Solution Manual for Biological Science, 8th edition
Scott Freeman Kim Quillin Lizabeth Allison Michael Black Jeff Carmichael
Emily Taylor Greg Podgorski Jeremy Hsu
Chapter 1-54
CHAPTER
Biology: The Study of Life
1
Learning Objectives: Students should be able to...
1.1 Explain what it means to say that an organism is ―alive.‖
1.1.1 List five traits shared by all living organisms.
1.1.2 List three unifying theories related to the characteristics of living organisms.
1.2 Explain what organisms are made of and how cells come to be.
1.2.1 Explain the concept of the cell theory.
1.2.2 Describe the two original hypotheses for how cells arise.
1.2.3 Explain the significance of cell division.
1.3 Explain how organisms process hereditary information and acquire and use energy.
1.3.1 Describe the relationship between the chromosome theory of inheritance and the
central dogma.
1.3.2 Explain the relationship between life and energy.
1.4 Explain the relationships between species and how evolution occurs.
1.4.1 Define the theory of evolution.
1.4.2 List two conditions of natural selection.
1.5 Describe the significance of the tree of life.
1.5.1 Explain how genetic sequences are used to study the tree of life.
1.5.2 Explain how branches on the tree of life are named.
1.6 Explain the scientific process.
1.6.1 Describe what type of questions biologists can answer.
1.6.2 Describe the process of hypothesis testing.
1.6.3 List three important characteristics of experimental design.
Lecture Outline
A. Biology is the study of life.
B. Life shows great diversity with clear underlying unity.
I. What Does It Mean to Say That Something Is Alive?
Copyright © 2024 Pearson Education, Inc. 1
, A. All living organisms share five fundamental traits:
1. Organisms are made up of membrane-bound cells.
2. Organisms can replicate/reproduce.
3. Organisms have hereditary information encoded in genes.
4. Organisms acquire and use energy.
5. Populations of organisms evolve.
II. Life Is Cellular and Replicates through Cell Division
A. Are all organisms made of cells?
1. Cells were first described and identified in cork tissue (Hooke, 1665) and in water and
a variety of living tissues (van Leeuwenhoek). (Fig. 1.1)
2. Scientists have examined thousands of plant and animal samples and have concluded
that all organisms are composed of cells.
3. A cell is an organized compartment bounded by a thin, flexible plasma membrane and
contains concentrated chemicals in an aqueous solution.
4. Most chemical reactions important to life occur inside cells.
5. Cells reproduce via cell division.
B. Where do cells come from?
1. Two components of theories: observable pattern and the mechanism or process that
creates the pattern
2. Spontaneous generation hypothesis (Virchow) versus all-cells-from-cells (Pasteur)
hypothesis
a. Pasteur‘s experiment supported the all-cells-from-cells hypothesis. (Fig. 1.2)
3. All individuals in a population of organisms are related by ancestry.
4. All cells in a multicellular organism are descended from the same ancestral cell.
C. Statement of the cell theory: All organisms are made of cells, and all cells come from
preexisting cells.
1. Theories are explanations for phenomena or observations supported by evidence.
2. Chemical evolution: Biologists have evidence that life arose from non-life early in
life‘s history through this process.
D. Life replicates through cell division.
1. New cells arise when preexisting cells split.
2. All species are connected by common ancestry was also a founding idea published in
the same year as all-cells-from-cells hypothesis.
III. Life Processes Information and Requires Energy
A. Chromosome theory of inheritance (1902): Inside cells, hereditary or genetic information
is encoded in genes, the units located on chromosomes.
1. Chromosomes consist of a molecule of deoxyribonucleic acid (DNA).
B. The central dogma (DNA RNA Protein) (Fig. 1.4)
1. Watson/Crick double-stranded helix. (Fig. 1.3)
2. DNA encodes a message in the sequence of its building blocks: A, T, C, and G.
3. A pairs with T, and C pairs with G.
4. DNA is made into RNA (ribonucleic acid), messenger RNA is read to make a protein.
2 INSTRUCTOR GUIDE FOR BIOLOGICAL SCIENCE, 8e Copyright © 2024 Pearson Education, Inc.
,CCCCCCCV Life requires energy.
1. Two fundamental nutritional needs are required by organisms: ATP (adenosine
triphosphate) and obtaining molecules that can be used as building blocks for the
synthesis of complex functions of the cell.
2. Energy is acquired in a variety of ways. (Fig. 1.5)
IV. Life Evolves
A. What is evolution?
1. Species are related by common ancestry (pattern component).
2. The characteristics of a species can be modified from generation to generation
(process component).
a. Darwin and Wallace (1858) proposed that this happens by natural selection
(descent with modification, Darwin). (Fig. 1.6)
3. Evolution is a change in heritable characteristics of a population over time.
4. Population is a group of individuals of the same species living in the same area at the
same time.
B. What is natural selection?
1. Natural selection occurs whenever two conditions are met:
a. Individuals within a population vary in characteristics that are heritable.
b. Certain heritable traits help individuals survive and produce offspring.
2. How do these two conditions lead to evolution?
a. If certain heritable traits help individuals produce more offspring, then those traits
become more common (more frequent) in the population over time.
3. Natural selection acts on individuals, but evolutionary change affects populations as a
whole.
4. Speciation: In recent decades, natural selection has caused populations of one species
to diverge and form new species.
5. Fitness is the ability to produce offspring.
6. Adaptation is a trait that increases an individual‘s fitness in a particular environment.
V. The ―Tree of Life‖ Depicts Evolutionary History
A. Evolution leads to speciation, the generation of new species.
1. This implies that all species come from preexisting species and that their ancestry can
be traced back to a single common ancestor.
2. Therefore, we should be able to reconstruct the tree of life—a family tree of all
organisms.
B. How can we use molecules to understand the tree of life?
1. Evolutionary relatedness should be reflected in molecular similarities.
2. Woese and colleagues proposed using RNA to assess the relatedness (phylogeny) of
all living groups of organisms.
, C. What does it mean to analyze genetic variation?
1. Looking at genetic variation means looking at the DNA or RNA of that organism
and its close relationship to related species. (Making Models 1.1 and plant/algae
example)
2. The goal in analysis is to then produce a diagram, a phylogenetic tree, that describes
those organisms being compared. (Fig. 1.7)
D. How is the tree of life estimated from genetic data?
1. Construction of a phylogenetic tree is done using computer programs to find the
arrangement of branches that is most consistent with the similarities and differences
observed in the genetic data.
2. The tree of life contains a diverse array of species with a main node that extends to
the last universal common ancestor (LUCA).
a. There are three major lineages in the tree of life: Bacteria, Archaea (barely known
prior to this analysis), and Eukarya. (Figs. 1.7, 1.8)
b. Fungi are more closely related to animals than to plants.
c. The data did not support older models, such as the five-kingdom model.
3. Organisms are placed in taxa, formally named groups.
E. The tree of life is a work in progress.
a. Students should understand that the lines in the tree of life, specifically the length
of the lines between species, reflect the variation in nucleotide sequences between
species. (BioSkills 13)
F. How should we name branches on the tree of life? (BioSkills 15)
1. The three major lineages of lifeBacteria, Archaea, and Eukaryaare called
domains.
2. A phylum (plural: phyla) is a major lineage within one of the three domains.
3. Several (or more) distinct phyla per domain are each represented by distinct major
branches on the tree of life.
4. Each species has a unique, formal, two-part (Genus species) scientific name. This
system was developed by Linnaeus (1735) and is still used today.
VI. Doing Biology
A. What is the nature of science?
1. Biologists test the predictions made by alternative hypotheses, either by making
observations or by setting up carefully designed experiments.
2. Biologists explore only those types of questions that can be tested by collecting data
from the observable world.
3. Are science and religion compatible?
a. Science explores the what (patterns) and how (processes) questions of life.
b. Religion explores why we exist and how we should live.
B. Why do giraffes have long necks? An introduction to hypothesis testing
1. State the hypothesis as precisely as possible, and list the predictions that it makes.
(Example: Giraffes have long necks for food competition.)
a. Remember to search for alternative hypotheses, too. (Example: Giraffes have long
necks to compete for mates.)
4 INSTRUCTOR GUIDE FOR BIOLOGICAL SCIENCE, 8e Copyright © 2024 Pearson Education, Inc.
Scott Freeman Kim Quillin Lizabeth Allison Michael Black Jeff Carmichael
Emily Taylor Greg Podgorski Jeremy Hsu
Chapter 1-54
CHAPTER
Biology: The Study of Life
1
Learning Objectives: Students should be able to...
1.1 Explain what it means to say that an organism is ―alive.‖
1.1.1 List five traits shared by all living organisms.
1.1.2 List three unifying theories related to the characteristics of living organisms.
1.2 Explain what organisms are made of and how cells come to be.
1.2.1 Explain the concept of the cell theory.
1.2.2 Describe the two original hypotheses for how cells arise.
1.2.3 Explain the significance of cell division.
1.3 Explain how organisms process hereditary information and acquire and use energy.
1.3.1 Describe the relationship between the chromosome theory of inheritance and the
central dogma.
1.3.2 Explain the relationship between life and energy.
1.4 Explain the relationships between species and how evolution occurs.
1.4.1 Define the theory of evolution.
1.4.2 List two conditions of natural selection.
1.5 Describe the significance of the tree of life.
1.5.1 Explain how genetic sequences are used to study the tree of life.
1.5.2 Explain how branches on the tree of life are named.
1.6 Explain the scientific process.
1.6.1 Describe what type of questions biologists can answer.
1.6.2 Describe the process of hypothesis testing.
1.6.3 List three important characteristics of experimental design.
Lecture Outline
A. Biology is the study of life.
B. Life shows great diversity with clear underlying unity.
I. What Does It Mean to Say That Something Is Alive?
Copyright © 2024 Pearson Education, Inc. 1
, A. All living organisms share five fundamental traits:
1. Organisms are made up of membrane-bound cells.
2. Organisms can replicate/reproduce.
3. Organisms have hereditary information encoded in genes.
4. Organisms acquire and use energy.
5. Populations of organisms evolve.
II. Life Is Cellular and Replicates through Cell Division
A. Are all organisms made of cells?
1. Cells were first described and identified in cork tissue (Hooke, 1665) and in water and
a variety of living tissues (van Leeuwenhoek). (Fig. 1.1)
2. Scientists have examined thousands of plant and animal samples and have concluded
that all organisms are composed of cells.
3. A cell is an organized compartment bounded by a thin, flexible plasma membrane and
contains concentrated chemicals in an aqueous solution.
4. Most chemical reactions important to life occur inside cells.
5. Cells reproduce via cell division.
B. Where do cells come from?
1. Two components of theories: observable pattern and the mechanism or process that
creates the pattern
2. Spontaneous generation hypothesis (Virchow) versus all-cells-from-cells (Pasteur)
hypothesis
a. Pasteur‘s experiment supported the all-cells-from-cells hypothesis. (Fig. 1.2)
3. All individuals in a population of organisms are related by ancestry.
4. All cells in a multicellular organism are descended from the same ancestral cell.
C. Statement of the cell theory: All organisms are made of cells, and all cells come from
preexisting cells.
1. Theories are explanations for phenomena or observations supported by evidence.
2. Chemical evolution: Biologists have evidence that life arose from non-life early in
life‘s history through this process.
D. Life replicates through cell division.
1. New cells arise when preexisting cells split.
2. All species are connected by common ancestry was also a founding idea published in
the same year as all-cells-from-cells hypothesis.
III. Life Processes Information and Requires Energy
A. Chromosome theory of inheritance (1902): Inside cells, hereditary or genetic information
is encoded in genes, the units located on chromosomes.
1. Chromosomes consist of a molecule of deoxyribonucleic acid (DNA).
B. The central dogma (DNA RNA Protein) (Fig. 1.4)
1. Watson/Crick double-stranded helix. (Fig. 1.3)
2. DNA encodes a message in the sequence of its building blocks: A, T, C, and G.
3. A pairs with T, and C pairs with G.
4. DNA is made into RNA (ribonucleic acid), messenger RNA is read to make a protein.
2 INSTRUCTOR GUIDE FOR BIOLOGICAL SCIENCE, 8e Copyright © 2024 Pearson Education, Inc.
,CCCCCCCV Life requires energy.
1. Two fundamental nutritional needs are required by organisms: ATP (adenosine
triphosphate) and obtaining molecules that can be used as building blocks for the
synthesis of complex functions of the cell.
2. Energy is acquired in a variety of ways. (Fig. 1.5)
IV. Life Evolves
A. What is evolution?
1. Species are related by common ancestry (pattern component).
2. The characteristics of a species can be modified from generation to generation
(process component).
a. Darwin and Wallace (1858) proposed that this happens by natural selection
(descent with modification, Darwin). (Fig. 1.6)
3. Evolution is a change in heritable characteristics of a population over time.
4. Population is a group of individuals of the same species living in the same area at the
same time.
B. What is natural selection?
1. Natural selection occurs whenever two conditions are met:
a. Individuals within a population vary in characteristics that are heritable.
b. Certain heritable traits help individuals survive and produce offspring.
2. How do these two conditions lead to evolution?
a. If certain heritable traits help individuals produce more offspring, then those traits
become more common (more frequent) in the population over time.
3. Natural selection acts on individuals, but evolutionary change affects populations as a
whole.
4. Speciation: In recent decades, natural selection has caused populations of one species
to diverge and form new species.
5. Fitness is the ability to produce offspring.
6. Adaptation is a trait that increases an individual‘s fitness in a particular environment.
V. The ―Tree of Life‖ Depicts Evolutionary History
A. Evolution leads to speciation, the generation of new species.
1. This implies that all species come from preexisting species and that their ancestry can
be traced back to a single common ancestor.
2. Therefore, we should be able to reconstruct the tree of life—a family tree of all
organisms.
B. How can we use molecules to understand the tree of life?
1. Evolutionary relatedness should be reflected in molecular similarities.
2. Woese and colleagues proposed using RNA to assess the relatedness (phylogeny) of
all living groups of organisms.
, C. What does it mean to analyze genetic variation?
1. Looking at genetic variation means looking at the DNA or RNA of that organism
and its close relationship to related species. (Making Models 1.1 and plant/algae
example)
2. The goal in analysis is to then produce a diagram, a phylogenetic tree, that describes
those organisms being compared. (Fig. 1.7)
D. How is the tree of life estimated from genetic data?
1. Construction of a phylogenetic tree is done using computer programs to find the
arrangement of branches that is most consistent with the similarities and differences
observed in the genetic data.
2. The tree of life contains a diverse array of species with a main node that extends to
the last universal common ancestor (LUCA).
a. There are three major lineages in the tree of life: Bacteria, Archaea (barely known
prior to this analysis), and Eukarya. (Figs. 1.7, 1.8)
b. Fungi are more closely related to animals than to plants.
c. The data did not support older models, such as the five-kingdom model.
3. Organisms are placed in taxa, formally named groups.
E. The tree of life is a work in progress.
a. Students should understand that the lines in the tree of life, specifically the length
of the lines between species, reflect the variation in nucleotide sequences between
species. (BioSkills 13)
F. How should we name branches on the tree of life? (BioSkills 15)
1. The three major lineages of lifeBacteria, Archaea, and Eukaryaare called
domains.
2. A phylum (plural: phyla) is a major lineage within one of the three domains.
3. Several (or more) distinct phyla per domain are each represented by distinct major
branches on the tree of life.
4. Each species has a unique, formal, two-part (Genus species) scientific name. This
system was developed by Linnaeus (1735) and is still used today.
VI. Doing Biology
A. What is the nature of science?
1. Biologists test the predictions made by alternative hypotheses, either by making
observations or by setting up carefully designed experiments.
2. Biologists explore only those types of questions that can be tested by collecting data
from the observable world.
3. Are science and religion compatible?
a. Science explores the what (patterns) and how (processes) questions of life.
b. Religion explores why we exist and how we should live.
B. Why do giraffes have long necks? An introduction to hypothesis testing
1. State the hypothesis as precisely as possible, and list the predictions that it makes.
(Example: Giraffes have long necks for food competition.)
a. Remember to search for alternative hypotheses, too. (Example: Giraffes have long
necks to compete for mates.)
4 INSTRUCTOR GUIDE FOR BIOLOGICAL SCIENCE, 8e Copyright © 2024 Pearson Education, Inc.
