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Instructor’s Manual
to accompany
Inquiry into Life
Thirteenth Edition
Sylvia Mader
Prepared by
Kimberly G. Lyle-Ippolito
Anderson University
PREFACE
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Inquiry into Life is a textbook for college freshman biology courses and covers the whole field of basic
biology. The textbook emphasizes the application of biology to human life and the relationship of humans
to other organisms. Students should discover basic biology principles and also understand that biology
concepts are relevant to everyday living. This Instructor’s Manual is designed to assist you as you plan
and prepare for classes using Inquiry into Life.
ORGANIZATION OF THE INSTRUCTOR’S MANUAL
Chapter Contents
Learning Outcomes
Learning outcomes presented in the Instructor’s Manual give the instructor a quick overview of the major
themes covered in the chapter.
Lecture Outline
Each chapter in Inquiry into Life begins with a “Chapter Outline.” This outline is expanded with
annotations in the Instructor’s Manual and has several functions. An instructor can use it for his/her
lecture notes since it contains the important concepts from the textbook and is cross-referenced to topic
heads in the textbook. The outline can be made into Microsoft Office PowerPoint slides so the students
can follow along with the lecture. Or an instructor may reproduce the extended outline to give to students
before or after the lecture on that particular chapter. The organization of lecture concepts is a critical
decision made by each instructor. A disorganized presentation is more difficult for students to follow and
the distinct concepts may not build to an overall understanding. The selection of examples to illustrate
concepts, and the selection of which concepts to represent and what order they should be presented, are
critical factors in good teaching. The organization given here reflects the organization and voice of the
textbook author, Dr. Sylvia Mader.
Connections & DVD Resources
Each chapter in the Instructor’s Manual lists web addresses for online connections that are useful for
finding further information and examples for teaching. DVD resources provide visual learning assistance
for students. Producers have usually indicated their materials are appropriate for adult and college levels,
and titles are listed without any recommendation as to the content, quality, or year of production. Further
information can be obtained by contacting the distributors.
Lecture Enrichment Ideas
This section suggests unique presentation and lecture strategies and methods to involve students in and
out of the classroom. These topics and projects are not all-inclusive, but may help an instructor try
something new and increase the interest of students. Lists of suggested term paper topics are provided so
a teacher doesn’t have to “reinvent the wheel.”
Essay Questions with Answers
Each section contains several essay questions with answers for inclusion on student performance
evaluations.
DISTRIBUTORS OF DVDS
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Amazon.com
http://www.amazon.com/
Ambrose Video Publishing, Inc.
145 W. 45th Street, Suite 1115
New York, NY 10036
1-800-526-4663
http://www.documentary-video.com/order.cfm
Annenberg Media
PO Box 55742
Indianapolis, IN 46205-0742
1-800-532-7637
http://www.learner.org/index.html
Carolina Biological Supply
2700 York Road
Burlington, NC 27215-3398
1-800-334-5551
http://www.carolina.com/home.do
Educational Video Network
1401 19th Street
Huntsville, TX 77340
1-800-762-0060
https://www.evndirect.com/index.php
Films Media Group
Films for the Humanities and Sciences
200 American Metro Blvd., Suite 124
Hamilton, NJ 08619
1-800-257-5126
http://ffh.films.com
Garland Science
Mortimer House
37-41 Mortimer Street
London, W1T 3JH
GB 365 4626 36
http://www.garlandscience.com/textbooks/0815342233.asp
Great Pacific Media
P.O. Box 26243
Colorado Springs, CO 80936
1-800-325-1956
http://www.greatpacificmedia.com/product_p/Glycolysis_dvd.htm
National Geographic Catalog/Online
777 South State Road 7
Margate, FL 33068
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1-888-225-5647
http://shop.nationalgeographic.com/
PART I: CELL BIOLOGY
CHAPTER 1: THE STUDY OF LIFE
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LEARNING OUTCOMES
1.1 The Characteristics of Life
1. Describe the characteristics of living things.
2. Place the levels of biological organization in a hierarchy.
1.2 The Classification of Living Things
1. Describe how living things are classified.
1.3 The Organization of the Biosphere
1. Describe how life is organized on the planet.
2. Discuss how humans influence ecosystems.
1.4 The Process of Science
1. Formulate a hypothesis.
2. List the steps in conducting a scientific experiment.
3. Interpret a controlled study.
1.5 Science and Social Responsibility
1. Discuss the costs and benefits of technology.
LECTURE OUTLINE
1.1 The Characteristics of Life
The diversity of life seems overwhelming, and yet all living things have certain characteristics in
common.
Living Things Are Organized
A cell is the smallest unit of life. Living things can be organized in a hierarchy of levels.
Living Things Acquire Materials and Energy
Living things cannot maintain their organization or carry on life’s other activities without
an outside source of materials and energy.
Living Things Reproduce
Life comes only from life.
Living Things Respond to Stimuli
Living things respond to external stimuli, often by moving toward or away from a
stimulus.
Living Things Are Homeostatic
Homeostasis means “staying the same.” The internal environment of an organism stays
relatively constant.
Living Things Grow and Develop
Growth, recognized by an increase in the size of an organism and often in the number of cells, is
a part of development.
Living Things Have the Capacity to Adapt
Individuals of a species that are better suited to a new environment are able to reproduce and
pass on these characteristics. Evolution explains both the unity and diversity of life.
1.2 The Classification of Living Things
Since life is so diverse, it is helpful to group organisms according to their similarities.
Domains
Domains are the largest classification category. There are three domains: Archaea,
Bacteria, and Eukarya.
Kingdoms
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Systematists are in the process of deciding how to categorize archaea and bacteria into
kingdoms. The eukaryotes are currently classified into four kingdoms: protists, fungi,
plants,
and animals.
Other Categories
The other classification categories are phylum, class, order, family, genus, and species.
Scientific Names
Taxonomy is the assignment of a binomial, or two-part name, to each species. Scientific names
are in a common language—Latin.
1.3 The Organization of the Biosphere
The organization of life extends beyond the individual to the population, community, ecosystem, and
finally the biosphere (the zone of air, land, and water at the surface of Earth where living organisms are
found).
The Human Species
The human species tends to modify existing ecosystems for its own purposes. Humans depend
on healthy ecosystems for food, medicines, and various raw materials.
Biodiversity
Biodiversity encompasses the total number of species, the variability of their genes, and the
ecosystems in which they live.
1.4 The Process of Science
Biology is the scientific study of life.
Observation
Natural events can be understood more fully by observing and studying them.
Hypothesis
After making observations and gathering knowledge about a phenomenon, a scientist
comes
up with a hypothesis, a tentative explanation for the natural event.
Experiment/Further Observations
Testing a hypothesis involves either conducting an experiment or making further observations.
Data
The results of an experiment are referred to as the data. Data should be
observable and objective, rather than subjective or based on opinion.
Conclusion
Scientists must analyze the data in order to reach a conclusion as to whether the hypothesis is
supported or not.
Scientific Theory
The ultimate goal of science is to understand the natural world in terms of scientific
theories, concepts that join together well-supported and related hypotheses.
A Controlled Study
Most investigators do controlled studies in which the experimental group receives a
treatment and the control group receives no treatment.
The Experiment
The pigeon pea plant is a legume with a high rate of atmospheric nitrogen
conversion. A hypothesis was outlined involving winter wheat and nitrogen
fertilizer.
The Results
The results indicated that the hypothesis is not supported.
Continuing the Experiment
The investigators modified the hypothesis to involve sustained effects.
The Results
The hypothesis was supported.
Ecological Importance of This Study
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This study showed that the use of a legume improved the soil to produce a better yield
than the
use of a nitrogen fertilizer over the long haul.
1.5 Science and Social Responsibility
The application of scientific knowledge for a practical purpose is called technology. Most technologies
have benefits, but also drawbacks. Since making value judgments is not a part of science, ethical and
moral decisions about technology must be made by all people.
CONNECTIONS
Committee for the Scientific Investigation of Claims of the Paranormal (CSICOP) investigates and
exposes pseudoscience and publishes the Skeptical Inquirer (6/year); highly useful examples of
applying science attitudes to psychic claims, etc. Available from Skeptical Inquirer,
http://www.csicop.org
The National Academies of Science provides a guide to research issues in the life sciences at
http://nationalacademies.org/
The Skeptics Society has a similar mission to CSICOP but does not pursue UFO and BigFoot claims and
has a narrower and more intellectual focus; publishes The Skeptic available from
http://www.skeptic.com
Sigma Xi, the Research Society discusses science attitudes and fraud in its publication Honor in Science
available at a small cost, http://www.sigmaxi.org
Virtual Institute of Cryptozoology is the website for the ISC dedicated to investigating reports of rarely
seen animals at http://perso.wanadoo.fr/cryptozoo/method.htm
DVD RESOURCES
Biotechnology in the 21st Century, ISBN 978-1-60825-071-4, Films for the Humanities and Science,
http://ffh.films.com
Introduction to Designing Experiments, ISBN 978-1-4213-5431-6, Films for the Humanities and Science,
http://ffh.films.com
Scientific Method, ISBN 978-1-4213-7403-1, Films for the Humanities and Science, http://ffh.films.com
LECTURE ENRICHMENT IDEAS
1. Describe the many properties of quartz crystals: that crystals “grow” over time, little crystals are
“reproduced” at angles off the sides of parent crystals, the crystal possesses a predictable angular
“structure” that is not like the chaotic environment, and sheets of quartz even show a response to
environmental stimuli—they convert light to current in a piezoelectric effect! With so many features of
life, why isn’t quartz considered living?
2. We are sending additional robot spacecraft to Mars to further investigate the possibility of life on
Mars. In the past, we have looked for properties that life expresses on earth: respiration, growth,
movement, etc. Discuss whether the model of Earth’s properties of life is the only model possible.
3. Buy a recent tabloid newspaper from the newsstands featuring a pseudoscience topic (students
readily recognize these from the grocery checkout stands). Read one brief account of a
particularly preposterous assertion and ask what is necessary for a scientist to believe this, what
internal contradictions belie its claims, and what tests would be necessary to provide it with
scientific legitimacy, etc.
4. Display an assortment of screws, bolts, nails, brads, staples and other fasteners. Ask students
to “classify” them in groups for easier display in a store, etc. On what basis do they group screws
and bolts, tacks and nails, etc. (common structures, threading, production methods,
functions, etc.)? The basis for biological classification is commonly phylogenetic origin but
likewise uses common structures and functions.
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5. Have students propose various scientific experiments based on their observations. Discuss how to
control the variables, how to obtain objective data, how to interpret results, and so on.
ESSAY QUESTIONS WITH ANSWERS
1. By itself, a virus cannot reproduce, grow and develop, respond to stimuli, take in material and energy
from the environment, nor show any adaptation. However, it is organized with a protein coat that
surrounds hereditary material. Once inside another living cell, however, the virus takes over the host’s
metabolic machinery in order to grow, develop, and reproduce new virus particles. Therefore, is the virus
a living or dead organism?
Answer: Scientists do not have a unanimous answer to this question because viruses have characteristics
of being both alive and dead. Because viruses are unable to carry out metabolic processes themselves,
some scientists prefer to consider viruses activated and inactivated.
2. Explain what is scientifically wrong with the following assertions:
a. I clang bells each day and there are no tigers around my house; therefore clanging bells drives away
tigers.
Answer: There is no test with tigers present; therefore there is no cause-and-effect established.
b. If water dousing, homeopathic cures, and so on work for just me but not for anyone else, it is still
science.
Answer: Science is not personal; results must be repeatable.
3. Why does evolution explain both the unity and the diversity of life?
Answer: All organisms share the same basic characteristics of life because we all share a common
ancestor (unity). During the past 4 billion years, Earth’s environment has changed drastically, and the
diversity of life has been shaped by the evolutionary responses of organisms to these changes (diversity).
PART I: CELL BIOLOGY
CHAPTER 2: THE MOLECULES OF CELLS
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LEARNING OUTCOMES
2.1 Basic Chemistry
1. Define and give examples of matter.
2. Describe the structure of an atom, including the subatomic particles, their charges, and their
location.
3. Know how the periodic table is organized.
4. Explain how isotopes differ.
5. Discuss beneficial and harmful uses for radiation.
2.2 Molecules and Compounds
1. Define a molecule and a compound.
2. Compare and contrast ionic and covalent bonds.
3. Explain why water is a polar molecule and how this enables the formation of hydrogen bonds.
2.3 Chemistry of Water
1. Describe the unique properties of water and the advantages of these properties for life.
2. Be able to define an acid and a base and be able to use the pH scale.
3. Recognize the importance of buffers to living organisms.
2.4 Organic Molecules
1. Distinguish inorganic from organic molecules.
2. Define a functional group.
3. Describe how monomers are joined to form polymers.
2.5 Carbohydrates
1. Recognize the structure of a carbohydrate.
2. Compare and contrast different types of carbohydrates.
2.6 Lipids
1. Describe the structure of the various lipids.
2. List the functions lipids play in our bodies.
2.7 Proteins
1. Describe the monomer unit of a protein and how monomer units are assembled into peptides.
2. Explain the primary, secondary, tertiary, and quaternary structures of a protein and describe the
relationship between protein structure and function.
2.8 Nucleic Acids
1. Describe the structure of DNA and RNA.
2. Explain the role of ATP in the cell.
LECTURE OUTLINE
2.1 Basic Chemistry
Matter refers to anything that takes up space and has mass. All matter, both nonliving and living, is
composed of certain basic substances called elements.
Atomic Structure
Elements consist of tiny particles called atoms. Protons, neutrons, and electrons make up atoms.
All atoms of an element have the same number of protons. This number is called the atomic number. The
atomic mass is the sum of an atom’s protons and neutrons.
The Periodic Table
The periodic table was constructed as a way to group the elements according to certain
chemical and physical characteristics.
Isotopes
Isotopes are atoms of the same element that differ in their number of neutrons.
Low Levels of Radiation
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The chemical behavior of a radioactive isotope is essentially the same as that of
the stable isotopes of an element so you can use small amounts of radioactive
isotopes as tracers.
High Levels of Radiation
Radioactive substances in the environment can harm cells, damage DNA, and
cause cancer.
Electrons
The number of electrons in the outer shell determines whether an atom reacts
with other atoms.
2.2 Molecules and Compounds
A molecule is formed when two or more atoms bond together. When the atoms of two or more different
elements bond together, the product is called a compound.
Ionic Bonding
The transfer of electron(s) between atoms results in ions that are held together by an ionic
bond, the attraction of negative and positive charges.
Covalent Bonding
A covalent bond results when two atoms share electrons in such a way that each atom has
an octet of electrons in the outer shell. Molecules have a three-dimensional shape that
often
determines their biological function.
Shape of Molecules
The shapes of molecules are necessary to the structural and functional role they play in
living things.
Nonpolar and Polar Covalent Bonds
When the sharing of electrons between two atoms is fairly equal, the covalent
bond is said to be nonpolar. The unequal sharing of electrons in a covalent bond
results in a slightly negative charge and a slightly positive charge, resulting in a
polar covalent bond.
Hydrogen Bonding
Polarity within a water molecule causes the hydrogen atoms in one molecule to
be attracted to the oxygen atoms in other water molecules, forming a hydrogen
bond.
2.3 Chemistry of Water
The unique properties of water make it essential to the existence of life.
Properties of Water
The many hydrogen bonds that link water molecules help water absorb heat without a great
change in temperature. Water has a high heat of vaporization because hydrogen bonds must be
broken before water boils and water molecules vaporize. Water facilitates chemical reactions,
both outside and within living systems. Molecules that attract water are said to be hydrophilic,
while those that cannot attract water are said to be hydrophobic. Water flows freely and is able to
adhere to polar surfaces. The stronger the force between molecules in a liquid, the greater the
surface tension. Ice is less dense than liquid water, and therefore ice floats.
Acids and Bases
When water ionizes, it releases an equal number of hydrogen ions and hydroxide ions.
Acid Solutions (High H+ Concentrations)
Acids are substances that dissociate in water, releasing hydrogen ions.
Basic Solutions (Low H+ Concentration)
Bases are substances that either take up hydrogen ions or release hydroxide ions.
pH Scale
The pH scale is used to indicate the acidity or basicity of solutions. The pH scale
ranges from 0 to 14.
Buffers and pH
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A buffer is a chemical or a combination of chemicals that keeps pH within
normal limits. In animals, the pH of body fluids is maintained within a narrow
range, or else health suffers.
2.4 Organic Molecules
Organic molecules always contain carbon (C) and hydrogen (H). A functional group is a particular cluster
of atoms that always behaves in a certain way. A monomer is a simple organic molecule that exists
individually or can link with other monomers to form a polymer. Dehydration and hydrolysis reactions
interconnect monomers and polymers.
2.5 Carbohydrates
Carbohydrates function for quick fuel and short-term energy storage. Carbohydrate molecules are
characterized by the presence of the atomic group H—C—OH.
Simple Carbohydrates
If the number of carbon atoms in a molecule is low, then the carbohydrate is a simple
sugar,
or monosaccharide.
Polysaccharides
Long polymers such as starch, glycogen, and cellulose are polysaccharides that contain
many glucose units.
Starch and Glycogen
Starch and glycogen are ready storage forms of glucose in plants and animals,
respectively.
Cellulose
The polysaccharide cellulose is found in plant cell walls.
2.6 Lipids
Lipids function as energy storage molecules. Phospholipids form a membrane, and the steroids are a large
class of lipids that includes, among others, the sex hormones.
Fats and Oils
Fats are solid at room temperature while oils are liquid. Fats are usually of animal origin while
oils are usually of plant origin.
Emulsification
Emulsifiers cause fats to mix with water.
Saturated and Unsaturated Fatty Acids
A fatty acid is a hydrocarbon chain that ends with the acidic group –COOH.
Saturated fatty acids have no double covalent bonds between carbon atoms.
Unsaturated fatty acids have double bonds between carbon atoms.
Phospholipids
Phospholipids contain a phosphate group. They are the primary components of cellular
membranes.
Steroids
Steroids have a backbone of four fused carbon rings. Cholesterol is an important steroid.
2.7 Proteins
Proteins are polymers of amino acid monomers. An amino acid has a central carbon atom bonded to a
hydrogen atom, a –NH2 (amino) group, a –COOH (acid) group, and an R group. Amino acids differ by
their R groups. Proteins have various functions in the body. Some are enzymes that speed chemical
reactions.
Peptides
The bond that joins any two amino acids is called a peptide bond.
Levels of Protein Organization
Proteins have a primary (linear order of amino acids), secondary (alpha helices or beta pleated
sheet), and tertiary structure (globular shape). Some proteins exhibit a quaternary
structure (more
than one polypeptide chain).
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2.8 Nucleic Acids
The two types of nucleic acids are DNA (deoxyribonucleic acid) and RNA (ribonucleic acid).
Structure of DNA and RNA
Both DNA and RNA are polymers of nucleotides. Every nucleotide is composed of a
phosphate, a pentose sugar, and a nitrogen-containing base. DNA is double stranded
RNA is single stranded.
ATP (Adenosine Triphosphate)
ATP is the energy carrier in cells.
while
CONNECTIONS
The Board on Chemical Sciences and Technology addresses current policy questions involving chemistry
at http://nationalacademies.org/
The National Center for Biotechnology Information is a good starting point at
http://www.ncbi.nlm.nih.gov/
The Salk Institute is a famous research center that conducts fundamental research in biology and health
based on molecular and cellular biology; website at http://www.salk.edu
DVD RESOURCES
The World of Chemistry, ISBN: 1-55946-223-X, Annenberg Media, http://www.learner.org/index.html
Chemistry: A Study of Matter, ASIN: B001ULDJYC, Georgia Public Broadcasting,
http://www.amazon.com/
LECTURE ENRICHMENT IDEAS
1. The various organic molecules and types of bonds are easily visualized with models and remembered
better than when presented on flat pictures in the textbook, videos, or computer screen.
2. Students should research the topic of acid rain on the Internet before coming to class. They should also
collect and bring in water samples from their dorm faucets, drinking fountains, rainwater, snow, or a
nearby pond or stream. Have pH paper or a pH meter available in class to determine the pH of these
samples. Discuss the known or potential effects of acid rain in your particular geographic location, which
might include: effects on forests, including interruption of the symbiotic association between trees and
their mycorrhizae, depletion of fisheries in lakes, or deterioration of car finishes and statues.
3. Bring in various types of colas and coffee. Have pH paper or a pH meter available in class to
determine the pH of these beverages. How acidic are these? Discuss why you can drink such acidic
beverages and not damage your stomach.
4. Of the four organic molecules discussed in this section (carbohydrates, lipids, proteins, and nucleic
acids), why are nucleic acids the best suited to store and transmit information? What properties of DNA
allow these particular functions?
5. Have a chemistry professor, graduate student, technician, or chemist from your town water treatment
facility talk to your students about the job opportunities available to those with a background in
chemistry.
ESSAY QUESTIONS WITH ANSWERS
1. Name five characteristics of water and relate them to the structure of water.
Answer: Because electrons orbit around oxygen more than hydrogen, a slight positive charge is present
on the hydrogen atoms and a slight negative charge on the oxygen atom, creating a polarity. Hydrogen
bonds form between the water molecules, which leads to various characteristics of water: boils at 100
degrees C and freezes at 0 degrees C; absorbs large amounts of heat before it becomes warm and
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evaporates, which helps to maintain constant body temperature; excellent transport medium; ice floats in
liquid water (less dense); and dissolves various chemical substances.
2. All proteins have three basic structural levels. Describe those. Why does hemoglobin have a
quaternary structure?
Answer: The primary structure of a protein consists of the linear sequence of amino acids joined by
peptide bonds. The secondary structure comes about when the polypeptide chain takes a particular
orientation in space (alpha helix or beta pleated sheet). The tertiary structure represents the final threedimensional shape of the protein. When more than one polypeptide chain is present, a quaternary
structure is formed, which is found in hemoglobin.
3. Explain how soaps, when added to oils, will cause the oil to mix with water.
Answer: Soaps have a polar and a nonpolar end. The nonpolar ends of the soap project into the nonpolar
fat droplet while the polar ends of the soap project outward into the water, which is polar.