,
1865.
French, Louis Middle Fork Mar. 7, '64 Mar. 12, Trans. to Co. I,
T. '64 60th Ill. Inf.
Harper, B. F. Middle Fork Died at
Nashville,
Jan. 28, '64.
Jackney, Geo. Disch. Feb. 27,
W. '63;
disability.
Kirsh, John G. Must'd out July
1, '65; was
pris.
Kirkhart, Blue Grass Dec. 22, '63 Dec. 22, Died
Michael '63 Chattanooga,
July 15, '64.
Liggett, John Middle Fork Dec. 15, '63 Dec. 15, Trans. to Co. I,
'63 60th Ill. Inf.
Moore, James Catlin Dec. 29, '63 Dec. 29, Trans. to Co. I,
'63 60th Ill. Inf.
Snell, Clark B. Mustered out
June 9,
1865.
Tansey, Verlin Quincy Feb. 23, '64 Feb. 23, Disch. Feb. 20,
G. '64 '65;
disability.
Watson, Pilot Mustered out
Milton June 9,
1865.
 ENLISTED MEN OF COMPANY "K."
Name and Residence. Date of Date of Remarks.
Rank. enlistment. muster.
Sergeants. 1862. 1862.
Ezekiel B. Catlin Aug. 13 Sept. 3 Discharged July
Timmon 17, 1863.
Wiliam B. Dallas Aug. 13 Sept. 3 Promoted 2d
Galway Lieutenant.
Peter S. Burk Catlin Aug. 13 Sept. 3 Tr. to regular
army. Dec.
16, '62.
Isaac N. Georgetown Aug. 13 Sept. 3 Died,
Adams Chattanooga,
Nov. 4, '64;
wounds.
Thomas Dallas Aug. 13 Sept. 3 Disch. July 13,
Guthrie 1863.

Corporals.
James M. Georgetown Aug. 13 Sept. 3 M. O. June 9,
Cook '65, as 1st
Serg't.
Thos. L. Danville Aug. 13 Sept. 3 M. O. June 9,
Douglas '65.
Wm. M. Indianola Aug. 13 Sept. 3 Discharged
Marity April 10, '65
w'ds.
A. J. Woolcot Catlin Aug. 13 Sept. 3 Mustered out
June 9,
1865.
David M. Catlin Aug. 13 Sept. 3 Tr. to Inv.
Woolen Corps, Nov.
1, '63. M. O.
 April 13, '65;
disability.
T. A. Baker Indianola Aug. 13 Sept. 3 M. O. June 9,
'65, as
Sergeant.
William Catlin Aug. 13 Sept. 3 M. O. June 9,
Jamison '65, as
Sergeant.
Thos. W. Catlin Aug. 13 Sept. 3 Serg't.
Blakeney Promoted
Serg't Major.

Musicians.
Eli Shephard Danville Aug. 13 Sept. 3 Tr. to Inv.
Corps, Nov.
1, '63.
Saml. R. Catlin Aug. 13 Sept. 3 Mustered out
Tilton June 9,
1865.

Privates.
Anderson, Catlin Aug. 13 Sept. 3 Mustered out
Joseph June 9,
1865.
Argo, Wm. J. St. Joseph Aug. 13 Sept. 3 Killed at
Kenesaw,
June 27, '64.
Bell, John V. Catlin Aug. 13 Sept. 3 Mustered out
June 9,
1865.
Blakney, Jas. Georgetown Aug. 13 Sept. 3 Mustered out
W. June 9,
1865.
Boon, Wm. J. Georgetown Aug. 13 Sept. 3 Disch. May 4,
1865;
wounds.
Barnard, John Danville Aug. 13 Sept. 3 Mustered out
June 9,
1865.
Brown, John Vermilion Aug. 13 Sept. 3 Died at
Nashville,
Dec. 7, '62.
Barnett, Dallas Aug. 13 Sept. 3 Mustered out
Thompson June 9,
1865.
Crosby, S. J. Catlin Aug. 13 Sept. 3 Discharged Oct.
17, 1862.
Cabbage, Danville Aug. 13 Sept. 3 Mustered out
John June 9,
1865.
Cole, Catlin Aug. 13 Sept. 3 Tr. to reg. army,
Commodore Dec. 10,
P. 1862.
Conover, John Dallas Aug. 13 Sept. 3 Mustered out
R. May 26,
1865.
Denton, John Georgetown Aug. 13 Sept. 3 Killed at
Kenesaw,
June 27, '64.
Davidson, Danville Aug. 13 Sept. 3 Died, Bowling
John S. Green, Ky.,
Nov. 20, '62.
Dowers, Dallas Aug. 13 Sept. 3 Died at
Washington Chattanooga,
July 6, '64;
wounds.
Elsby, Georgetown Aug. 13 Sept. 3 Mustered out
Nehemiah June 9,
1865.
Evans, Jesse Dallas Aug. 13 Sept. 3 Mustered out
A. June 9,
1865.
Evans, Dallas Aug. 13 Sept. 3 Killed at
Strader Kenesaw,
June 27, '64.
Earls, Dallas Aug. 13 Sept. 3 Mustered out
Mordicai June 9,
1865.
Foster, A. M. Dallas Aug. 13 Sept. 3 Discharged
Feb. 15, '64;
w'ds.
Fields, Thos. Catlin Aug. 13 Sept. 3 Mustered out
S. June 9,
1865.
Gibson, Philip Danville Aug. 13 Sept. 3 Mustered out
M. June 9,
1865, as
Corp'l.
Gibson, Georgetown Aug. 13 Sept. 3 M. O. July 1,
James '65; was
prisoner.
Guthrie Geo. Dallas Aug. 13 Sept. 3 Mustered out
June 9, '65.
Gibson, Catlin Aug. 13 Sept. 3 Mustered out
Abyram June 9, '65.
Gibson, Dallas Aug. 13 Sept. 3 Mustered out
Garrett June 9, '65.
Henson, W. P. Catlin Aug. 13 Sept. 3 Disch. Nov. 29,
'62; wounds.
Harrison, W. Perryville Aug. 13 Sept. 3 Died at
M. Gallatin, Jan.
13, '63.
Hoyle, James Catlin Aug. 13 Sept. 3 Died at
Nashville,
June 8, '63.
Herald, V. G. Dallas Aug. 13 Sept. 3 Mustered out
June 9, '65.
Hildreth, Alvin Dallas Aug. 13 Sept. 3 Mustered out
June 9, '65.
Holt, Wm. H. Dallas Aug. 13 Sept. 3 Mustered out
June 9, '65.
Jumps, Georgetown Aug. 13 Sept. 3 Mustered out
Theodore June 9, '65.
Jumps, John Georgetown Aug. 13 Sept. 3 Died,
W. Jeffersonville,
Oct. 4, '64.
Kiger, Charles Danville Aug. 13 Sept. 3 Mustered out
June 9,
1865.
Kiger, Henry Danville Aug. 13 Sept. 3 Mustered out
June 9,
1865.
Kelly, Jas. N. Rockville Aug. 13 Sept. 3 Disch. Mar. 14,
'65; wounds.
Leach, Geo. T. Indianola Aug. 13 Sept. 3 Tr. to Vet. Eng.
Corps.
Leach, Henry Indianola Aug. 13 Sept. 3 Mustered out
C. June 9, '65.
McCartney, Catlin Aug. 13 Sept. 3 Discharged Oct.
Isaiah 18, 1862.
Martin, Wm. Georgetown Aug. 13 Sept. 3 Died,
H. Chattanooga,
July 26, '64;
wounds.
McCorkle, N. Georgetown Aug. 13 Sept. 3 Trans. to I. C.,
M. Nov. 1, 1863.
Miller, Andrew Danville Aug. 13 Sept. 3 Mustered out
June 9,
1865.
McMillen, J. Danville Aug. 13 Sept. 3 Mustered out
G. June 9,
1865.
McMillen, Danville Aug. 13 Sept. 3 Killed at
George Kenesaw,
June 27, '64.
Mitchels, Dallas Aug. 13 Sept. 3 Mustered out
Jasper June 9, '65.
Mills, Richard Dallas Aug. 13 Sept. 3 Mustered out
June 9, '65.
Mills, Adam H. Dallas Aug. 13 Sept. 3 Killed at
Kenesaw,
June 27, '64.
Orr, Wm. W. Bloom Aug. 13 Sept. 3 Died, Big
Shanty, Ga.,
June 28, '64;
wounds.
Ogden, Georgetown Aug. 13 Sept. 3 M. O. June 9,
William 1865, as
Serg't.
O'Bryant, W. Dallas Aug. 13 Sept. 3 M. O. June 9,
W. 1865.
O'Bryant, Dallas Aug. 13 Sept. 3 M. O. June 9,
Asberry 1865.
Pettis, John Georgetown Aug. 13 Sept. 3 Deserted Nov.
6, 1862
Porter, Henry Dallas Aug. 13 Sept. 3 M. O. June 9,
S. 1865, as
Corp'l.
Richardson, Catlin Aug. 13 Sept. 3 Discharged Oct
R. T. 27, 1862.
Rogers, John Perryville Aug. 13 Sept. 3 Mustered out
A. June 9,
1865.
Ramsey, Indianola Aug. 13 Sept. 3 Deserted Aug.
Joseph 7, '64.
Ritter, John Indianola Aug. 13 Sept. 3 Discharged Oct.
18, 1862.
Spry, J. W. Catlin Aug. 13 Sept. 3 Mustered out
June 9,
1865.
Spicer, Catlin Aug. 13 Sept. 3 Died at
William Gallatin, Dec.
 25, 1862.
Shewman, F. Georgetown Aug. 13 Sept. 3 Mustered out
N. June 9,
1865.
Stunkard, W. Indianola Aug. 13 Sept. 3 Mustered out
N. June 9,
1865.
Studley, H. H. Indianola Aug. 13 Sept. 3 Tr. to V. R. C.,
May 1, 1864.
Scott, Thos. Georgetown Aug. 13 Sept. 3 Mustered out
W. June 9,
1865.
Tabor, Alfred Catlin Aug. 13 Sept. 3 Discharged
Feb. 28,
1863.
Thornton, J. Catlin Aug. 13 Sept. 3 M. O. June 9,
'65, as Corp'l.
Trosper, Georgetown Aug. 13 Sept. 3 Tr. to Inv.
James Corps, Nov.
1, '63.
Thornton, Catlin Aug. 13 Sept. 3 Discharged
David Feb. 20,
1863.
Thomas, W. Dallas Aug. 13 Sept. 3 M. O. June 9,
H. 1865, as
Serg't.
White, Catlin Aug. 13 Sept. 3 Discharged Oct.
William 23, 1862.
Whitehead, Indianola Aug. 13 Sept. 3 Mustered out
W. M. June 9,
1865.
Wilson, Jesse Indianola Aug. 13 Sept. 3 Mustered out
June 9,
1865.
White, Jas. R. Indianola Aug. 13 Sept. 3 Mustered out
June 9,
1865.
West, Benj. F. Indianola Aug. 13 Sept. 3 Discharged Jan.
30, 1863.

Recruits.
Bishop, Austin Georgetown Mustered out
B. June 9,
1865.
Hinson, Collier Mar. 30, '64 Mar. 30, Tr. to Co. K,
Franklin '64 60th Ill. Inf.
Jenkins, Eli Catlin Mar. 20, '64 Mar. 29, Tr. to Co. K,
'64 60th Ill. Inf.
Jenkins, W. F. Springfield Feb. 23, '64 Feb. 23, Tr. to Co. K,
'64 60th Ill. Inf.
McMullen, W. Middle Fork Dec. 29, '63 Dec. 29. Trans. to Co. K,
M. '63 60th Ill. Inf.
McNutt, Dallas Deserted April
Joseph —, 1863.
Nicholson, Danville Feb. 19, '64 Feb. 19, Tr. to Co. K,
John '64 60th Ill. Inf.
Richardson, S. Catlin Dec. 29, '63 Dec. 29, Tr. to Co. K,
F. '63 60th Ill. Inf.
Rotroff, Indianola Died at
Thomas Nashville,
Nov. 27, '62.
Stewart, H. J. Reduced from
Commissary
Serg. at his
own request.
M. O. June 9,
1865.
Sheuman, R. Georgetown Feb. 19, '64 Feb. 19, Trans. to Co. K,
W. '64 60th Ill. Inf.
 UNASSIGNED RECRUITS.

Name and Residence. Date of Date of Remarks.

Rank. enlistment. muster.
Unassigned 1862. 1862.
Recruits.
Gray, Joseph Middle Fork Dec. 29, '63 Dec. 29,
'63
Glandon, Middle Fork Dec. 15, '63 Dec. 15, Died Camp
Sterling '63 Butler, Feb.
12, 64.
 INTRODUCTORY.
Believing it would prove interesting and profitable to all the old members
of the 125th, we have concluded to append the official reports of the
brigade since the beginning of the Atlanta campaign; and the fact that
they were made by the only surviving field officer of the regiment, who,
as lieutenant colonel, commanded the brigade through more than ten
months of its greatest perils, will not, we feel very sure, detract from their
interest.
By the opening of the campaign, the regiment and brigade were very
nearly rid of their weakly men and inefficient officers, and were well
prepared to engage in the arduous duties before them.
Prior to the spring of '64, the whole brigade was largely in the school of
preparation, but from that time forward, always in the field of labor and
danger.
It must be remembered that official reports are limited to the recital of
acts done by the whole body, or some portion of it, in obedience to
orders, or the general plan of operations, and a description of the
performance of such acts, but the commander may not, like the
independent historian, indulge in generalities, individual opinion and
criticism, or extended personal mention. This difference will be more
apparent when the reader compares the reports with the author's
accounts of the same subject matter.
With this introduction, we present the official reports of our most
important campaigns.