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Biology Concepts and
Applications 8th
Edition By Starr,
Evers, Lisa
(Solutions Manual, All
Chapters
100% Original
Verified, A+ Grade)
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1
INVITATION TO BIOLOGY
Chapter Outline
1.1 THE SECRET LIFE OF EARTH
1.2 THE SCIENCE OF NATURE
Life Is More Than the Sum of its Parts
A Pattern if Life’s Organization
1.3 HOW LIVING THINGS ARE ALIKE
Organisms Require Energy and Nutrients
Organisms Sense and Respond to Change
Organisms Use DNA
1.4 HOW LIVING THINGS DIFFER
1.7 EXAMPLES OF BIOLOGY EXPERIMENTS
Potato Chips and Stomachaches
Butterflies and Birds
1.8 ASKING USEFUL QUESTIONS
The Trouble With Trends
Problems With Probability
Bothering With Bias
1.9 PHILOSOPHY OF SCIENCE
About the Word “Theory”
The Limits of Science
1.5 ORGANIZING INFORMATION ABOUT
SPECIES
A Rose by Any Other Name…
THE SECRET LIFE OF EARTH (REVISITED)
1.6 THE NATURE OF SCIENCE
Thinking About Thinking
DATA ANALYSIS ACTIVITIES
How Science Works
SUMMARY
SELF-QUIZ
CRITICAL THINKING
Objectives
1.
2.
3.
4.
5.
Define the organization of life at various levels of complexity, and recognize the aspects of life
that emerge at each level.
Explain those properties shared by all living things.
Understand and utilize the modern system of classification for living things.
Understand the components of the scientific method.
Recognize how research can be used to reveal cause-and-effect relationships in science.
Key Terms
biology
emergent properties
atoms
molecules
cell
organism
tissue
organ
organ system
population
community
ecosystem
biosphere
energy
nutrient
producers
photosynthesis
consumers
homeostasis
DNA
growth
development
reproduction
inheritance
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1
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biodiversity
nucleus
bacteria
archaeans
eukaryotes
protists
fungi
plants
animals
species
taxonomy
genus, genera
specific epithet
taxon, taxa
critical thinking
science
hypotheses
inductive reasoning
prediction
deductive reasoning
model
experiments
variables
independent variable
dependent variable
experimental group
control group
data
scientific method
sampling error
probability
statistically significant
scientific theory
law of nature
Lecture Outline
1.1
The Secret Life of Earth
1. Biology is the study of life.
2. The Earth has an amazing diversity of life, some of which is yet to be discovered.
3. The Earth is also suffering the loss of species at an alarming rate.
1.2
The Science of Nature
A. Life Is More Than the Sum of its Parts
1. Life emerges from the interaction of simpler component parts.
B. A Pattern in Life’s Organization
1. The organization of life is commonly considered from the very small to the very large.
a. atoms
b. molecules
c. cell
d. organism
e. tissue
f. organ
g. organ system
h. population
i. community
j. ecosystem
k. biosphere
1.3
How Living Things Are Alike
A. Organisms Require Energy and Nutrients
1. Energy is the capacity to do work, while a nutrient is a substance needed by an organism
that it is unable to synthesize.
2. Producers make their own energy, while consumers eat other organisms to obtain
energy.
3. Energy flows through life, while nutrients are cycled.
B. Organisms Sense and Respond to Change
1. Organisms respond to changes in their internal and external environments.
2. Homeostasis is the maintenance of favorable internal conditions.
C.
2
Organisms Use DNA
1. DNA (deoxyribonucleic acid) guides an organisms metabolic activities.
2. Inheritance is the passage of DNA from parents to offspring.
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1.4
How Living Things Differ
A. Organisms may or may not have their DNA housed in a nucleus.
1. Bacteria and archaeans do not have a nucleus.
2. Eukaryotes do have a nucleus.
B. Eukaryotes are subdivided into four major groups.
1. Protists are the most simple eukaryotes.
2. Fungi are multicellular eukaryotes that secrete digestive enzymes externally.
3. Plants are multicellular eukaryotes that are generally producers, capable of
photosynthesis
4. Animals are multicellular eukaryotes that are consumers.
1.5
Organizing Information About Species
A. Taxonomy is the system of naming and organizing species
1. The Linnaean system provided a standardized means for science to describe species.
2. In order of decreasing inclusiveness, the taxon of the Linnaean system are: domain,
kingdom, phylum, class, order, family, genus, species.
B. A Rose by Any Other Name…
1. Individuals of a species share morphological, physiological, and behavioral traits.
2. Differentiating species can be difficult and is partially subject to human judgment.
3. A classic and useful, though imperfect, definition of a species is that members of a
species can produce fertile offspring, but cannot with other groups.
1.6
The Nature of Science
A. Thinking About Thinking
1. Critical thinking involves judging the quality of information before accepting it.
B. How Science Works
1. Develop hypotheses (educated guesses) using all known information.
2. Make a prediction of what the outcome would be if the hypothesis is valid.
3. Test the predictions by experiments, models, and observations.
a. Experiments are tests designed to support or falsify a prediction. In experiments
conditions are carefully controlled.
b. Variables are the factors manipulated and measured in an experiment.
c. Experimental and control groups are used to measure the effects of the variable being
tested. The experimental group experiences all the same conditions as the control
group except for the variable being studied.
4. Repeat the tests for consistency.
5. Report objectively on the tests and conclusions.
1.7
Examples of Biology Experiments
A. Potato Chips and Stomachaches
1. A suburban Chicago theater was chosen as a “laboratory” to determine if the synthetic
fat called Olestra caused gastrointestinal cramps.
2. Both control and experimental groups were random samples of moviegoers who had no
idea which fat-impregnated chips they were eating.
3. Later, the moviegoers were called at home to determine the extent of distress: 15.8
percent for Olestra, 17.6 percent for regular chips; no significant difference.
B. Butterflies and Birds
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1.
2.
3.
The peacock butterfly has a long life span for a butterfly. When it rests it folds its wings
so that only the underside shows; and it flicks its wings in a specific pattern when a
predator approaches.
Scientists formed hypotheses to better understand why the peacock butterfly flicks it
wings. They tested two hypotheses by isolating and controlling both variables.
Data supports that birds are deterred by the sounds the wings make when they flick as
well as the wing spots.
C. Asking Useful Questions
1. Scientists prefer quantitative reports of experimental tests to guard against bias.
2. Science is a competitive and collaborative process. Using critical thinking skills and
changing one’s mind in the light of new evidence is a strength in science.
1.8
Asking Useful Questions
A. The Trouble With Trends
1.
Scientists must be careful not to make broad generalizations from limited experiments.
B. Problems With Probability
1.
To avoid sampling error, large sample sizes are favored.
2.
Statistics can be used to assess the probability that sampling error is an issue.
C. Bothering With Bias
1. Scientists must be cautious in their experimental design and data analysis to avoid
skewing the data towards their desired outcome.
1.9
Philosophy of Science
A. About the Word “Theory”
1. A theory is a related set of hypotheses that form an explanation about some aspect of the
natural world.
a. A theory has broader application than a hypothesis.
b. A theory is not “absolute truth”; scientists are relatively certain it is (or is not) correct.
2. The fact that an idea, or even a theory, might be subject to change is a strength of science,
not a weakness.
B. The Limits of Science
1. Science does not provide subjective answers or address the supernatural.
2. Science does allow us to communicate our experience and understand nature without bias.
Suggestions for Presenting the Material
4

Although Chapter 1 is a general introduction to biology and to this textbook, it will be
viewed very differently by instructor and student. For the student, this chapter is a preview.
That means the instructor must take extra care not to “intimidate” the students during early
lectures. Obviously, it would be very easy to lose the attention and enthusiasm of newly
enrolled students if too much is presented too soon.

The chapter contents terms unfamiliar to most students. These might include: DNA and
homeostasis. Decide if these terms need explanation now or are to be deferred until later.

Figure 1.3 (levels of organization) is an excellent “road map” and can be used throughout the
course to guide the progression along the organizational ladder. It can also be used in the
exercise listed in the Enrichment section below.

The diagram in Figure 1.4 (one-way energy flow) also has relevance to future lectures. When
introducing it here, you should stress the flow of energy and the recycling of raw materials.
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
Explain carefully the necessity for control groups in scientific investigations. Using human
clinical trials, discuss the difficulty of determining which groups of human patients will not
receive a valuable drug (the controls) and who will receive a possibly life-saving medication.
Discuss the ethics behind this situation.

The basic concept of the scientific method can, and should be, introduced early in the course.
Find common experiences that can be analyzed using the scientific method to allow students
to appreciate its precision and power.

Common Student Misconceptions:
o
Address misconceptions with terms such as theory. Emphasize the meaning of these
words from a scientific point of view.
o
Sometimes students think that methods of scientific investigation are used only by
scientists. Show that this is not true by discussing the use of these methods in a
routine investigation of “why won’t the car start?” (See the Enrichment section
below.)
Classroom and Laboratory Enrichment

Bring in several organisms and ask your students to name characteristics that identify each
item as living or nonliving (for some organisms, this may be difficult to do without
specialized equipment, such as a microscope). Ask the students to identify equipment or
experiments that would help to determine if an item is a living organism.

Show a representative variety of plants, animals, and decomposers. Ask students to
characterize them as producer, consumer, or decomposer.

Show the videotape “Life on Earth” by David Attenborough (available at retail outlets) as a
general introduction to biological diversity.

Give examples of several scientific names for local plants and animals that are well known to
the students. Interpret the meanings of each Latin specific epithet.

Show a phylogenetic tree of vertebrates (or any other group of organisms for which a
phylogenetic tree is available) to demonstrate the phylogenetic system of classification.
Present students with a set of diverse organisms; ask them how they would classify these
organisms.

Present fossil evidence showing how a group of related organisms or a single genus (for
example, Equus) has evolved and changed through time.

Show how we use the scientific method in everyday problem solving as illustrated by this
example:
Event
a. Auto will not start……………………………..a.
b. Battery dead…………………………………....b.
Ignition problem…………………………………
Out of gas…………………………………………
c. Turn on headlights…………………………….c.
Check spark plug……………………………..
Check gas gauge…………………………………
Dip long stick into gas tank ……………………
d. Headlights burn brightly (battery OK)……...d.
Strong ignition spark……………………………
Method Step
Observation
Hypothesis
Hypothesis
Hypothesis
Experiment
Experiment
Experiment
Experiment
Analyze results
Analyze results
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e.
Gauge says half tank but no gas on stick……...
Gas gauge is not accurate; car needs gas
to run…………………………………………..e.
Analyze results
Generalize; form principle
The Secret Life of Earth (revisited)

Go to the website www.eol.org to examine the updating database of information on species.
Have each student present information on a species with which they were not familiar.

Ask students to discuss whether or not they feel it is important to spend resources to explore
new areas and discover new species.
Additional Ideas for Classroom Discussion
6

During your first lecture, ask students to name as many characteristics of living things as
possible. While this may at first seem like an obvious and overly simple exercise, students
will be surprised at some of the less obvious characteristics, such as homeostasis.

How does our modern definition of “life” differ from the definition of life that a seventeenthcentury biologist might have used?

What is metabolism? What metabolic steps in humans are different from those found in
green plants? What metabolic steps in humans are the same as those found in green plants?

What are some examples of homeostasis? Why must living organisms be able to perform it?

Present a list of 10 random organisms (or, better yet, let your students do this). Identify ways
in which all of the organisms are similar, then ways in which all of the organisms are
different. How would you classify (that is, place into meaningful groups) these organisms?

Why is it important for a species to be able to change? Wouldn’t a species be more successful
if it could be assured of remaining the same from one generation to the next?

Name some organisms you might find in a grassy area nearby. Using arrows, arrange the
organisms in a diagram depicting energy flow and the cycling of materials (for help, see
Figure 1.4). What are some organisms that may be invisible to the eye but are essential for the
recycling of nutrients during decomposition?

An animal carcass infested with insect larvae is not an attractive sight. Yet it is a biological
necessity. Explore the role of these and other “recyclers.”

Is there such a concept as the “balance of nature”?

Humans are able to manipulate certain aspects of nature for their own benefit. However, it is
often said that “humans are the only animals that engineer their own destruction.” Give
examples to support this allegation.

Death and decay are considered by religious fundamentalists as part of God’s curse on
mankind. What would the earth be like without these two processes?

Why is the term scientific creationism an oxymoron? Describe why this body of thought cannot
be considered a science.

Does belief in the principle of evolution exclude belief in religion? Why or why not?

What is artificial selection? How does it differ from natural selection?

Distinguish among independent, dependent, and controlled variables. Can you identify each
if presented with an actual experimental design?
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
Why is it difficult to obtain a control group when selecting volunteers to test a new anticancer
drug?

Those who wish to berate certain scientific principles sometimes say, “It’s only a theory.”
This statement is used by creationists when referring to evolution. Does the use of theory in
biology mean the concept is in doubt? Explain using examples.
How Would You Vote? Classroom Discussion Ideas

Monitor the voting for the online question. Ask your students to explain their reasons for or
against the protection of unexplored areas and endangered species.

At what point does the benefit of protecting unexplored areas become unethical to the
economic advancement of local peoples?

Is it valuable to protect all endangered species, even those with no obvious value to humans?

Have students complete classroom polling using the JoinIn clickers.
Term Paper Topics, Library Activities, and Special Projects

Discover more about how the first cells are thought to have evolved. How do biologists draw
the line between that which is living and that which is nonliving?

Describe how any one of several modern scientific investigative tools (such as electron
microscopy, radioactive labeling, gas chromatography, or gel electrophoresis) has made it
possible to discover similarities and differences among living organisms.

The pupal stage of insect metamorphosis is erroneously called the “resting stage.” Actually,
there is a complete transformation of larval tissues to adult tissues. Consult several
entomology and biochemistry texts to learn the current status of our knowledge concerning
these transformations.

The supply of easily obtainable energy sources is a matter of debate today. Some persons see
a bleak future; others are optimistic. What are the issues that each of these camps sees?

How do today’s biologists reconcile their personal faith in an organized religion with their
belief in evolution? Research the viewpoints of some famous scientists on this issue.

Learn more about the discovery of fossils of Archaeopteryx and the reactions of the scientific
community to them.

Select an advertisement for a weight loss or sports nutrition supplement and research the
scientific validity behind the product.
Responses to Data Analysis Activities
1.
A is the control group for D, testing the impact of spot visibility. B and C are the control group
for E and F, testing the impact of wing noise.
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Possible Responses to Critical Thinking Questions
1.
A person can be considered dead with only a small fraction of their cells being dead as those cells
are responsible for coordinating the action of the all the other cells, and ultimately maintaining
the homeostasis of the organism as a whole.
2.
When understanding the complete scientific name you see that the genus defines what each of
these organisms is: American black bear, New Jersey tea, garden toad, or a snowshoe hare. At a
café, you are probably interested in the tea (Ceanothus americanus)!
3.
“Facts change.” That is true in scientific research because science is open to new data and new
interpretations of old data, which can lead to discarding or modifying formerly-held tenets. This
is a strength of science, not a weakness. It is this willingness to accept change that makes the
phrase “scientific creationism” meaningless. Creationists have accepted as fact a set of immutable
ideas, which are then supported by carefully chosen facts from the realm of science.
4.
It is unfortunate that the respectable journal did not catch any experimental fraud; however, this
is an example of “facts change.” The process of science did work, and when the results could not
be confirmed the article was retracted. It is important to hold scientists accountable for their
work, and this scientist was held accountable and lost his research privileges. As in all
professions, just because one person is unethical it is not fair to judge the work of everyone in
that profession based on one person’s actions.
8
Chapter One
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