Professional Documents
Culture Documents
Biology Life On Earth 10Th Edition Audesirk Solutions Manual Full Chapter PDF
Biology Life On Earth 10Th Edition Audesirk Solutions Manual Full Chapter PDF
Biology Life On Earth 10Th Edition Audesirk Solutions Manual Full Chapter PDF
EDITION AUDESIRK
LECTURE OUTLINE
a. RNA may have served as both an information-carrying molecule and an enzyme catalyst for its own
replication
E. Membrane-Like Vesicles May Have Enclosed Ribozymes
1. Lipids and proteins can form membrane-like vesicles
a. This could explain the possible origins of cell-like structures called protocells
F. But Did All This Really Happen?
1. Researchers disagree on how life arose on Earth
17.2 What Were the Earliest Organisms Like? (Figure 17-4 and Table 17-1)
â Lecture Activity 17.2: Sequence of Evolutionary Events
â Science in Action: How Do We Know How Old a Fossil Is? (Figure E17-1)
A. The First Organisms Were Anaerobic Prokaryotes
1. These organisms probably absorbed nutrients from the environment
B. Some Organisms Evolved the Ability to Capture the Sun’s Energy
1. Photosynthetic bacteria set the stage for the evolution of an oxygen-rich environment
2. Photosynthesis increased the amount of oxygen in the atmosphere
C. Aerobic Metabolism Arose in Response to Dangers Posed by Oxygen
D. Some Organisms Acquired Membrane-Enclosed Organelles
1. The rise of eukaryotes began about 1.7 billion years ago
a. Some bacteria may have engulfed others
2. The internal membranes of eukaryotes may have arisen through infolding of the plasma membrane
3. Mitochondria and chloroplasts may have arisen from engulfed bacteria
a. The endosymbiont hypothesis proposes that early eukaryotic cells acquired the precursors of
mitochondria and chloroplasts by engulfing certain types of bacteria (Figure 17-5)
4. Evidence for the endosymbiont hypothesis is strong
a. One species of Paramecium harbors symbiotic algae (Figure 17-6)
KEY TERMS
amphibian hominin prokaryote
arthropod lobefin protocell
conifer mammal reptile
endosymbiont hypothesis mass extinction ribozyme
eukaryote plate tectonics spontaneous generation
exoskeleton primate
LECTURE ACTIVITIES
Section Reference
17.1 How Did Life Begin?
Introduction
The experiment performed by Stanley L. Miller and Harold C. Urey, working at the University of Chicago in 1953,
was an attempt to re-create conditions on the early Earth before life existed and see whether chemical reactions
would lead to the formation of the more complex chemicals found in living organisms. In this experiment, Miller
and Urey added methane ammonia (NH3), hydrogen (H2), and water (H2O) to a glass flask and provided energy for
chemical reactions by running an electric current through the apparatus. The chemical composition of the
resulting products was analyzed by chromatography. After about a week, about 10 to 15% of the carbon was in
the form of organic compounds, some of which were amino acids, the components of proteins found in living
organisms. Later experiments showed that different mixtures of chemicals could result in organic compounds as
long as oxygen gas (O2) was absent from the mixture. For example, a combination of hydrogen cyanide (HCN) and
ammonia will produce a significant amount of the amino acid adenine.
In this activity, students will experiment with mixing different combinations of chemicals found on the prebiotic
Earth and analyze the results to determine the best mixture for production of amino acids.
The CalSpace Web site at http://www.ucsd.tv/miller-urey/ has an interactive animation demonstrating the
Miller–Urey experiment. Go to this site and search for “Miller-Urey.” The user can choose to add any combination of
N2, CO2, O2, H2, CH4, NH3, and boiling water to the flask, and then start the experiment by clicking on the sparker. Some
combinations will cause the apparatus to explode; if this does not happen, then the resulting products will be injected
into an HPLC chromatograph and compared with a control sample containing alanine and glycine. The correct
mixture of chemicals will result in the production of these two amino acids. The chamber can be cleared by clicking on
the vacuum for additional trials. The site also has two short videos of Stanley Miller describing the apparatus and
talking about how the experiment came to be done. These can be used in presenting this activity, although the video
appears in a very small window on the computer screen. For best results, this activity should be done before students
have been instructed in the exact details of the Miller–Urey experiment, so that they can speculate on the probable
composition of the prebiotic Earth’s atmosphere and test their ideas.
If the classroom has a computer with a broadband Internet connection that is suitable for display for a large
group, this activity can be done as a class exercise, with the students suggesting input to the instructor, who then runs
the simulation. If this cannot be presented in the class, it may be assigned as homework to the students to do on their
own, and the concluding discussion may be held in the next class period.
For descriptions of the Miller–Urey experiment, the CalSpace Web site has videos of Stanley Miller describing the
experiment, or perform an Internet search using the terms “Miller-Urey experiment.”
Materials Needed
• A computer with a broadband Internet connection for downloading and viewing QuickTime videos and
running the online simulation
• Diagrams of alanine and glycine (see structure diagrams included on the handout)
Procedures
1. Distribute the accompanying handout to the students and briefly introduce the Miller–Urey experiment
without revealing the exact details of the chemicals used.
2. Connect to the Web site http://www.ucsd.tv/miller-urey/ and search for “Miller-Urey.”
3. Begin the simulation by having the students choose a combination of chemicals, observe the results, and
record them on the handout. (Alternatively, this may be assigned for homework and discussed in the next
class period.)
4. Repeat the experiment up to four more times until the correct mixture is chosen. Be sure to empty the chamber
between each trial by clicking on the vacuum. If the correct mixture has not been chosen by the fifth trial, the
instructor should choose it to present the successful result. (The correct mixture is H2, CH4, NH3, and boiling
water.) Mention that this is believed to be an accurate representation of the prebiotic atmosphere.
Assessment Suggestions
Discuss the results with the class using the questions on the handout:
1. Which combination of chemicals was successful in producing alanine and glycine? Why should this mixture
produce amino acids?
(See Step 4 for the correct combination. Refer to the chemical diagrams of the two amino acids on the handout.
Methane and water might react to form carbon dioxide, the basis for the carboxyl group; the central carbon
would come from methane; the amino group would come from ammonia; hydrogen would be provided by
hydrogen gas or methane; and the methyl group of alanine would come from methane.)
2. Some combinations caused an explosion. Why?
(Both oxygen and hydrogen gas are flammable in some combinations.)
3. How was the composition of the prebiotic atmosphere different from that of today? What caused it to
change? (The atmosphere today consists mainly of molecular nitrogen [N 2] and oxygen [O2] as well as CO2 and
other gases in low concentrations. The prebiotic atmosphere had carbon in the form of methane [CH 4], nitrogen
in the form of ammonia [NH3], and oxygen in the form of water [H2O]. The biochemical activity of living
organisms has had the greatest influence on changes in the atmosphere. Photosynthetic organisms process
carbon to release O2 as a by-product, and aerobic respiration produces CO2. The action of certain bacterial
species chemically converts nitrogen compounds.)
Handouts or Display
See the following pages.
Trial 1
? N2 ? CO2 ? O2 ? H2 ? CH4 ? NH3 ? water
What happened?
Trial 2.
? N2 ? CO2 ? O2 ? H2 ? CH4 ? NH3 ? water
What happened?
Trial 3
? N2 ? CO2 ? O2 ? H2 ? CH4 ? NH3 ? water
What happened?
Trial 5
? N2 ? CO2 ? O2 ? H2 ? CH4 ? NH3 ? water
What happened?
Questions
3. How was the composition of the prebiotic atmosphere different from that of today? What caused
it to change?
Section Reference
17.2 What Were the Earliest Organisms Like?
17.3 What Were the Earliest Multicellular Organisms Like?
17.4 How Did Life Invade the Land?
Introduction
The subject of this chapter, The History of Life, can be difficult to present in interesting ways because the material is
more factually than conceptually based. This is especially true for the sequence of evolutionary events because it is
usually presented as a list of historical facts. One way to make the lecture more interactive is to have the students
guess at the sequence of major events and present and defend it before the class. Usually, students can get the major
events—prokaryotes before eukaryotes, reptiles before mammals, and so on, but there may be a few surprises for
them, such as that terrestrial insects evolved before terrestrial plants.
In this exercise, groups of students can put the accompanying “flash cards” in what they believe to be the
correct sequence of events and explain their reasoning before the class. The rest of the class can respond to one
group’s presentation and refute it if they wish, before the instructor concludes the discussion.
The pictures for the flash cards can be taken from the excellent University of California Museum of Paleontology
Web site, http://www.ucmp.berkeley.edu/. Go to this site and search for “geological time machine.”
The cards are presented in the correct order. Instructors are encouraged to make and add more cards for a more
detailed historical sequence.
Materials Needed
• Color printer
• Heavy card stock paper for printing
Procedures
In preparation for the lecture, print the flash cards in color on heavy card stock paper and cut them out. You will
be dividing the class into several groups, so prepare several sets of cards.
1. Break the class into four or five groups. Give each group a set of cards and ask them to place them in the
order in which they presumably evolved, based on the order in which they appear in the fossil record.
Encourage them to discuss within the group before making a final decision. This should take a few minutes.
2. Choose one group to present their sequence (you may want to do this before they make their choices, so the
group can prepare to present). Encourage discussion and feedback from the rest of the class.
3. Conclude the discussion by summarizing the consensus, correct any misinterpretations, and further discuss
any conclusions that deviate from the actual sequence.
Assessment Suggestions
In the concluding discussion, summarize the class consensus and compare it to the true sequence. If there are any
discrepancies, point them out and further explain them. After presenting the material from Sections 17.2 through
17.4, you may want to briefly repeat this exercise to reinforce the major events represented in the fossil record.
Handouts or Display
Perform Internet searches using the following terms to obtain images that can be used as templates for making
flash cards by adding appropriate images.
Cyanobacteria
Eukaryotes
Multicellular organisms
Invertebrate animals
Terrestrial insects
Terrestrial plants
Amphibians
Reptiles
Mammals
Primates
Section Reference
17.5 What Role Has Extinction Played in the History of Life?
Introduction
Extinction has influenced the diversity of living organisms across biological history as much as speciation has.
Extinction of species opens up ecological niches that provide opportunities for existing species to adapt, resulting
in new species. Rarely, catastrophic changes in climatic conditions can result in the geologically instantaneous
extinction of many species at the same time—a mass extinction event.
In this activity, students will plot data on diversity in the vertebrate family (the taxonomic level) over the last
550 million years, and identify possible mass extinction events as decreases in the numbers of families. Because
extinction at the family level represents the loss of many related species, it is an appropriate measure for mass
extinction; genus- and species-level extinction data are erratic, and the number of vertebrate orders (and higher
levels) are too few to show a clear trend.
The students’ graphs should look approximately like this:
For more information on mass extinctions, perform an Internet search using the search terms “mass extinctions.”
Materials Needed
None
Procedures
1. Distribute the accompanying handout to the class and briefly introduce the activity. If necessary, review the
taxonomic levels and explain why family-level diversity is appropriate for this analysis.
2. Have the students plot the data on the chart on the handout.
3. Discuss the results using the questions in Assessment Suggestions as a guide.
4. If desired, further discuss the five mass extinction events in more detail. Two of these, the end-Permian and
end-Cretaceous events (at 245 and 65 million years ago, respectively), are discussed in detail in Section 17.5 of
the text.
Assessment Suggestions
Discuss the plots with the class using the following questions. (These questions are included on the accompanying
handout. Answers are in italics.)
1. How many times does the number of vertebrate families decrease, and approximately when did the
decreases take place?
(There are five clear decreases in family number. They are dated at precisely 440, 360, 245, 208, and
65 million years ago; students’ answers should reflect these approximately.)
2. Look at Table 17-1 of the text. To what geological periods do these times correspond?
(These times represent the ends of the Ordovician, Devonian, Permian, Triassic, and Cretaceous Periods.)
3. Why is there a correspondence between mass extinctions and the ends of geological periods?
(Geological periods were established on the basis of the types of fossils found at corresponding layers of rock
over widespread locations, so that a shift in the types of fossils marked the end of one period and the beginning
of another. Because mass extinction events marked the loss of a number of species and the subsequent evolution
of many new species to fill the available ecological niches, these events correspond to the boundaries of
geological periods.)
Handouts or Display
See the following pages.
1. How many times does the number of vertebrate families decrease, and approximately when did the
decreases take place?
2. Look at Table 17-1 of the text. To what geological periods do these times correspond?
3. Why is there a correspondence between mass extinctions and the ends of geological periods?
Estimated Time to Complete: 15–30 minutes, possibly over more than one class period, with some time
out of class
Section Reference
17.6 How Did Humans Evolve?
Introduction
There are a number of excellent interactive Web sites that offer resources for the presentation and investigation
of the history of human evolution. A number of in-class and out-of-class activities can be designed using these
sites, particularly if the classroom has a large-group computer display with a broadband Internet connection.
A list of resources is as follows:
• The PBS television network Web site has many ideas and online resources for evolution teachers that were
originally developed for its Evolution series, which was originally broadcast in September 2001. One page on
the site, coincidentally titled How Did Humans Evolve?, has a link to an interactive timeline of human evolution
titled Origins of Humankind. (This requires a Flash plug-in.) Go to http://www.pbs.org and search using the
terms “how did humans evolve activity.” The first link will take you to the activity. After some introductory
text with fossil skull images, users can access the timeline of human phylogeny dating back
6 million years. Clicking on a species’ name reveals additional information and a fossil image, and clicking on
various icons presents more information on specific fossil finds and cultural innovations. Also, for those
without a high-speed Internet connection, there is a non-Flash low-bandwidth version, with links to text-based
versions of the same information, at the same site.
• Human Evolution: The Fossil Evidence in 3D (The University of California, Santa Barbara, Department of
Anthropology site authored by P. L. Walker and L. H. Hagen.) To find the site, perform an Internet search using
the terms “human fossil evidence in 3D.” The site includes a gallery of primate and hominid fossil skulls in
three dimensions, and requires a Shockwave plug-in. Images and informational text are accessed by clicking on
a phylogenetic tree diagram. Each image can be rotated 360° by clicking and dragging on it.
The skull images included in the gallery are those of a tree shrew, a ring-tailed lemur, a spider monkey, a
chimpanzee, Australopithecus afarensis, Homo habilis, Homo erectus, archaic Homo sapiens from 400,000 years
ago, Homo neanderthalensis, and modern Homo sapiens.
• The Early Human Phylogeny site of the Smithsonian Institution National Museum of Natural History has an
image map of the human phylogenetic tree dating back to Ardipithecus ramidus from 4.4 million years ago.
Clicking on a species name takes the user to a new page with textual information and fossil images. There is
also a small virtual reality gallery (which requires a QuickTime plug-in) of fossil skulls for Paranthropus boisei,
Homo ergaster, and P. aethiopicus. (Note that Paranthropus is an alternate genus name for a branch of the
Australopithecus line that includes the species aethiopicus, boisei, and robustus.) This gallery also allows a click-
and-drag 360° rotation of fossil images. To access this resource, go to http://www.mnh.si.edu and search using
the terms “early human phylogeny.” The first link will take you to the gallery.
Materials Needed
• Computer(s) with a broadband Internet connection
• Web browser with Flash, Shockwave, and QuickTime plug-ins (free downloads)
Procedures
Instructors are encouraged to use these resources for presentation of lecture material from Section 17.6 of the
text, “How Did Humans Evolve?” All of the listed sites have fossil images, and the latter two allow three-
dimensional image presentation of skulls of some species.
These sites may also be used for in-class or homework assignments for the students, depending on the availability
of suitably equipped computers in the classroom. One suggested exercise is to assign a species to an individual
student or group of students and have them work individually or, if in groups, collaboratively to explore the time
period and important characteristics of the species. (The accompanying handout has a suggested format for
recording their research findings.) The results can be handed in and graded, presented in class by the students, or
both. The list of possible species might include:
Nonhominid primates:
Lemur
Spider monkey
Pongid:
Chimpanzee
Hominid lineage:
Ardipithecus ramidus
Australopithecus anamensis
Australopithecus afarensis
Australopithecus africanus
Australopithecus garhi
Australopithecus (Paranthropus) aethiopicus
Australopithecus (Paranthropus) robustus
Australopithecus (Paranthropus) boisei
Homo habilis
Homo rudolfensis
Homo ergaster
Homo erectus
Homo heidelbergensis
Homo neanderthalensis
Homo sapiens (ancient)
Assessment Suggestions
After submission and/or presentation of student research on the various species, compile a short handout
summarizing the important features of each as a study guide, and include the material in a test or quiz. Optionally,
images from the sites used for the research can be included in the test/quiz material.
Handouts or Display
See the following page.
A low tap sounded at the door. He was there in three strides, and
opening swiftly, let in two men, the one shouldering a sack, the other
hovering about his comrade in a sort of anxious moral support.
Professor Stannary, without a word, pointed to the table. The
laden one, as mutely, shuffled across, backed, heaved his burden
down, and stood to take off his hat and mop his brow. He was a
burly, humorous-looking fellow, with a sort of cheerful popularity
written across his face—an expression in strong contrast with that of
the other, who, tall and stealthy, stood lank behind him, like his
shadow at a distance, watching the persuasive effect of his principal
on the customer. It was he who had closed the door gently upon
them all as soon as they were in, and now stood, his teeth and
eyeballs the prominent things in him, softly twirling his hat in his
hand.
“Take away the sack,” said the Professor quietly.
The burly man obeyed, sliding it off like a petticoat; and revealed
the body of a young woman. Lowering and rubbing his jaw, the
Professor stood some moments pondering the vision. Then he
turned sharply.
“You are late. I expected you sooner.”
“The notice was short, sir,” answered the man coolly. “These ’ere
matters can’t be accommodated in a moment. As it is she’s warm. I
bought the body off of——”
The other interrupted him—
“I don’t want to know. You can hold your tongue, and take your
price, and go.”
“Short and sweet,” said the man.
He laughed, and his friend laughed in echo, putting his long hand
to his mouth as if in apology for such an unpardonable ebullition of
nature.
“As to the price,” said the former, “taking into consideration the
urgency, and the special providence, so to speak, in purwiding, at a
moment’s notice too, this ’ere comely young——”
A certain full chink of money stopped him.
“Thankee,” he said, after a short negotiation. “I’ll own you’ve done
the handsome, sir, and we’ve no cause to complain. Not but what I
had to give——”
“Good night!” said the Professor.
Not till they were gone, locked out, and the very trail of their filthy
footsteps hidden under the black droppings of the night, did he turn,
for all his impatience, and regard the body again.
“Nancy,” he murmured to himself; “yes, it’s Nancy.”
Into the vast study of biology it is perfectly certain that a personal
knowledge of biogenesis must enter. Here, too, the individual must
be sacrificed to the cause. Well, by virtue of that phase in his career
before-mentioned, he had already once made of Nancy a holocaust
to science. If the fruits of that sacrifice had been to be found in a
ruined life, a social degradation, a gradual decline upon infamy, what
was it all to him? As german to the general subject as the dead
specimens on his walls was the living specimen of his passion. Ex
abusu non arguitur ad usum. Still, it was a strange coincidence that
she should come thus to consummate his work.
Looking upon her frozen face, he was aware of certain tell-tale,
rudely-erased tokens about the mouth. He never had a doubt as to
what they signified. It was a rude kiss that of the pitch-plaster, more
close and savage than any he himself had once pressed upon those
blistered lips. So, the murderous beasts had gone the short way to
supply his urgency! Would they have taken it none the less, he
wondered, if they could have known in what relation their victim once
stood towards their employer? Very likely. Very justly, too, could they
believe him consistent with himself.
Nevertheless, though he had no conscience, though he had too
often scored that fact on human flesh with a knife to be in any doubt
about it, it was notable that, as he moved now, perfectly cold and
collected, to make some selection of tools from the table hard by, he
was registering to himself a vow, mortal to some folks, that no effort
of his should be lacking to help bring certain vile instruments to their
judgment—so soon as his disuse of them should find warrant in a
fuller supply of the legitimate material.
As he groped for what he wanted, a sparrow twittered somewhere
in the dark outside. He started, and dwelt a moment listening. Birds!
the little false priests of haunted woods, who sang their lying
benedictions over every folly perpetrated in their green shades! Why,
he had loathed them, even while he had been making their loves the
text for this early experiment of his in rustic nature. They had been
singing when——grasping his knife firmly, he returned to the table.
Something had happened there. For one moment the blade shook
in his hand. To his practised eye there were signs—the ghostliest,
the most remote—but signs still. A movement—a tremor—the
faintest, faintest vibration of a soul, unreleased, struggling to return
to the surface—that was what he felt rather than saw. He recalled
the hasty character of the deed; he thought of the shock, of the
suspended trance into which such a deed might cast a sensitive
subject. Mastering himself, with the dry firm will of an operator, he
walked once more unhurriedly to the instrument table, and made a
further selection.
The sparrow twittered again. Birds in the wood—small
procuresses to Sentiment! What a trollop she was, that Sentiment!
He had known ethereal creatures go from picking the bones of
stuffed larks, to moralize sweetly on the song of nightingales under
the moon. For himself, barring his natural asceticism, he would have
no remorse whatever in devouring nightingales. Such emotions were
born of surfeit, and the moral of them all was that a bird in the
stomach was worth two, or two hundred, in the bush. The one was
the decoy which brought the many into notice. Why, he himself,
when flushed with passion——
Harder than steel, hard as flesh can be, he stepped back to the
table.
Yes, there was no longer doubt about it. He must decide quickly.
Decide! What was there in all his life to warrant in him a moment’s
indecision? His pledge to to-morrow was paramount over his pledge
to yesterday. It was by very virtue of the past that he owed
everything to the future. The Cause was himself, bone of his bone,
flesh of his flesh. As she had made herself one with him, so must
she consummate the gift. He chose to believe, even, that she would
not hesitate could she know. He grasped his knife.
Her hair! He had said some foolish things about it once. In a
sudden fury he seized it, and sliced it off close by her head, and
flung it aside. She looked strangely innocent and boyish thus shorn.
He had a momentary grotesque thought that he would excuse
himself to himself by pretending that she was a boy. It passed on the
instant. What excuse was necessary? He remembered how once, to
his idle amusement, when she had fancied herself secure of him,
she had coveted greatness for his future. Well, it was within his
grasp at length, and by her final means.
Damn the sparrow! What was there in all the murky town to tempt
his twittering? He had blunted his knife’s edge on the hair. He must
fetch another.
As he came back with it, the bird seemed to flutter and cry out
against his very door. In a swift access of passion he strode to it, and
opened. Whether old, or wounded, or poisoned in the drooping fog,
there lay the little thing, gasping, with outspread wings, upon the
pavement. One moment the Professor hesitated; then, crushing out
the tiny shrieking life under his foot, he relocked the door and
returned with a firm step to the table.
*****
His treatise, read the next day before an august body, was said
masterly to resolve an intricate and long obscure physiologic
problem.
It brought him additional and great honour, and, what he prized
above all, that gift of the Society’s gold medal, which is only granted
to discoveries of the first importance. But then, it must be
remembered, he had given his soul to the Cause. The stain of its
sacrifice was yet red on the stones outside his door.
A GHOST-CHILD
In making this confession public, I am aware that I am giving a
butterfly to be broken on a wheel. There is so much of delicacy in its
subject, that the mere resolve to handle it at all might seem to imply
a lack of the sensitiveness necessary to its understanding; and it is
certain that the more reverent the touch, the more irresistible will
figure its opportunity to the common scepticism which is bondslave
to its five senses. Moreover one cannot, in the reason of things, write
to publish for Aristarchus alone; but the gauntlet of Grub Street must
be run in any bid for truth and sincerity.
On the other hand, to withhold from evidence, in these days of
what one may call a zetetic psychology, anything which may appear
elucidatory, however exquisitely and rarely, of our spiritual
relationships, must be pronounced, I think, a sin against the Holy
Ghost.
All in all, therefore, I decide to give, with every passage to
personal identification safeguarded, the story of a possession, or
visitation, which is signified in the title to my narrative.