Solution Manual for Biology Science for Life, 4th Edition

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TEXTBOOK GUIDEBIOLOGYScience for LifeandBIOLOGYScience for LifeWITH PHYSIOLOGYFOURTH EDITIONColleen BelkUniversity of Minnesota, DuluthVirginia Borden MaierSt. John Fisher CollegeJill FeinsteinRichland Community College

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iiiCONTENTSChapter 1Can Science Cure the Common Cold?1Introduction to the Scientific MethodChapter 2Are We Alone in the Universe?11Water, Biochemistry, and CellsChapter 3Is It Possible to Supplement Your Way to Better Health?17Nutrients and Membrane TransportChapter 4Fat: How Much Is Right for You?27Enzymes, Metabolism, and Cellular RespirationChapter 5Life in the Greenhouse35Photosynthesis and Global WarmingChapter 6Cancer41DNA Synthesis, Mitosis, and MeiosisChapter 7Are You Only as Smart as Your Genes?49Mendelian and Quantitative GeneticsChapter 8DNA Detective55Complex Patterns of Inheritance and DNA FingerprintingChapter 9Genetically Modified Organisms65Gene Expression, Mutation, and CloningChapter 10Where Did We Come From?75The Evidence for EvolutionChapter 11An Evolving Enemy85Natural SelectionChapter 12Who Am I?89Species and RacesChapter 13Prospecting for Biological Gold107Biodiversity and ClassificationChapter 14Is the Human Population Too Large?119Population Ecology

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ivContentsChapter 15Conserving Biodiversity135Community and Ecosystem EcologyChapter 16Where Do You Live?145Climate and BiomesChapter 17Organ Donation157Tissues, Organs, and Organ SystemsChapter 18Clearing the Air163Respiratory, Cardiovascular, and Excretory SystemsChapter 19Vaccinations: Protection and Prevention or Peril?175Immune System, Bacteria, Viruses, and Other PathogensChapter 20Sex Differences and Athleticism185Endocrine, Skeletal, and Muscular SystemsChapter 21Is There Something in the Water?193Reproductive and Developmental BiologyChapter 22Attention Deficit Disorder201Brain Structure and FunctionChapter 23Feeding the World211Plant Structure and GrowthChapter 24Growing a Green Thumb219Plant PhysiologyQuick Reference Guide to Instructor Visual Resources229

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1Introduction to the Scientific MethodOBJECTIVESTeaching GoalsMost students have covered the scientific method in high school biology. However, when asked to definea hypothesis, the majority will say, “A hypothesis is an educated guess,” without any comprehension ofwhat it really means. This chapter introduces the student to the scientific method as a way of thinkingand explaining observations. This chapter also familiarizes students in the proper setup of experimentsand statistical analysis of data. The emphasis should be on using critical thinking in everyday decisionmaking—not just in a laboratory. Students are inundated with claims based on anecdotal evidence andmisrepresentation of data. Your goal is to help the students evaluate such claims by critical analysis ofthe data.Student GoalsBy the end of this chapter, students should be able to accomplish the following learning objectives:•Describe the characteristics of a scientific hypothesis.•Compare and contrast the termsscientific hypothesisandscientific theory.•Distinguish between inductive and deductive reasoning.•Explain why the truth of a hypothesis cannot be proven conclusively via deductive reasoning.•Describe the features of a controlled experiment and explain how these experiment eliminatealternative hypotheses for the results.•List strategies for minimizing bias when designing experiments.•Define correlation, and explain the benefits and limitations of using this technique to test hypotheses.•Describe the information that statistical tests prove.•Compare and contrast primary and secondary sources.•Summarize the techniques you can use to evaluate scientific information from secondary sources.LECTURE OUTLINE1.1The Process of Science (Figure 1.1)A. Scientific method allows for solving of problems and answering questions.B. Hypotheses are explanations of how something works and must be testable and falsifiable.C H A P T E R1Can Science Cure theCommon Cold?

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2Instructor Guide Biology: Science for LifeC. Scientific theories are supported by multiple lines of evidence from hypotheses that have beentested by deductive reasoning.D. Construction of hypothesis involves inductive reasoning and hypothesis testing involvesdeductive reasoning.(Figure 1.3)1.2Hypothesis TestingA. Hypotheses are tested by experiments that should be controlled for variables and bias.B. Correlation between variables may provide answers when other testing is problematic.(Figure 1.10, Figure 1.11)C. Model systems are used when testing on humans is dangerous or unethicial.(Figure 1.7)Lecture Activity 1.1Lecture Activity 1.2Lecture Activity 1.31.3Understanding StatisticsA. Statistical analysis can help researchers apply results from a small experimental group to a largergroup without actually testing the larger group.(Figure 1.12)B. The significance of results is influenced by the size of the sample and the validity of thehypothesis.(Figure 1.15)C. Sampling error is the difference between a sample and the population that it is being compared to.1.4Evaluating Scientific InformationA. Information from primary sources is used as the basis for news articles and websites.(Figure 1.16)B. Different media sources have various levels of credibility and reliability.Lecture Activity 1.41.5Is There a Cure for the Common Cold?A. Hand-washing is the best method for preventing the common cold.Lecture Activity 1.1: Developing and Testing HypothesesEstimated Time to Complete:15–20 minutes, or longer with discussionIntroduction:This activity gives students a chance to practice what they have learned about developinghypotheses and testing them. Students work in groups of three to four to promote interactive learning anddiscussion. An observation is given to each group, and the group members’ job is to create a testable andfalsifiable hypothesis to explain that observation. The activity can stand alone, or it can become the basisof a discussion after completion. If desired, groups could report to the class on their observation, hypothesis,and experiment.A handout is provided with a sample observation. Here are several more suggestions, and others canbe made up as needed:•Algae appear in clean water left outside in a child’s plastic pool for a week.•Lawn grass doesn’t grow at the beach.•Mosquitoes bite some people more than others.•Coleus plants grown inside are taller but have thinner stems than coleus plants grown outside.•Ants eat some foods that they find outside, but not all.•Bees visit some types of flowers, but not others.

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Chapter 1 Can Science Cure the Common Cold?3Material•Lecture Activity 1.1 Handout: Developing and Testing HypothesesProcedures1.Divide the students into groups.2.Clearly explain that each group will receive an observation and that their job is first to formulatea testable hypothesis to explain that observation. They will then come up with an experimentalprotocol, including controls that would test their hypothesis.3.Distribute a handout to each group, or give them their observation verbally. Groups can all receivethe same observation, or a different observation can be used for each group.4.Give the students 10–15 minutes to generate their hypothesis and experiment. Circulate aroundthe classroom during that time to make sure that groups remain on task, that their hypotheses arereasonable and testable, and that the experimental procedure includes a control and makes sense.5.If desired, ask groups to present their observation, hypothesis, and experiment to the class.Assessment Suggestions:Have groups turn in their papers. Check that the hypotheses are testable andfalsifiable and that control groups were used properly. Give students participation points for presentingtheir ideas to the class.For an online course have students submit their hypotheses in a discussion forum and have thestudents discuss the results and determine if each hypothesis is in the correct format. Points are givenfollowing a rubric for participation.

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Name:Date:Instructor:Course Section:Lecture Activity 1.1 Handout: Developing and Testing HypothesesObservation:Sea oats grow only near the beach.Hypothesis:Questions:1.Is this hypothesis testable?2.Design an experiment to test your hypothesis. Be sure to include a control group and use it properly.Ask for help if you’re not sure.

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Chapter 1 Can Science Cure the Common Cold?5Lecture Activity 1.2: Do Bees See in Color?Estimated Time to Complete:15–20 minutes, or longer with discussionIntroduction:This activity puts students into the shoes of a real scientist who is trying to answer aquestion about nature. The students read an account of some actual experiments done by Karl von Frischto try to determine whether bees can see in color. They start with von Frisch’s observations, find out whathe did, and work through the experimental method along with him. Working in groups, they see how vonFrisch interpreted and then improved his experimental method to draw his conclusions.Material•Lecture Activity 1.2 Handout: Do Bees See in Color?Procedures1.Divide students into groups.2.Briefly introduce the activity and explain what students are to do.3.Pass out handouts.4.As students are working, circulate around the classroom to check that groups remain on track.Sometimes they can get off on a tangent, hypothesizing, for example, that bees like sugar water.They also tend to express themselves in vague generalities; keep them to specifics.Assessment Suggestions:Collect and check group papers. A key for correcting the handout is provided.Tell students that, using a similar set of experiments, von Frisch demonstrated that bees could not see thecolor red. Ask the class to describe the experiments and results that would have led von Frisch to reachthis conclusion.You could also put the handout online and have them fill out the handout online after completing thework in the classroom or have students work on this individually online and treat it like an assignment.Handout Answer Key1.What was von Frisch’s hypothesis? Von Frisch hypothesized that bees could see the color blue.2.What conclusion should von Frisch draw from his results? He should conclude that the resultssupported his hypothesis—that the bees could distinguish the blue paper from the red paper.3.What observation would have falsified von Frisch’s hypothesis? His hypothesis would have beenfalsified if the bees had swarmed around both bowls equally.4.Which uncontrolled variable in his first experiment did von Frisch correct in the second experiment,and why was it important? The uncontrolled variable was color intensity. It is important because it isa way that bees could distinguish between the papers without actually being able to see their color.5.How did von Frisch control for this variable in the second experiment? He put bowls on a series ofgray papers with similar color intensity to the blue paper to see if that would confuse the bees.6.What was the overall conclusion from von Frisch’s series of experiments? (Remember to refer to hisoriginal hypothesis.) Von Frisch concluded that his hypothesis was supported; bees can see the color blue.

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Name:Date:Instructor:Course Section:Lecture Activity 1.2 Handout: Do Bees See in Color?Karl von Frisch studied the interactions between bees and flowers. He wanted to know how bees selectwhich flower to go to. In particular, he wanted to know whether the bees could see different flower colorsand would, therefore, select flowers based on their color.In his first experiment, von Frisch put out pieces of red- and blue-colored paper, each of which had abowl on top. In the bowl on the blue paper, he put sugar water; he left the bowl on the red paper empty.Bees discovered the sugar water in the bowl on the blue paper and ate it, returning again and again withother bees to get more.After a while, von Frisch took away the papers and bowls. He replaced them with two new bowlswith colored paper, identical to the first pair except that both bowls were empty this time. He found thatbees swarmed around the bowl on the blue paper, ignoring the bowl on the red paper.Note that von Frisch already knew that bees like sugar water; this issue is not being tested in thisexperiment.1.What was von Frisch’s hypothesis?2.What conclusion should von Frisch draw from his results?3.What observation would have falsified von Frisch’s hypothesis?

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It occurred to von Frisch that his experiment was not well controlled. Besides their colors, there was anotherdifference between the papers that bees might use to tell them apart. The papers were very different in over-all intensity of color; the red paper was much darker than the blue paper. In other words, even without colorvision (like on a black-and-white TV), the papers would look different. Although you couldn’t tell whatcolor the papers were, you could determine which was which if they were moved or rearranged. Perhaps thebees were responding to this intensity difference rather than to the actual color difference.To check this new hypothesis, von Frisch took away the papers and bowls again. This time he set outa series of gray papers, some with the same intensity as the blue paper, and put the blue paper in the mid-dle of these gray papers. All papers had an empty bowl on top. Once again, the bees flew directly to theblue paper and swarmed around its bowl.4.Which uncontrolled variable in his first experiment did von Frisch correct in the second experiment,and why was it important?5.How did von Frisch control for this variable in the second experiment?6.What was the overall conclusion from von Frisch’s series of experiments? (Remember to refer to hisoriginal hypothesis.)

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8Instructor Guide Biology: Science for LifeLecture Activity 1.3: Demonstrating the Importance of Control GroupsEstimated Time to Complete:10–15 minutesIntroduction:This short demonstration helps students understand the importance of a control group indrawing inferences from data. Students are presented with data on the effect of drugs on the survival ratesof several diseases, but then will realize that the data are meaningless without the ability to compare theexperimental data to a control group.Material•Copy or project the data given in steps 2 and 4.Procedures1.Ask students to imagine that they head up a research expedition to a remote location; they have amedical computer and some medicines, but no doctor with them. Three members of the researchteam come down with different illnesses, and the expedition leader must decide how to treat them.The medical computer diagnoses their illnesses and finds out some basic data on treatment options.Luckily, some of the drugs that have been used to treat their conditions in the past are available. Thecomputer finds the information given in step 2.2.Copy the following data onto a slide or transparency, or write it on the board:Disease A, treated with drug A, has a survival rate of 23%.Disease B, treated with drug B, has a survival rate of 56%.Disease C, treated with drug C, has a survival rate of 89%.Based on these data, ask students what they think of these treatments and how they would choose to treattheir assistants.3.On giving the matter further thought, you realize that you are missing some important data. You can’treally understand the efficacy of the drug treatment unless you know the survival rates in the controlgroups that received no medications. A little more digging gives you additional data (see step 4).4.Deliver the following data to the students in the same way, so that they can see both sets of data at thesame time:Disease A, untreated, has a survival rate of 10%.Disease B, untreated, has a survival rate of 54%.Disease C, untreated, has a survival rate of 95%.5.Ask students to reconsider their initial opinions and decisions in light of the new data and decidewhich disease to treat with which drug.Assessment Suggestions:Discuss with the class the role of control groups in experimental design andexplore how they allow scientists to draw reliable inferences.Lecture Activity 1.4: Evaluating Scientific Claims in AdvertisementsEstimated Time to Complete:10–30 minutes, depending on how many ads are usedIntroduction:We are saturated with stories from the newspaper, magazines, television, and the Internetabout the effectiveness of many products, including cold remedies, health supplements, weight-lossproducts, and so on. These ads are difficult to assess, because we cannot completely determine the qualityof the information or the extent to which the financial backers of a product are driving the informationbeing presented. The purpose of this activity is to demonstrate a variety of media resources to the studentsand ask them their opinions about the effectiveness of the messages portrayed.

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Chapter 1 Can Science Cure the Common Cold?9Material•Any source of advertisements will do: magazines, websites, taped TV or radio commercials. Ads canbe displayed or reproduced in any convenient fashion. Include ads for various types of products.Procedures1.Project or otherwise show students a variety of ads that make claims or promote products.2.Ask the students to comment on the scientific validity and persuasiveness of the ads. This can be doneas a single large discussion or in a small-group format. Discussion questions could include these:•Does the ad seem plausible? Why or why not?•Are any data cited? Do those data seem complete? Are controls or comparisons included?•Are testimonials used? If so, are they convincing? Why or why not?•What other information do you wish the ad contained to better help you decide whether to buy theproduct?•Would you buy the product based on this ad? Why or why not?Assessment Suggestions:A suggested assignment would be for the student to find his or her ownadvertisement, similar to what the instructor showed in class, and analyze the material for reliability ofthe information.In class discussion, poll students to see if any of them have tried or know someone who has used oneof the products displayed. Have students compare opinion polling with hypothesis testing based on theuse of these methods in advertising and their relative worth as sources of data.For a group project, students could be assigned a specific health issue (e.g., cold remedies, arthritisrelief) and asked to find conflicting testimonials or anecdotes from media sources. Each group couldpresent to the rest of the class their findings on that particular issue and discuss what a primary resourceindicates about the subject as compared to secondary sources.

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11Water, Biochemistry, and CellsOBJECTIVESTeaching GoalsThis chapter introduces an invisible world that students often find difficult to grasp. Descriptive imageryand graphic representations are the basis for understanding atoms and cells. As a teacher, you mustconnect this invisible world to the visible world that students can see. Carbohydrates, proteins, and fatsmake more sense when seen on a food label, for example. Cells become real when connected to forensicevidence left at the scene.Student GoalsBy the end of this chapter, students should be able to accomplish the following learning objectives:•Describe the properties associated with living organisms.•List the components of water and some of the properties that make it important in living organisms.•Describe how atomic structure affects chemical bonding.•Compare and contrast hydrogen, covalent, and ionic bonds.•Discuss the importance of carbon in living organisms.•Describe the structure of carbohydrates, proteins, lipids, and nucleic acids and the roles thesemacromolecules play in cells.•Compare and contrast prokaryotic and eukaryotic cells.•Describe the structure and functions of cell membranes.•Describe the structure and function of the subcellular organelles.•Provide a general summary of the theory of evolution.LECTURE OUTLINE2.1What Does Life Require?A. All organisms operate using the same biological molecules, are composed of cells, and usefeedback mechanisms to maintain homeostasis.(Figure 2.1)B. Atoms and subatomic particles play a role in chemical reactions and bond formation.(Figure 2.3)C. Water is essential to life, and its properties are based on its polarity.(Figure 2.4, Figure 2.5,Figure 2.6)Lecture Activity 2.1Lecture Activity 2.2C H A P T E R2Are We Alone in the Universe?

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12Instructor Guide Biology: Science for LifeD. Acids, bases, and salts play a role in chemical reactions.E. Life on Earth is based on the carbon atom and its bonding capabilities to form macromolecules(carbohydrates, proteins, lipids, and nucleic acids).(Figure 2.9, Figure 2.10, Figure 2.11,Figure 2.12, Figure 2.13, Figure 2.14, Figure 2.15)2.2Life on EarthA. Cells are the basic unit of life on Earth.B. Cells are either prokaryotic or eukaryotic. Prokaryotic cells, such as bacteria, do not have aseparate nucleus and are less complex than eukaryotic cells.(Figure 2.17)C. All cells have a variety of parts that work together to enable them to function in particularenvironments.(Table 2.1)Lecture Activity 2.3Lecture Activity 2.4D. The diversity of cells and organisms is based on evolutionary theory.(Figure 2.19)Lecture Activity 2.1: Understanding Chemical BondingEstimated Time to Complete:10–20 minutesIntroduction:This activity is a basic introduction to the concept of chemical bonding. It is a short,in-class exercise that can follow the first discussion of atomic structure and bonding. Students will takethe number of their birth month as their atomic number. Given this information, they will be able todetermine the configuration of their electrons. They will then be able to determine how they, as atoms,will interact with other atoms, if at all. Students will form “bonds” with other students to make ions ormolecules.Material•Lecture Activity 2.1 Handout: Understanding Chemical BondingProcedures1.Briefly explain to the students what they will be expected to do on the worksheet.2.Each student will complete a worksheet alone, but you can allow students to work together if youlike.3.Pass out worksheets, and circulate around the room to ensure that students get started correctly;answer questions that come up.4.After they know which type of partner they need, encourage students to get out of their seats and walkaround to find someone suitable.Assessment Suggestions:Collect and grade the handouts. Use this assignment as the basis of ahomework or test question.

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Name:Date:Instructor:Course Section:Lecture Activity 2.1 Handout: Understanding Chemical Bonding1.What is the number of your birth month? (January = 1, February = 2, etc.) This is your atomicnumber.2.Draw your appearance as an atom. Around the nucleus, put the correct number of electrons in theircorrect valence shells.3.Which type of bond would you like to form to become stable?4.Find one or more other students to bond with so that you form a stable bond. Draw the ion ormolecule that you all formed.5.Explain why you are stable in this configuration.

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