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Solution Manual for Campbell Biology: Concepts & Connections, 9th Edition

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    Active Reading Guide for C A M P B E L L B I O L O G Y: Concepts & Connections Ninth Edition Taylor • Simon • Dickey • Hogan • Reece Dana Kurpius Elgin Community College

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    iii Chapter 1 Biology: Exploring Life 1 Chapter 2 The Chemical Basis of Life 9 Chapter 3 The Molecules of Cells 19 Chapter 4 A Tour of the Cell 32 Chapter 5 The Working Cell 43 Chapter 6 How Cells Harvest Chemical Energy 52 Chapter 7 Photosynthesis: Using Light to Make Food 60 Chapter 8 The Cellular Basis of Reproduction and Inheritance 68 Chapter 9 Patterns of Inheritance 78 Chapter 10 Molecular Biology of the Gene 89 Chapter 11 How Genes Are Controlled 101 Chapter 12 DNA Technology and Genomics 109 Chapter 13 How Populations Evolve 118 Chapter 14 The Origin of Species 127 Chapter 15 Tracing Evolutionary History 133 Chapter 16 Microbial Life: Prokaryotes and Protists 142 Chapter 17 The Evolution of Plant and Fungal Diversity 150 Chapter 18 The Evolution of Invertebrate Diversity 156 Chapter 19 The Evolution of Vertebrate Diversity 162 Chapter 20 Unifying Concepts of Animal Structure and Function 169 Chapter 21 Nutrition and Digestion 175 Chapter 22 Gas Exchange 183 Chapter 23 Circulation 188 Chapter 24 The Immune System 197 Chapter 25 Control of Body Temperature and Water Balance 206 Chapter 26 Hormones and the Endocrine System 210 Chapter 27 Reproduction and Embryonic Development 216 Chapter 28 Nervous Systems 224 Chapter 29 The Senses 233 Chapter 30 How Animals Move 239 Chapter 31 Plant Structure, Growth, and Reproduction 245 Chapter 32 Plant Nutrition and Transport 253 Chapter 33 Control Systems in Plants 259 Chapter 34 The Biosphere: An Introduction to Earth’s Diverse Environments 263 Chapter 35 Behavioral Adaptations to the Environment 269 Chapter 36 Population Ecology 276 Chapter 37 Communities and Ecosystems 283 Chapter 38 Conservation Biology 292 Contents

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    Chapter 1: Biology: Exploring Life 1 Name ________________________ Period _________ Chapter 1: Biology: Exploring Life Guided Reading Activities Big Idea: Biology: The Scientific Study of Life Answer the following questions as you read Modules 1.1–1.3: 1. A smart phone is not alive. List three characteristics of life that the phone does not exhibit. The cell phone will not reproduce, respond to its environment, nor will it maintain homeostasis. 2. Does a motor vehicle fulfill any of the characteristics of life? If so, which one(s)? Yes, the motor vehicle will utilize energy. 3. Which of the following is the highest level of taxonomic organization? a. Species b. Domain c. Kingdom d. Phylum 4. Complete the following table that compares the four kingdoms of the domain Eukarya. Plantae Animalia Fungi Protista Characteristics These organisms are producers and are characterized by their ability to produce food using the sun’s energy. These organisms are consumers and are characterized by their need to feed to obtain their energy. These organisms are specialized consumers and are characterized by their role in the decomposition of dead organic matter. These organisms are not easily classified into the other three groups. Many of these are unicellular organisms.

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    Chapter 1: Biology: Exploring Life 2 5. What will all members of the domains Archaea and Bacteria have in common? a. All the organisms will be multicellular. b. They will all have a nucleus. c. They are eukaryotes. d. All the organisms will be prokaryotic. 6. Which of the following would be considered a population? a. The nervous system of a human b. All the organisms found in a tropical rain forest c. A lion in a zoo d. A school of fish in a lake 7. The fact that new characteristics emerge as you go higher in biological levels is referred to as emergent properties. Big Idea: The Process of Science Answer the following questions as you read Modules 1.4–1.8: 1. Science is an approach for understanding the natural world and its phenomena. 2. Complete the table that compares qualitative data with quantitative data. Qualitative Quantitative Description These data are descriptive in nature. These data are numerical and they will count or measure a quantity. Example Observations about the mating habits of polar bears. Recorded weight measurements for a grizzly bear.

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    Chapter 1: Biology: Exploring Life 3 3. Which of the following is best described as a tentative explanation to an observation or set of observations? a. Prediction b. Theory c. Results d. Hypothesis 4. A common misconception among students is that a hypothesis and a theory are essentially the same. Briefly explain what you would say to a student who believes that. A theory is supported by a larger body of evidence and is generally accepted in the scientific world as the explanation to a set of observations. A hypothesis is generally considered only a tentative answer that lacks a large body of supporting evidence. 5. Were the observed number of attacks on noncamouflaged models greater than camouflaged models in the inland habitat? Use Table 1.5 on page 7 of your textbook. Habitat Number of Attacks % Attacks on Noncamouflaged Models On Camouflaged Models On Noncamouflaged Models Beach (light habitat) 2 5 71% Inland (dark habitat) 5 16 76% Yes, the data indicate that attacks on noncamouflaged models increased over attacks on the camouflaged models. 6. How many factors does a scientist want to differ between the experimental and control groups? a. Two b. Zero c. One d. Three

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    Chapter 1: Biology: Exploring Life 4 7. You are a research scientist for the National Institutes of Health (NIH) interested in perform- ing a controlled experiment to determine the effects of caffeine on human blood pressure. One group of people will get caffeinated coffee and one will get decaffeinated coffee. Briefly explain why you would want that to be the only variable that differs between the two groups. If you have more than one variable different between the two groups, then you will not know what variable is responsible for your results. 8. True or false: Based on DNA evidence the red panda belongs neither to the raccoon nor bear families. If false, make it a correct statement. True 9. Does feedback from the scientific community influence the formation and testing of hypoth- eses? Use Figure 1.7 from page 9 of your textbook. Exploration and discovery: Observing, asking questions, reading literature Formation and testing of hypotheses: Collecting and interpreting data Societal benefits and outcomes: Solving problems, developing new technologies Feedback from the scientific community: Peer- reviewed publications, replication of findings, consensus building Yes, feedback from the scientific community is an integral component of forming and testing hypotheses.

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    Chapter 1: Biology: Exploring Life 5 10. Complete the table that compares science to technology. Science Technology Description The gain of knowledge about the natural world and how it works The application of science for a specific purpose Example of how they have intersected A classic example is how the discovery of DNA’s structure led to a revolution in how DNA could be handled and manipulated for various purposes. Big Idea: Five Unifying Themes in Biology Answer the following questions as you read Modules 1.9–1.14: 1. Evolution is responsible for the change that has occurred to life on Earth from the beginnings of the planet until today. 2. Fill in the following illustration regarding Darwin’s theory of evolution by natural selection. Inference 1 Observation 1 Variation of traits among members of a population Overproduction of offspring Unequal reproductive success Adaptations accumulate within the population Observation 2 Inference 2

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    Chapter 1: Biology: Exploring Life 6 3. True or false: The “nature” in natural selection refers to an organism’s environment selecting for adaptive traits. If false, make it a correct statement. True 4. What do red pandas, weasels, and raccoons have in common? Use Figure 1.9C from page 11 of your textbook. Canidae (Dogs, wolves, foxes) Ursidae (Giant pandas, other bears) Ailuridae (Red pandas) Mephitidae (Skunks) Procyonidae (Raccoons) Mustelidae (Weasels, otters) Phocidae (Seals) Common ancestor of red pandas, raccoons, and weasels Common ancestor of red pandas and giant pandas They all share a common ancestor according to the evolutionary tree. 5. A soybean farmer applies a pesticide to his crops each year. After several years, he notices that the pesticide seems to have less of an effect on the insects. The population of insects is now more resistant to the pesticide. Would this be an example of artificial or natural selection? Briefly explain your answer. This is an example of natural selection. The farmers are only introducing a change in the insects’ environment; the farmers are not trying to select for specific insects to breed them. 6. Briefly explain what you think would happen to the insect population if the farmer from ques- tion 5 applied a different pesticide the next year. If the farmers switched pesticides, the assumption is that the local population of insects would not have resistance to that new pesticide, and the farmers would notice a significant die-off of the insects (until they gain resistance through the surviving members).

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    Chapter 1: Biology: Exploring Life 7 7. Genes are sometimes referred to as the units of inheritance. 8. Briefly explain how the genetic code is analogous to the letters of the alphabet. Just like letters are arranged in a specific sequence to make words with different meanings, so too are the “letters” of DNA arranged to make proteins with specific functions. 9. Human growth hormone (HGH) is necessary for growth during human adolescence. Pituitary dwarfism is a condition that results from the inability of a person to produce HGH. Luckily, the human gene for HGH can be inserted into E. coli bacteria, which are able to make our HGH. The resulting HGH is used by people who are unable to make their own. What prop- erty about hereditary information makes this possible? DNA is a universal genetic language such that all organisms use it. This is what enables us to put human genes into other organisms, such as bacteria. 10. List the five themes that unify biology. The five themes are as follows: evolution, information, structure and function, energy and matter, and interactions. 11. List an example of how form follows function at the cellular level. The long extensions of your nerve cells allow for the transmission of electrical signals over long distances. 12. Energy and chemicals move through ecosystems in different ways. Nutrients are constantly recycled through the ecosystem, while energy moves through an ecosystem in one direction. 13. Complete the table that compares the roles of producers, consumers, and decomposers in an ecosystem. Producers Consumers Decomposers Role(s) within an ecosystem Produce food in the form of sugars and help to cycle oxygen and carbon through the ecosystem through the process of photosynthesis Feed off producers or other consumers to get food for cellular respiration; help to cycle carbon and oxygen through the ecosystem Break down dead organic matter from all organisms within an ecosystem to return chemical nutrients to the soil

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    Chapter 1: Biology: Exploring Life 8 14. True or false: Systems biology uses microscopy to study how cells use energy. If false, make it a correct statement. False, systems biology is studying a system by analyzing the interactions of its parts. Conn ECTI ng T h E B I g I DE a S Use your knowledge of the information contained within this chapter’s “Big Ideas” to answer this question. Charles Darwin is credited with outlining the principles of evolution by natural selection. What aspects of the scientific method can be identified in Darwin’s work?

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    Chapter 2: The Chemical Basis of Life 9 Name ________________________ Period _________ Chapter 2: The Chemical Basis of Life Guided Reading Activities Big Idea: Elements, Atoms, and Compounds Answer the following questions as you read Modules 2.1–2.4: 1. Match the following terms with their correct definitions: matter, trace element, emergent properties, element, and compound. a. A substance required by humans in small quantities: Trace element b. A substance that cannot be chemically broken down into a simpler substance: Element c. Anything that takes up space and has mass: Matter d. Substances with two or more elements in a fixed ratio: Compound e. A substance with different properties than the elements that make it up: Emergent properties 2. Fill in the following diagram at right, which illustrates the relationship between compounds and elements. Provide an example of each in the space below. An example of a compound is NaCl (table salt). An example of an element is Na. B A Elements Compounds Are broken into their… Are joined in specific ratios to form…

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    Chapter 2: The Chemical Basis of Life 10 3. Neapolitan ice cream is vanilla, chocolate, and strawberry combined in a 1:1:1 ratio. Briefly explain how Neapolitan ice cream is a good analogy that helps students conceptualize the rela- tionship between compounds and elements. Neapolitan ice cream is an “ice cream compound” in that it is made from a combination of three different “elemental” ice cream flavors: chocolate, vanilla, and strawberry. If you wanted, you could take a knife and separate the three flavors from one another. This analogy allows you to see how elements can be combined to make new substances or broken into their elements. 4. What four elements make up the largest contribution to the human body as a percentage of body weight? Use Figure 2.1B from page 22 of your textbook to answer this question. The four elements are: carbon, nitrogen, hydrogen, and oxygen. 5. Students tend to think that, because trace elements are required in tiny quantities, trace ele- ments are not important. List two trace elements that the human body requires and briefly explain why each of those two trace elements is important. Iron and iodine are two trace elements required by your body. Iron is needed for the proper transportation of oxygen in your blood; iodine is needed for hormones made in the thyroid. Oxygen (O): 65% Carbon (C): 18.5% Hydrogen (H): 9.5% Nitrogen (N): 3.3% Calcium (Ca): 1.5% Phosphorus (P): 1.0% Potassium (K): 0.4% Sulfur (S): 0.3% Chlorine (Cl): 0.2% Sodium (Na): 0.2% Magnesium (Mg): 0.1% Trace elements: < 0.01%

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    Chapter 2: The Chemical Basis of Life 11 6. Use the two examples that you provided in question 5 to describe how those trace elements have been introduced into our diets and/or personal hygiene habits. Iron has been added to certain cereals as a way to get people to consume enough of it. Iodine has been added to salt for the same reason. 7. Complete the following table that lists key features about subatomic particles. 8. An atom of carbon has six protons. Consider that the number of protons is changed to seven. Is it still an atom of carbon? Briefly explain your answer either way. It would no longer be carbon because you changed the number of protons. The number of protons determines the element. 9. Which of the following describes atoms of an element that vary in the number of neutrons? a. Electrons b. Isotopes c. Atomic number d. Protons 10. True or false: A radioactive isotope is unstable, which means it gives off energy and particles. If false, make it a correct statement. True Protons Neutrons Electrons Electrical charge Positive Neutral Negative Location in an atom Nucleus Nucleus In motion around the nucleus in an electron cloud Mass 1 dalton 1 dalton No practical mass

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    Chapter 2: The Chemical Basis of Life 12 Element Atomic number Mass number Number of protons Number of neutrons Number of electrons Carbon-12 6 12 6 6 6 Hydrogen-1 1 1 1 0 1 Phosphorous-31 15 31 15 16 15 Fluorine-19 9 19 9 10 9 Carbon-13 6 13 6 7 6 11. Complete the following table by filling each line with the correct value. 12. Radioactive isotopes are commonly referred to as “biological spies.” Briefly explain why this is an accurate description. Your explanation should include two specific examples of radioactive isotopes being used as “spies.” They are described as “radioactive spies” because the cells of an organism incorporate them the same as they would the nonradioactive isotope of that element. The use of radioactive car- bon to study photosynthesis and the use of radioactive iodine to help kill thyroid cancer cells are two examples. Big Idea: Chemical Bonds Answer the following questions as you read Modules 2.5–2.9: 1. Electrons are found in shells that surround the nucleus at distinct distances. 2. Any orbital can hold only how many electrons? a. One b. Zero c. Two d. Eight

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    Chapter 2: The Chemical Basis of Life 13 3. What are the three ways in which atoms with incomplete valence shells can interact with one another with respect to their electrons? Atoms can give electrons away, take them or share them. 4. Which of the following would be considered a covalent bond? a. Double bond b. Single bond c. Nonpolar covalent bond d. All of the above 5. Complete the Venn diagram that compares polar covalent bonds with nonpolar covalent bonds. Nonpolar covalent bonds Polar covalent bonds Electrons are shared unequally between the two atoms. Electrons are shared equally between the two atoms. Both types are based on the sharing of electrons. 6. You are a research scientist working for an oil exploration company. A molecule is isolated from a sample taken from a new test well the company is drilling. Initial tests indicate that the molecule is nonpolar. Based on what you read in regards to nonpolar covalent bonds, what elements are likely to make up the molecule? Briefly explain your answer. Carbon and hydrogen are the elements likely to make up the molecule because they always form nonpolar covalent bonds with each other, which make a nonpolar molecule.

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