Type:
Solution Manual
Resource:
Campbell Essential Biology
Edition:
4th Edition
Author(s):
Eric J. Simon Jean L. Dickey Kelly A. Hogan Jane B. Reece
Instructor Guide for
Campbell Essential Biology Fifth Edition
&
Campbell Essential Biology with Physiology Fourth Edition
Simon • Dickey • Reece Edward J. Zalisko, Ph.D. Blackburn College
TABLE OF CONTENTS Chapter 1
Introduction: Biology Today .....................................................................
Chapter 2
Essential Chemistry for Biology ............................................................... 15
Chapter 3
The Molecules of Life ............................................................................... 27
Chapter 4
A Tour of the Cell ..................................................................................... 41
Chapter 5
The Working Cell ..................................................................................... 57
Chapter 6
Cellular Respiration: Obtaining Energy from Food ................................. 69
Chapter 7
Photosynthesis: Using Light to Make Food .............................................. 81
Chapter 8
Cellular Reproduction: Cells from Cells ................................................... 91
Chapter 9
Patterns of Inheritance .............................................................................. 107
Chapter 10
The Structure and Function of DNA ......................................................... 121
Chapter 11
How Genes Are Controlled ....................................................................... 137
Chapter 12
DNA Technology ...................................................................................... 151
Chapter 13
How Populations Evolve........................................................................... 167
Chapter 14
How Biological Diversity Evolves ........................................................... 185
Chapter 15
The Evolution of Microbial Life ............................................................... 199
Chapter 16
Plants, Fungi, and the Move onto Land .................................................... 215
Chapter 17
The Evolution of Animals ......................................................................... 231
Chapter 18
An Introduction to Ecology and the Biosphere......................................... 253
Chapter 19
Population Ecology ................................................................................... 271
Chapter 20
Communities and Ecosystems .................................................................. 285
Chapter 21
Unifying Concepts of Animal Structure and Function ............................. 303
Chapter 22
Nutrition and Digestion............................................................................. 317
Chapter 23
Circulation and Respiration ...................................................................... 331
Chapter 24
The Body’s Defenses ................................................................................ 349
Chapter 25
Hormones .................................................................................................. 361
Chapter 26
Reproduction and Development ............................................................... 371
Chapter 27
Nervous, Sensory, and Locomotor Systems ............................................. 387
Chapter 28
The Life of a Flowering Plant ................................................................... 409
Chapter 29
The Working Plant .................................................................................... 423
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Table of Contents
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INTRODUCTION
Author’s Foreword One of the greatest challenges facing instructors in any discipline is to remember what it was like before we understood the subject at hand. What were the mental obstacles we encountered on our way to understanding? What was it that we saw, heard, read, or touched that helped us make connections? What do we wish someone had said or explained? Learning styles vary, and the experiences of our lives are unique. As teachers, we struggle to explain and connect the old to the new. The sections in this instructor’s guide titled “Student Misconceptions and Concerns” and “Teaching Tips” are intended to give teachers, old and new, something to think about as they prepare and teach their course. Although these sections were written with a beginning instructor in mind, there should be something here for everyone to use. The field of biology is broad and fluid, offering new challenges in many diverse fields. For those of us with years of experience, a new twist or an opportunity to explain something in a different way can enliven our classes and refresh our efforts in the classroom. It is my hope that you will find much here to consider, to make biology more meaningful and relevant to your students. If you would like to share your insights and tips, for possible inclusion in future editions, your generous advice is most welcome and appreciated. We have so much to learn from each other. ED ZALISKO, PH.D. PROFESSOR OF BIOLOGY BLACKBURN COLLEGE Forward suggestions to ezali@blackburn.edu. Please note Campbell Essential Biology Instructor Guide in the subject area of your email.
Instructor Exchange www.masteringbiology.com Click Instructor Resources in MasteringBiology and join other educators to learn more about creating an active learning environment for nonmajors and mixed-majors biology students. Retrieve and share ideas and experiences, ask questions, exchange tips and tricks, and engage in conversation with colleagues.
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Introduction
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CHAPTER
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Introduction: Biology Today
Why This Chapter Matters 1. We are living in the golden age of biology. Biological discoveries revolutionize medicine, change agriculture, and impact human culture. 2. Life is united not by a single trait, but by a common set of characteristics. Appreciating what it means to be living is as complex as life itself. 3. Life exists at many levels of biological organization. Understanding how these levels interrelate provides insight into the mechanisms of living systems. 4. The diversity of life is nested into groups that are united and interrelated by their shared evolutionary histories. 5. Science is a way of knowing and exploring our natural world. Most scientists use a combination of two main forms of inquiry: discovery science and hypothesis-driven science. 6. Understanding how science is done reveals the power and limits of this form of knowledge.
Chapter Objectives Biology and Society: Biology All Around Us 1. Describe three examples of how biology is woven into the fabric of society.
The Scope of Life 2. Describe seven properties or processes we associate with life. 3. List and give an example of each level of biological organization, starting with an ecosystem and ending with atoms. 4. Describe the two main dynamic processes in an ecosystem. 5. Compare the structure of prokaryotic and eukaryotic cells. 6. Distinguish between the three domains and four eukaryotic kingdoms of life.
Evolution: Biology’s Unifying Theme 7. Describe the two main points that Darwin made in his book On the Origin of Species by Means of Natural Selection. 8. Describe the two observations that led Darwin to his inescapable conclusion. State this conclusion. 9. Compare artificial and natural selection, noting similarities and differences.
The Process of Science 10. Compare discovery science and hypothesis-driven science. Provide examples of each regarding the study of trans fats in the human diet. 11. Distinguish between a hypothesis and a theory. Explain why natural selection qualifies as a scientific theory. 12. Distinguish science from other styles of inquiry. ..
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13. Describe examples of the interdependence of technology and science.
Evolution Connection: Evolution in Our Everyday Lives 14. Explain how changes in the effectiveness of antibiotics illustrate natural selection.
Lecture Outline I. Biology and Society: Biology All Around Us 1. We are living in a golden age of biology 2. Scientists are studying a myriad of questions that are relevant to our lives a. How can errors in cell growth lead to cancer? b. How do plants trap solar energy? c. How do living creatures form ecological networks and how to human activities disrupt them? d. How did the great diversity of life on Earth evolve from the first microbes and how does such evolution have an impact on human health? e. How do mutations in genes lead to disease? f. How can DNA—the molecular basis of heredity—be used in forensic investigations?
II. The Scope of Life A. The Properties of Life 1. Biology is the scientific study of life 2. The study of biology encompasses a. a wide scale of size and b. a huge variety of life, both past and present. B. Life at Its Many Levels 1. Biologists explore life at levels ranging from the biosphere to the molecules that make up cells C. Ecosystems 1. Each organism interacts continuously with its environment a. Organisms interact continuously with the living and nonliving factors in the environment. b. All the living organisms in a specific area, along with all of the non-living factors with which they interact, form an ecosystem. 2. The dynamics of any ecosystem depend on two main processes: a. recycling of chemical nutrients and b. flow of energy. 3. Within ecosystems a. nutrients are recycled but b. energy flows through. D. Cells and Their DNA 1. The cell is the level at which the properties of life emerge 2. Cells are the lowest level of structure that can perform all activities required for life 3. All organisms are composed of cells 4. Cells are the subunits that make up multicellular organisms such as humans and trees 2
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5. All cells share many characteristics a. All cells are enclosed by a membrane that regulates the passage of materials between the cell and its surroundings. b. Every cell uses DNA as its genetic information. 6. We can distinguish two major types of cells: a. The prokaryotic cell is b. simpler and usually smaller and c. characteristic of bacteria. d. The eukaryotic cell is i. subdivided by internal membranes into different functional compartments called organelles and ii. found in plants and animals. 7. All cells use DNA as the chemical material of genes, the units of inheritance that transmit information from parents to offspring 8. The chemical language of DNA a. is common to all organisms and b. consists of just four molecular building blocks with names that are abbreviated as A, G, C, T. 9. Genetic engineering has transformed the pharmaceutical industry and extended millions of lives 10. The entire “book” of genetic instructions that an organism inherits is called its genome 11. The nucleus of each human cell packs a genome that is about 3 billion chemical letters long E. Life In Its Diverse Forms 1. Diversity is the hallmark of life a. The diversity of known life includes about 1.8 million species that biologists have identified and named. b. Estimates of the total number of species range from 10 million to over 100 million. F. Grouping Species: The Basic Concept 1. Biodiversity can be beautiful but overwhelming 2. Categorizing life into groups helps us deal with this complexity 3. Taxonomy is the branch of biology that names and classifies species a. It formalizes the hierarchical ordering of organisms into broader and broader groups. G. The Three Domains of Life 1. The three domains of life are a. Bacteria, b. Archaea, and c. Eukarya. 2. Bacteria and Archaea have prokaryotic cells 3. Eukarya have eukaryotic cells
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