Instructor's Manual for Biology The Unity and Diversity of Life 13th Edition By Cecie Starr Ralph Taggart Christine Evers Lisa Starr (All Chapters, 100% Original Verified, A+ Grade)

This is Instructor's Manual zip file. PDF file is giving error in upload, thats why zip file is added. Check Sample Preview: INVITATION TO BIOLOGY Chapter Outline THE SECRET LIFE OF EARTH LIFE IS MORE THAN THE SUM OF ITS PARTS HOW LIVING THINGS ARE ALIKE Organisms Require Energy and Nutrients Organisms Sense and Respond to Change Organisms Use DNA HOW LIVING THINGS DIFFER ORGANIZING INFORMATION ABOUT SPECIES A Rose by Any Other Name. . . THE SCIENCE OF NATURE Thinking About Thinking How Science Works EXAMPLES OF EXPERIMENTS IN BIOLOGY Potato Chips and Stomach Aches Butterflies and Birds ANALYZING EXPERIMENTAL RESULTS Sampling Error Bias in Interpreting Results THE NATURE OF SCIENCE The Limits of Science The Secret Life of Earth (Revisited) SUMMARY DATA ANALYSIS EXERCISE SELF-QUIZ CRITICAL THINKING Objectives 1. List the levels of organization in the living world, from an atom to a biosphere. 2. Describe the general pattern of energy flow through Earth’s life forms, and explain how Earth’s resources (nutrients) cycle around a system. 3. Describe the biodiversity that exists among living things, and show how these organisms are categorized based on the presence or absence of a nucleus. 4. Explain that all living organisms grow and reproduce, transmitting inherited traits (coded in DNA) from parents to offspring. 5. Explain how taxonomy utilizes the combination of a genus and a specific epithet to designate a particular species. 6. Describe the steps of scientific inquiry and emphasize the importance of critical thinking. 7. List the limitations imposed on science and scientists in problem-solving and hypothesis-testing. Biology The Unity and Diversity of Life, 13e Cecie Starr Ralph Taggart Christine Evers Lisa Starr (Instructor Manual All Chapters, 100% Original Verified, A+ Grade) 2 Chapter One Key Terms atom biology molecule cell tissues organs organ systems population community ecosystem biosphere emergent properties energy growth nutrient producer photosynthesis consumer homeostasis DNA inheritance reproduction development species genus, genera Bacteria Archaea nucleus prokaryote eukaryote protist plant fungus, fungi animal critical thinking science hypothesis prediction model experiment scientific method variable control group experimental group sampling error taxonomy traits inductive reasoning deductive reasoning independent variable dependent variable data biodiversity Lecture Outline 1.1 The Secret Life of Earth A. Are there any places left on Earth that have not been explored? 1. Yes: a 2005 trip to New Guinea discovered many new plant and animal species. 2. New species, mostly smaller organisms, continue to be discovered every day. B. The more we learn about nature, the more we realize how much more there is to learn. C. This text helps students discover “life,” that is, how organisms are constructed, how they live, etc. 1.2 Life Is More Than the Sum of Its Parts A. Pattern in Life’s Organization 1. Biologists examine all aspects of life, from the smallest atom to global communities. 2. Biologists present us with a glimpse of nature’s organization. 3. Cells are the fundamental building blocks of life. 4. The levels of organization grow in complexity: atoms → molecules → cells → organism. 5. Multicelled organisms have increasingly complex levels of organization that result in tissues → organs → organ systems → organisms → populations → communities → ecosystems → biosphere. 6. At each successive level of organization emergent properties can be detected. 1.3 How Living Things Are Alike A. Organisms Require Energy and Nutrients 1. Energy, the capacity to do work, moves through the universe in a series of transfers. 2. Higher levels of organization would cease without energy inputs from the environment. 3. Energy flows from the sun. a. Producers (plants and other photosynthetic organisms) make their own food by converting sunlight to usable energy. b. Consumers (animals and decomposers) cannot make food, but use other organisms to obtain their energy and molecular building blocks (carbohydrates, fats, and proteins). 4. Producers and consumers cycle nutrients among themselves. 5. Energy flows one way through producers, consumers, and back to the environment. Invitation to Biology 3 6. Energy flow is not 100 percent efficient, as heat (a form of energy) is lost at each transfer stage. B. Organisms Sense and Respond to Change 1. Receptors and the stimuli they receive allow organisms to make controlled responses to heat and cold, harmful substances, and varying food supplies. 2. All organisms undergo homeostasis, a state in which the conditions of the “internal environment” are maintained within tolerable limits. a. Increased sugar causes insulin release, which stimulates cells to take up sugar. b. Decreased blood sugar causes another hormone to call on stored sugar reserves. C. Organisms Use DNA 1. Deoxyribonucleic acid, or DNA, is considered the signature molecule of life. a. DNA carries the hereditary instructions that allow organisms to grow and reproduce. 2. Inheritance is the acquisition of traits through the transmission of DNA from parents to offspring. a. Each organism arises through reproduction—the mechanism by which offspring are produced by one or more parents. b. DNA also guides development—the orderly transformation of a new individual into a multicelled adult. 1.4 How Living Things Differ A. Organisms may vary greatly, which we call the Earth’s biodiversity. B. Animals are classified depending on whether their DNA is contained in a nucleus. 1. Bacteria and archaea are single-celled organisms whose DNA is not located within a nucleus. 2. Eukaryotes are organisms whose DNA is housed within a nucleus. a. Protists are simple eukaryotes that are often single-celled organisms. b. Fungi are eukaryotes that often act as decomposers. c. Plants are photosynthetic eukaryotes that serve as food for many other organisms. d. Animals are multicellular eukaryotes that act as consumers. 1.5 Organizing Information About Species A. Taxonomy is a system of naming and classifying species. 1. Carolus Linnaeus developed the two-part naming system that is still in use today. a. The first part of the name is the genus. b. The second part of the name is known as the specific epithet. 2. Recently species are classified into taxa, which are groups of organisms that share a unique set of features. B. A Rose by Any Other Name. . . . 1. Traits can vary and are used to classify organisms. a. Traits may be based on morphology or processes, such as DNA analysis. b. Ernst Mayr developed the biological species approach, which is based on the ability of organisms to produce fertile offspring. 1.6 The Science of Nature A. Thinking About Thinking 1. All scientific research involves critical thinking—judging information before accepting it. 2. Students should avoid accepting information without question, or failing to consider recognized biases, when processing new scientific information. B. How Science Works 1. Common research practices follow a step-by-step approach known as the scientific method. 4 Chapter One a. Observe an aspect of nature. b. Research this aspect of nature, and then frame a question or problem relating to the observation. c. Develop hypotheses (testable explanations) of the observed phenomenon or process. d. Make a prediction of what the outcome would be if the hypothesis were valid (deductive, “if-then” reasoning). e. Test predictions by experiments, models, and observations. f. Any experimentation should involve changing only a single variable. g. A control group where no variable is altered should be included in any experiment. h. Assess the results of such tests. i. Report objectively on the tests and conclusions. 1.7 Examples of Experiments in Biology A. Potato Chips and Stomach Aches 1. A Chicago theater was chosen as a “laboratory” to determine if the synthetic fat called Olestra caused gastrointestinal cramps. 2. Both control and experimental groups were random samples of moviegoers who had no idea which fat-impregnated chips they were eating. 3. Later, the moviegoers were called at home to determine the extent of gastrointestinal distress. a. The results were: 15.8 percent of people who consumed Olestra had discomfort vs. 17.5 percent that did not consume Olestra. b. As a result of this study, it does not appear that Olestra causes abdominal distress. B. Butterflies and Birds 1. Researchers of peacock butterflies observed two actions. a. When a peacock butterfly rests, it folds its wings so only the dark underside shows. b. When a butterfly sees a predator, it repeatedly flicks its paired forewings and hindwings open and closed, a movement that both makes wingspots visible and produces hissing and clicking sounds. 2. Noises when predators approach—may help peacock butterflies avoid predation. 3. The combination of both activities—camouflage at rest and owl-like eyes (wingspots); ion experiments, in which experimenters manipulated the presence of wingspots or the ability to make the clicking and hissing sounds, revealed that birds are indeed deterred by peacock butterfly sounds, and even more so by wingspots. 1.8 Analyzing Experimental Results A. Sampling Error 1. Research projects typically cannot survey an entire population and must instead rely on data collected from a subset of the population. 2. Sampling errors occur when conclusions inferred from the subset differ from results from the whole population. a. Sampling errors occur most often when sample sizes are small. b. Selecting a larger population subset or repeating the experiment many times may reduce sampling error. B. Bias in Interpreting Results 1. It is often difficult to study the change in a single variable in human populations. a. For example, the participants in the Olestra study also varied in age, gender, health status, etc. 2. Researchers should use critical thinking skills to remove bias from their studies. Invitation to Biology 5 1.9 The Nature of Science A. When the hypothesis of an experiment is proven via years of collecting evidence, it is called a scientific theory. 1. A scientific theory can be disproven by a single finding or observation. B. A law of nature is an observed phenomenon for which there is no current scientific explanation. C. The Limits of Science 1. Science does not address moral, spiritual, or supernatural events, or other intangibles. a. Galileo was punished for supporting Copernicus’ model of the solar system, as it was viewed as a violation of morality. 1.10 The Secret of Life of Earth (Revisited) A. Over 100 million species exist on Earth today. 1. New species are still being discovered and classified each year. Suggestions for Presenting the Material • Although Chapter 1 is a general introduction to biology and to this textbook, it will be viewed very differently by instructor and student. For the instructor, this chapter is a review rather than a preview. That means the instructor must take extra care not to “intimidate” the students during early lectures by offering more terms and definitions than the student can reasonably absorb. • A casual glance at the chapter contents will reveal terms unfamiliar to most students. These might include: emergent properties, prokaryotic, and homeostasis. Individual instructors should decide if these terms need explanation now or are to be deferred until later. This decision may depend on the time available. • Figure 1.2 (levels of organization) is an excellent “road map” and can be used throughout the course to guide the progression along the organizational ladder. It can also be used in the exercise listed in the Enrichment section below. • The diagram in Figure 1.3 (energy and nutrient movement in/around a system) also has relevance to future lectures. When introducing it here, you should stress the flow of energy through a system versus the recycling of nutrients and other raw materials. • Sometimes students think the methods of scientific investigation in section 1.6 are used only by scientists. Show that this is not true by discussing the use of these methods in a routine investigation of “Why won’t the car start?” (See the Enrichment section below.) • Some students may think that the scientific method is the only way scientists conduct experiments. Give examples of natural history-based observational studies, or even discuss “The Human Genome Project”—both types of studies are very useful in today’s world. • Explain carefully the necessity for “control” groups in scientific investigations. Point out the difficulty of determining which groups of human patients will not receive a valuable drug (the controls) and who will receive a possibly life-saving medication. Classroom and Laboratory Enrichment • Generate interest in “discovery” science by showing a slideshow of animals and plants that have been discovered by scientists in the past five years. Examples may include: a horned toad (genus Proceratophrys) in Brazil (2008); a giant elephant-shrew called the gray-faced sengi (Rhynchocyon 6 Chapter One udzungwensis) in Tanzania (2008); the floral-banded wobbegong shark (Orectolobus floridus), discovered off the coast of Australia (2008); and the Togian white-eye bird (Zosterops somadikartai), discovered on a small Indonesian island (2008). A quick search of the internet for photos of these animals would provide much fodder for discussion. • Bring several organisms into the classroom or lab and various nonliving things (e.g., rocks, candle with flame, even dirt). Ask your students to name characteristics that identify each item as living or nonliving (for some organisms, this may be difficult to do without specialized equipment, such as a microscope). Ask the students to identify equipment or experiments that would help to determine if an item is a living organism. Challenge them to think about how they would classify dirt—living or nonliving—and why. • Obtain an overhead transparency of levels of organization in nature (Figure 1.2). With the labels of the figure covered, ask your students to help you name each higher level from simple to complex. You can also show the animation of this figure from the CD-ROM if you have computer links in your classroom. • Select several transparencies from your collection that show a representative variety of plants, animals, and decomposers. Ask students to characterize them as producer, consumer, or decomposer. This can also be done in a PowerPoint slide presentation. • Show the videotape Life on Earth by David Attenborough (available at retail outlets) as a general introduction to biological diversity. • Take the time to discuss how scientific names were developed—with Latin as a basis—and present scientific names for local plants and animals that are well known to the students. Interpret the meaning of each Latin-specific epithet. An example would be the raccoon, Procyon lotor. The Latin translation means “early-dog” (Procyon: an ancestor of the dog) “swimming” (lotor: often found along waterways, often “plays” with its food in the water before eating it). A second example might be the house mouse, a common household pest. Its scientific name, Mus musculus, means “mouse tiny-mouse” or often translated as “thief tiny-thief,” likely related to its ability to steal food from homes! • Show a phylogenetic tree of vertebrates (or any other group of organisms for which a phylogenetic tree is available) to demonstrate the phylogenetic system of classification. Present students with a set of diverse organisms; ask them how they would classify these organisms. You can add as much detail in the classification as you prefer: grouped by domain, kingdom, phylum, or more. You may wish to hold off going to further levels of classification until students have gone through the diversity chapters and have a better feel for classification. • Present fossil evidence showing how a group of related organisms or a single genus has evolved and changed through time (for example, the horse, Equus, and its ancestors show a complete fossil record). • Briefly list the steps of the scientific method in the wrong order. Ask the class to place them, one by one, in the correct order. • Show how we use the scientific method in everyday problem solving, as illustrated by this example: Event Method Step a. ................................ Auto will not start a. Observation b. .......................................... Battery dead b. Hypothesis ..................................... Ignition problem Hypothesis ................................................. Out of gas Hypothesis c. ................................ Turn on headlights c. Experiment ..................................... Check spark plug Experiment Invitation to Biology 7 ...................................... Check gas gauge Experiment ................... Dip long stick into gas tank Experiment d. Headlights burn brightly (battery OK) d. Analyze results ...............................Strong ignition spark Analyze results Gauge says half tank, but no gas on stick Analyze results e. Gas gauge is not accurate; car needs gas ......................................................... to run e. Generalize; form principle • Present an observation to the class. Divide them into groups of three or four, and give them 10 minutes to devise an experiment, making sure they address each step of the scientific method. Example observations might include: 1) My cell phone does not work; 2) My bread gets moldy faster if I leave it on the counter, as opposed to placing it in the refrigerator; 3) It has rained more this year than it has in the previous five years. • Present a number of hypotheses to your class, and have students determine if they are scientifically testable. Examples might include: 1) Coke tastes better than Pepsi (not testable, an opinion question); 2) All bats carry rabies (testable); 3) Fish take up oxygen from water through their skin (testable); 4) It snows more at the North Pole than at the South Pole (testable); 5) It is wrong for humans to keep pets on leashes (not testable, a moral/ethical question). Classroom Discussion Ideas • Why is it important that we taxonomically catalog all organisms that are discovered? • Where would you like to travel to search for new organisms, and why? • Why is “discovery” science, which often lacks standard hypotheses, just as important to biology as true experimental studies? • Are discoveries of insects and plants less important, as important, or more important than discoveries of more charismatic animals, like birds and mammals? • A carnivorous sponge was recently discovered near Antarctica—why might nature “select” for such an odd combination? Additional Ideas for Classroom Discussion • How does our modern definition of “life” differ from the definition of life that a seventeenthcentury biologist might have used? Ask students if they would consider viruses to be “alive.” Why or why not? • What are some examples of homeostasis? Why must living organisms be able to maintain it? • Human activities, like the use of tanning beds, can have direct effects on our DNA. For example, the concentrated UV rays from the tanning beds may cause mutations in our DNA. We know that mutations may lead to natural selection, the mechanism for evolution. So, is using a tanning bed good or bad for our species? Justify your answer. • Can the plethora of shows about the supernatural or paranormal be considered scientific? • Recently, an Australian ecologist suggested that scientific bias toward the cute, unique, or spectacular may be helping condemn a substantial portion of the world's plants and animals to extinction. Do you agree with this statement? Why or why not? • Have your students list 10 random organisms (you can also do this). Identify ways in which all of the organisms are similar, then ways in which all of the organisms are different. How would you classify these organisms (that is, place into meaningful groups)? 8 Chapter One • Why is it important for a species to be able to change? Wouldn’t a species be more successful if it could be assured of remaining the same from one generation to the next? Can students relate this answer to current topics, like global warming or habitat fragmentation? • Name some organisms you might find in a grassy area nearby. Using arrows, arrange the organisms in a diagram depicting energy flow and the cycling of materials (for help, see Figure 1.3). What are some organisms that may be invisible to the eye but are essential for the recycling of nutrients during decomposition? • An animal carcass infested with insect larvae is not an attractive sight. Yet it is a biological necessity. Explore the role of these and other “recyclers.” • Humans are able to manipulate certain aspects of nature for their own benefit. However, it is often said that “humans are the only animals that engineer their own destruction.” Give examples to support this allegation. • How is a theory different from a truth? Does the use of “theory” in biology mean the concept is in doubt? Explain using examples. • Why is it difficult to obtain a control group when selecting volunteers to test a new anticancer drug? • A recent study estimated that the percentage of fabricated experimental data in biomedical scientific literature is 5–10 percent. What can we do as scientists to decrease this percentage and to “catch” the frauds who are publishing this material? How Would You Vote? Classroom Discussion Ideas • Monitor the voting for the online question. Divide the room into halves and ask each portion to argue for or against the idea of protecting endangered species before all areas of Earth are surveyed.