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Type:
Solution Manual
Biology Science for Life with Resource: Physiology Edition:
4th Edition
Author(s):
Colleen Belk Virginia Borden Maier
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INSTRUCTOR GUIDE
BIOLOGY Science for Life and
BIOLOGY Science for Life WITH PHYSIOLOGY FOURTH EDITION
Colleen Belk
Virginia Borden Maier
University of Minnesota, Duluth
St. John Fisher College
Jill Feinstein Richland Community College
CONTENTS
Chapter 1
Can Science Cure the Common Cold? Introduction to the Scientific Method
Chapter 2 Are We Alone in the Universe?
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Water, Biochemistry, and Cells Chapter 3 Is It Possible to Supplement Your Way to Better Health? Nutrients and Membrane Transport Fat: How Much Is Right for You? Chapter 4 Enzymes, Metabolism, and Cellular Respiration Life in the Greenhouse Chapter 5 Photosynthesis and Global Warming Cancer Chapter 6 DNA Synthesis, Mitosis, and Meiosis Are You Only as Smart as Your Genes? Chapter 7 Mendelian and Quantitative Genetics DNA Detective Chapter 8 Complex Patterns of Inheritance and DNA Fingerprinting Genetically Modified Organisms Chapter 9
Gene Expression, Mutation, and Cloning
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Chapter 10 Where Did We Come From? The Evidence for Evolution
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Chapter 11 An Evolving Enemy Natural Selection
85
Chapter 12 Who Am I? Species and Races Chapter 13 Prospecting for Biological Gold
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Biodiversity and Classification Chapter 14 Is the Human Population Too Large? Population Ecology .
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Chapter 15 Conserving Biodiversity Community and Ecosystem Ecology
135
Chapter 16 Where Do You Live? Climate and Biomes
145
Chapter 17 Organ Donation Tissues, Organs, and Organ Systems
157
Chapter 18 Clearing the Air Respiratory, Cardiovascular, and Excretory Systems
163
Chapter 19 Vaccinations: Protection and Prevention or Peril? Immune System, Bacteria, Viruses, and Other Pathogens
175
Chapter 20 Sex Differences and Athleticism Endocrine, Skeletal, and Muscular Systems
185
Chapter 21 Is There Something in the Water? Reproductive and Developmental Biology
193
Chapter 22 Attention Deficit Disorder Brain Structure and Function
201
Chapter 23 Feeding the World Plant Structure and Growth
211
Chapter 24 Growing a Green Thumb Plant Physiology
219
Quick Reference Guide to Instructor Visual Resources
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CHAPTER
1 Can Science Cure the Common Cold? Introduction to the Scientific Method OBJECTIVES Teaching Goals
Most students have covered the scientific method in high school biology. However, when asked to define a hypothesis, the majority will say, “A hypothesis is an educated guess,” without any comprehension of what it really means. This chapter introduces the student to the scientific method as a way of thinking and explaining observations. This chapter also familiarizes students in the proper setup of experiments and statistical analysis of data. The emphasis should be on using critical thinking in everyday decision making— not just in a laboratory. Students are inundated with claims based on anecdotal evidence and misrepresentation of data. Your goal is to help the students evaluate such claims by critical analysis of the data.
Student Goals By 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 terms scientific hypothesis and scientific 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 eliminate alternative 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 OUTLINE 1.1 The 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.
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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 select which flower to go to. In particular, he wanted to know whether the bees could see different flower colors and 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 a bowl 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 with other bees to get more. After a while, von Frisch took away the papers and bowls. He replaced them with two new bowls with colored paper, identical to the first pair except that both bowls were empty this time. He found that bees 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 this experiment. 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 another difference between the papers that bees might use to tell them apart. The papers were very different in overall intensity of color; the red paper was much darker than the blue paper. In other words, even without color vision (like on a black-and-white TV), the papers would look different. Although you couldn’t tell what color the papers were, you could determine which was which if they were moved or rearranged. Perhaps the bees 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 out a series of gray papers, some with the same intensity as the blue paper, and put the blue paper in the middle of these gray papers. All papers had an empty bowl on top. Once again, the bees flew directly to the blue 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 his original hypothesis.)
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CHAPTER
3 Is It Possible to Supplement Your Way to Better Health? Nutrients and Membrane Transport OBJECTIVES Teaching Goals
Many students read food labels but they don’t understand the significance of the information provided on those labels. In this chapter you should clearly differentiate between carbohydrates, fats, and proteins. Your goal is to help students recognize and make healthful food choices by understanding food labels. The concept of membrane transport is often difficult for students to grasp. Use visual aids and animations to enhance their understanding of osmosis, diffusion, and active transport.
Student Goals By the end of this chapter students should be able to accomplish the following learning objectives: • • • • • • •
Describe the role of nutrients in the body. Describe the function of the water in the body. Describe the major dietary macronutrients and discuss the functions of each. List the major dietary micronutrients and describe their functions. Describe the structure and function of the plasma membrane. Distinguish between passive transport and active transport. Describe the processes of endocytosis and exocytosis.
LECTURE OUTLINE 3.1 Nutrients A. Macronutrients such as water, carbohydrates, proteins, and fats are nutrients that are required in large amounts. B. Water is required to carry nutrients throughout the body and maintain an even temperature. C. Carbohydrates can be either simple or complex; both types serve different functions in the body. (Figure 3.1) D. Proteins are made of amino acids and are found in a variety of foods. (Figure 3.2) E. Fats serve as a source of energy as well as protection for organs. They are classified as saturated, unsaturated, or trans fats. (Figure 3.4)
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18 Instructor Guide Biology: Science for Life
F. Micronutrients, which include vitamins, minerals, and antioxidants, are essential parts of a healthy diet. (Table 3.1, Table 3.2, Table 3.3) G. Whole foods contain more nutrients, vitamins, and minerals than do processed foods. Lecture Activity 3.1 3.2 Transport Across Membranes Lecture Activity 3.2 A. Passive transport does not require an input of energy and can occur by diffusion, facilitated diffusion, or osmosis. (Figure 3.5, Figure 3.6) Lecture Activity 3.3 B. Active transport requires energy and uses proteins to move molecules from areas of lower concentration to areas of higher concentration. (Figure 3.7) C. Large molecules are taken into the cell by endocytosis and leave the cell by exocytosis. (Figure 3.8)
Lecture Activity 3.1: Reading Nutrition Labels Estimated Time to Complete: 15 minutes Introduction: Students are repeatedly told that they need to eat a balanced diet, yet many are not able to evaluate the foods they eat. It is important that students learn how to read nutrition labels on the foods they eat and use this information to evaluate a product for its nutritional content. Materials • Three nutrition labels: two from “healthy” foods and one from a “junk” food. Copy one of the “healthy” labels onto a PowerPoint slide or a transparency. Copy the other two labels side by side onto a PowerPoint slide or a transparency. • Lecture Activity 3.1 Handout: Reading Nutrition Labels Procedures 1. Take 5 minutes to describe the parts of a nutrition label using the “healthy” food label on the transparency or slide. Include the following important points: A. %DV: If a nutrition label displays a 6% DV for Total Carbohydrates, this means that by eating a single serving of this food, you will be consuming 6% of your daily allotment for carbohydrates. This figure is based on a 2000-calorie diet. B. Total Fat value minus Saturated Fat value equals Unsaturated Fat value. C. Total Carbohydrate value minus Fiber value minus Sugar value equals Complex Carbohydrate value. D. Serving size is important. Most Americans eat more than a serving-size portion at one sitting. E. Many labels also include the following information: 1 g Fat = 9 calories. 1 g Carbohydrates = 4 calories. 1 g Protein = 4 calories. 2. Show the second overhead transparency or slide, and direct the students to answer the questions on the handout in groups of two or three. Circulate among the groups to ensure that each group is on task. Answer questions to keep students moving forward. 3. Have a few students give oral reports on their findings and conclusions.
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After severe blood loss or dehydration, patients are often treated with normal saline to help restore body fluids. Normal saline is 0.9% NaCl. 5. Why is the salt concentration important?
6. What would happen to the red blood cells of a patient who was treated with 0% saline?
7. What about 10% saline?
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CHAPTER
4 Fat: How Much Is Right for You? Enzymes, Metabolism, and Cellular Respiration OBJECTIVES Teaching Goals
This chapter focuses on metabolism and the different chemical processes involved in metabolism. Enzymes and the importance they play in metabolism are discussed. Introduce enzyme chemistry by giving examples of enzymes used in the food, textile, and fermentation industries. It is important to make the connection between cellular respiration and metabolism. Another goal is to explain the complications that arise with overweight and underweight individuals.
Student Goals By the end of this chapter students should be able accomplish the following learning objectives: • • • • • • • • •
Define the term metabolism. Describe the structure and function of enzymes. Explain how enzymes decrease a reaction’s activation energy barrier. List several reasons why metabolic rates differ between people. Describe the structure and function of ATP. Describe the process of cellular respiration from the breakdown of glucose through the production of ATP. Explain how proteins and fats are broken down during cellular respiration. Compare and contrast aerobic and anaerobic respiration. Outline the health risks that occur with being overweight and underweight.
LECTURE OUTLINE 4.1 Enzymes and Metabolism A. Metabolism is regulated by enzymes that react with substrates. (Figure 4.2) Lecture Activity 4.1 B. Organisms have different metabolic rates that determine their caloric requirements. (Figure 4.3) 4.2 Cellular Respiration A. ATP is the universal storage molecule for energy. (Figure 4.4) B. Phosphorylation is the process of transferring a phosphate from ATP to be energized. (Figure 4.6)
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