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Instructor's Manual for Biology The Essentials 3rd Edition By Marielle Hoefnagels (All Chapters, 100% Original Verified, A+ Grade) $16.49   Add to cart
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Instructor's Manual for Biology The Essentials 3rd Edition By Marielle Hoefnagels (All Chapters, 100% Original Verified, A+ Grade)
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Biology The Essentials, 3e Marielle Hoefnagels (Instructor Manual All Chapters, 100% Original Verified, A+ Grade)
Part 1: Lecture Notes: Pages 1-207 Part 2: Learn Smart Labs: Pages 208-392 Copyright © 201 9 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw -Hill Education. CHAPTER 1 – The Scientific Study of Life LEARNING OUTLINE 1.1 What Is Life? A. Life Is Organized
B. Life Requires Energy
C. Life Maintains Internal Constancy
D. Life Reproduces, Grows, and Develops
E. Life Evolves
1.2 The Tree of Life Includes Three Main Branches 1.3 Scientists Study the Natural World A. The Scientific Method Has Multiple Interrelated Parts
B. An Experimental Design Is a Careful Plan
C. Theories Are Comprehensive Explanations
D. Scientific Inquiry Has Limitations
E. Biology Continues to Advance
LEARNING OUTCOMES 01.00.01 Describe how science is used to study life. 01.01.01 Describe the characteristics that all living organisms share. 01.02.01 Compare and contrast the three branches of life. 01.03.01 Identify the variables in an experiment. 01.03.02 Apply the scientific method to design experiments and analyze data. 01.03.03 Explain the limitations of the scientific method. WHERE DOES IT ALL FIT IN? Chapter 1 introduces the fundamental principles that scientists use to understand the scope of biological knowledge. Stress to students that the concepts of evolution, life’s organizational hierarchy , living properties, and scientific method are essential for understanding the other topics covered in this textbook . Concepts in Chapter 1 will be referred to frequently when discussing the different levels of organismic complexity covered in the following chapters. It is also important to stress to students that the information covered throughout the remaining chapters was derived from careful scientific inquiry using the principles of the scientific method outlined in this chapter. Part 1: Lecture Notes: Pages 1-207 Copyright © 201 9 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw -Hill Education. SYNOPSIS This chapter provides students with t hree fundamental ideas needed to understand the scope and breadth of biology: 1 . A description of the characteristics of life , 2. A description of the classification system for living things and the main branches of the tree of life, and 3. A summary of the scientific method used to obtain scientific knowledge and increase our understanding of biological systems. The chapter starts by stating that cells are the basic unit of life. Next, the five characteristics of living things are explained : 1. Living things are organized in a hierarchical way ranging from atoms at the lowest level to the biosphere at the highest level. 2. All living things require energy , and organisms can be categorized as producers, consumers, or decomposers based on the way they obtain energy within the ecosystem. The concepts of energy flow through food webs and energy transfer are discussed. 3. Living things maintain a constant set of conditions inside their bodies and their cells. Th is constant set of conditions is called h omeostasis . The ability of organism s to respond to environmental stimuli is important for the ir ability to maintain homeostasis. 4. All living things are capable of reproducing themselves . The characteristics and implications of sexual and asexual reproduction are discussed. 5. All living things evolve, and natural selection is the mechanism by which evolution occurs. Natural selection produces adaptations in organism s that are heritable characteristics , thus enabling organisms to survive and reproduce in their environments. Next, the chapter discusses the field of t axonomy that scientists use for naming and classifying organisms. Our system of taxonomy is based on the evolutionary relationships of organisms . All living things have been classified into three domains of life based on similarities in their DNA sequences. Descriptions of the characteristi cs of each domain are provided , and the hierarchical levels of classification below domain are summarized. An introduction to scientific methodology is critical for students to understand the process by which biological information is acquired and refined. The steps in the scientific method include making o bservation s, asking question s about those observations, making potential answers (hypotheses) to those questions , making prediction s about the hypotheses , collectin g data to test the hypotheses, analyzing the data and drawing conclusions as to whether the data support or reject the hypotheses. Results of scientific inquiries are communicated to the public through peer-review ed journals . Next , the chapter discusses controlled experiments. Variables are the changeable elements of a controlled experiment. Type s of variables include dependent variabl es, independent variable s, and standardized variables. Controlled experiments make use of two or more groups . One or more “experimental” groups are compared to a “control ” group that does not receive the treatment. Scientists use statistics to evaluate quantitative results of experiments. Theories provide explanations to natural phenomen a and are normally broad in scope and based on a number of related hypotheses that have not been rejected. Theories are the things scientist s Copyright © 201 9 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw -Hill Education. are most certain about because large amounts of evi dence support them. The importance of understanding the inherent limitations of carrying out scientific inquiry is also discussed. The chapter stresses that science is a human endeavor and that data may be subject to differences in interpretation. COMMON STUDENT MISCONCEPTIONS There is ample evidence in the educational literature that student misconceptions of information will inhibit the learning of concepts related to the misinformation. The following concepts covered in Chapter 1 are commonly the subject of student misconceptions. This information on “bioliteracy” was collected from faculty and the science education literature. • Students think l ife is too complex to be explained with scientific reasoning . • Students believe i nanimate objects cannot possess some of the characteristics of living organisms . • Students are unaware that a cquired c haracteristics can not be inherited . • Students commonly think a ll organisms have the same level of hierarchical organization . • Students believe m ost organisms on the Earth are either animals or plants . • Students think there is a single list of steps called “ The Scientific Method .” • Students believe h ypotheses are merely guess es about natural phenomena . • Students think t heories are a scientist’s opinion . • Students are unaware that theories change over time . • Students think t he control is not affected by variables . • Students believe use of scientific models is not accepted by m uch of the scientific community . • Students commonly think s tatistics are used to make data fit the hypothesis . • Students think t he independent variable in an experiment is always controlled by the researcher . • Students believe e volution is a means of disproving the existence of a supernatural being . • Students think b iological principles can be described without evolutionary theory . • Students do not associate e volution beyond the individual organism level . • Students are unaware that e volutionary adaptation does not occur during the lifetime of an organism . • Students think t he death of an individual organism can change the whole fate of the Earth. The following articles provide strategies for increasing bioliteracy in the college classroom: Baldwin JD, Ebert -May D, Burns, D. 1999. The development of a college biology self -efficacy instrument for non -majors. Science Education , 83(4): 397 -408. Ebert -May D. 2001. Research -based change: how one college professor approached the challenge of changing teaching. In: Implementing the Science Standards in Higher Education,

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