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To the Instructor,
+PCYQTNFYKVJUQOCP[QRVKQPUHQTPQPOCLQTDKQNQI[VGZVDQQMUYJCVOCMGUVJKUQPGFKHHGTGPV!6JG
answer is: a focus on today’s students. We’ve all watched our non-science-major students struggle
with the depth of material and relating biology to their lives. Which concepts do non-science students
need to know in order to understand the relevance of biology? If we pare down the content and focus
on the most important take-home lessons—the information that we hope students will remember 10
years after your course—what remains is the core: a set of essential biological concepts that presents
VJGDKIRKEVWTGRTQXKFKPIUVWFGPVUYKVJCUEKGPVKƂEDCUKUHQTVJGKUUWGUVJG[YKNNEQPHTQPVVJTQWIJQWV
their lives.
Biology: The Core is a new kind of textbook, one that presents information in small chunks using a
PQPNKPGCTGPICIKPIXKUWCNUV[NG6JGDQQMEQPVCKPUQPN[VJGOQUVGUUGPVKCNEQPVGPVHQTGCEJVQRKE#NN
information is presented in stand-alone two-page modules that fully integrate narrative and art into a
UKPINGVGCEJKPIVQQN/QFWNGUECPDGTGCFKPCP[QTFGTCNNQYKPI[QWVJGƃGZKDKNKV[VQCUUKIPVQRKEUKP
whatever sequence best suits your course.
(QTVJG5GEQPF'FKVKQPQHBiology: The Core, content was revised based on feedback received from
RTQHGUUQTUCPFUVWFGPVUWUKPIVJGVGZVCTQWPFVJGEQWPVT[6JGURGEKƂEEJCPIGUCTGFGVCKNGFQPVJG
following pages, but the overall approach is to ensure that the core content is approachable and
ENGCTN[EQPPGEVGFVQUVWFGPVUoNKXGU$GECWUGYGCNNMPQYJQYFKHƂEWNVKVECPDGHQTUVWFGPVUVQVJKPM
UEKGPVKƂECNN[KPVJKU5GEQPF'FKVKQPRCTVKEWNCTGORJCUKUKURNCEGFWRQPJGNRKPIUVWFGPVUVQCRRTGEKCVG
and apply critical thinking skills to their own lives.
6JGRTKPVGFVGZVKURCKTGFYKVJ/CUVGTKPI$KQNQI[CPQPNKPGVWVQTKCNRNCVHQTOVJCVCNNQYU[QWVQ
reinforce the book content and expand on the basic concepts presented in each module as needed.
6JGCEVKXKVKGUCPFTGUQWTEGUKP/CUVGTKPI$KQNQI[CNUQQHHGT[QWVJGƃGZKDKNKV[VQKPEQTRQTCVGCYKFG
variety of applications and current issues—including several ones new to this edition—into your
teaching. Unlimited by the particular set of examples printed in a static textbook, a rich collection of
QPNKPGTGUQWTEGUtKPENWFKPI%WTTGPV6QRKE2QYGT2QKPVRTGUGPVCVKQPUPGYUXKFGQUNew York Times
articles, and interactive tutorials—enables you to connect the core content to interesting, relevant, and
VKOGN[CRRNKECVKQPUCPFKUUWGUVJCVCTGKORQTVCPVVQ[QWCPF[QWTUVWFGPVU#UGVQH)WKFGF8KFGQ
6QWTUHQWPFYKVJKP/CUVGTKPI$KQNQI[CTGFGUKIPGFVQJGNRUVWFGPVUNGCTPVQWUGVJGVGZVDQQMCPFVQ
hone their study skills.
I hope that the aims of Biology: The Core resonate with the teaching and learning goals of your
PQPOCLQTKPVTQFWEVQT[DKQNQI[EQWTUG(GGNHTGGVQFTQROGCNKPGVQVGNNOGCDQWV[QWTEQWTUGCPF
your students, to provide feedback regarding the text or the online resources, or just to chat about
VJG|PQPOCLQTEQWTUGKPIGPGTCNtKVoUO[HCXQTKVGVQRKEQHEQPXGTUCVKQP

Best wishes for a successful semester,

ERIC J. SIMON, PH.D.
SimonBiology@gmail.com

v
 Biology: The Core, Second Edition,
contains many helpful updates.
6JG5GEQPF'FKVKQPQHBiology: The CoreYCUETGCVGFKPTGURQPUGVQGZVGPUKXGHGGFDCEMHTQORTQHGUUQTUCPFUVWFGPVU6JGIQCN
of the new edition is to enhance teaching and learning for non-major students by improving the organization of the content
CPFKPETGCUKPIVJGTGNGXCPE[QH|VJGOCVGTKCN

%*#26'4#0+0641&7%6+10616*'|5%+'0%'1(.+('
(QTOCP[UVWFGPVUVJKUKPVTQFWEVQT[DKQNQI[EQWTUGKUVJGKTQPN[ OBSERVATION
My cookies are Flat cookies seem
too dry. to be drier.
exposure to college-level science. Many instructors believe that
the most important goal of such a course is to communicate What happens
if I use both
how science is conducted and how the process of science can Do the cookies
taste better?
Is the texture of
the cookies QUESTION
Why are the
cookies so dry?
What makes a
cookie thicker? butter and cake
flour?
be used to make important decisions. In the Second Edition of
improved?

Biology: The Core, we dedicate an entire chapter to covering My cookies are Thicker cookies Using cake flour

the process of science, with modules that present this vital HYPOTHESIS
too dry because will be moister
I need to use cookies.
instead of
all-purpose flour

topic in a more realistic and relevant context. New modules in

more butter. will make the
cookies thicker.

Chapter 1, “An Introduction to the Science of Life,” discuss Cake flour Changing the
I’ll make a
I’ll make a batch
controlled and blind experiments, and the placebo effect;
does make amount of
batch with
the cookies butter changes CONCLUSION EXPERIMENT with a different
amount of butter. cake flour.
thicker. the texture of
FKUVKPIWKUJUEKGPVKƂEVJQWIJVHTQORUGWFQUEKGPEGGZRNCKP the cookies.

how to recognize reliable sources; familiarize students with

RESULTS
JQYVQTGCFUEKGPVKƂEVCDNGUCPFITCRJUCPFKPVTQFWEGVJG
major themes that run throughout the study of biology, such The texture of the
CUGXQNWVKQPCPFVJGTGNCVKQPUJKRQHUVTWEVWTGVQHWPEVKQP6JKU cookies changed.
The cookies
chapter should help students obtain a clearer picture of how are thicker.

UEKGPVKƂEVJKPMKPIFKHHGTUHTQOQVJGTYC[UQHXKGYKPIVJGYQTNF Module 1.3 presents the process of science as it might

and how it can be applied in their own lives. actually occur.

%*#26'4$+1&+8'45+6;#0+/#.5
6JGCPKOCNDKQFKXGTUKV[EJCRVGTYCUTGQTICPK\GFVQDGVVGTTGƃGEV
TURTLES
CPKOCNRJ[NQIGP[6JTGGRJ[NCQHYQTOUCTGRTGUGPVGFYKVJCP
Ancestral
reptile CROCODILIANS
explicit discussion of why they are not considered monophyletic,
and how an examination of roundworms versus annelids presents
DINOSAURS AND BIRDS CPKORQTVCPVGXQNWVKQPCT[NGUUQP6JGRJ[NCQHOQNNWUMUCPF
echinoderms now each occupy their own modules, the latter of
LIZARDS AND SNAKES which includes a discussion of our evolutionary kinship with the
GEJKPQFGTOU6JGTGNCVKQPUJKRQHDKTFUCPFFKPQUCWTU CVQRKEVJCV
Module 10.9 includes an explicit discussion of the often grabs students’ attention) is explained in greater detail.
evolutionary history of reptiles. 6JTQWIJQWVVJGEJCRVGTYGKPENWFGOCP[PGYG[GITCDDKPI
photos and a myriad of new facts intended to tap into the inborn
biophilia that so many of our students possess.

Diabetes causes the

%*#26'4*7/#0$1&;5;56'/5 270
blood glucose
level to spike
In Chapter 11, many changes were made to increase the relevancy higher.
mg of glucose per 100 mL blood

QHVJGOCVGTKCNVQUVWFGPVU6JGEQPEGRVQHJQOGQUVCUKUKUPQY
Poor insulin production
illustrated using diabetes. New coverage of the integumentary system 180 results in a very elevated
is applied to thermoregulation. An updated discussion of dietary blood glucose level.

guidelines can help inform everyday decisions about nutrition. New

coverage of the mechanics of breathing and blood typing should 90
OCMGVJKUOCVGTKCNENGCTGTVQUVWFGPVU6JGFKUEWUUKQPQHVJGKOOWPG
U[UVGOYCUUVTGCONKPGFVQCKFUVWFGPVUKPEQORTGJGPFKPIVJKUFKHƂEWNV Normal blood glucose level
VQRKE(QWTUGPUGUCTGPQYRTGUGPVGFYKVJCPGORJCUKUQPEQOOQP Diabetic blood glucose level
0
features. Coverage of the muscular system was improved to include a 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
ƂIWTGNCDGNKPIEQOOQPN[MPQYPOWUENGUCPFKUUWRRNGOGPVGFYKVJ Hours after a calorie-rich meal

a discussion of Botox. Overall, these changes should help students Module 11.3 uses glucose metabolism to illustrate
realize the importance of biology to their own lives. homeostasis and its failure.

vi
Chapter 12 eCOLOgY
ECOSYSTEM GOODS AND SERVICES
MARKET VALUES NONMARKET VALUES
Economists use a variety of means to estimate the true Some services provided by ecosystems are difficult to quantify
economic value of ecosystem goods and services. in terms of monetary value, but are important nonetheless.

To make this important topic easier to teach, the ecology chapter was
reorganized to present ecological levels in a micro-to-macro order:
populations to communities to ecosystems. Updated content throughout
the chapter is intended to help students be better-informed citizens and
voters, and to impart an appreciation of how ecological themes are relevant
to students’ lives. Updates include new coverage of ecosystem services; The natural world supplies the Wetlands and other coastal The natural world has intrinsic The natural world is a valuable

improved discussion of mercury biological magnification; detailed discussion raw materials for goods that
we use every day (estimated
value: >$2 trillion).
habitats treat waste and filter
runoff (estimated value: >$22
trillion).
value, even if we never
experience it ourselves.
arena for scientific research.

of sources of water, with an emphasis on the scarcity of fresh water; and

updated data on climate change.

By opening the chapter with a discussion of

ecosystem services, Module 12.1 reminds
students of the importance of ecology to
Natural landscapes help to
control erosion (estimated
value: >$16 trillion).
Recreation is a valuable The natural world helps to Ecosystems provide valuable
industry in many parts of the
world (estimated value: >$20
sustain and define cultures. resources for teaching and
learning.

our society. trillion).

NeW exaMpLeS aND peDagOgICaL

4 CHROMOSOMES ALIGN
During the next stage, metaphase, the IMprOVeMeNtS
duplicated chromosomes (pairs of sister
chromatids attached at a centromere) line in addition to those already mentioned, many changes in the
up in the center of the cell, with each
chromosome attached to a separate track book were implemented to increase student engagement.
of the mitotic spindle.
Every module includes a prominent “fun fact” that should
help stimulate student interest in the topic at hand and make
connections to issues they care about. Specific pedagogical
The art in Chapter 5 (Chromosomes and Inheritance) was improvements include new presentations of chromosomes
improved with more realistic depictions of chromosomes. and explicit discussion of phase names during the cell cycle,
clarified presentation of photosystems, and an easier-to-use
genetic code translator. Throughout the book, photos and
All modern Labrador art were improved and updated to make them more attrac-
retrievers are descended tive and better able to convey the pedagogical points.
from two dogs bred in
England in the 1880s. Every module contains a “fun fact” that helps
illustrate the relevance of the material.

NeW tOpICS aND ISSUeS CAMPBELL CURRENT TOPICS

Many instructors focus their course on issues and topics that are of special
DNA Profiling
relevance to their non-science-major students. With the first edition of Biology: Eric J. Simon, Ph.D.

The Core, instructors were provided with 12 Topic Guides that covered impor-
Department of Biology and Health Science, New England College, Henniker, NH
Author, Biology: The Core
Co-author, Campbell Essential Biology and Campbell Essential Biology with Physiology

tant issues, from agriculture to weird life. These topic guides included many
Co-author, Campbell Biology: Concepts and Connections

relevant resources such as PowerPoint presentations, New York Times articles,

multimedia, vocabulary lists, active learning resources, and self-graded assign-
link to more information in ancillary slides
at the end of the deck

link from ancillary slide back to main deck

Photo credit: Blend Images/SuperStock

ments. For the Second Edition, additional new Topic Guides provide teaching
link to a video or animation

external link to a website

ideas and materials for issues such as DNA profiling, vaccinations, and genetic © 2016 Pearson Education, Inc.

testing. We continuously update the instructor resources with new and relevant
information to help improve your class. A new lecture presentation on DNA profiling
uses up-to-date examples and techniques to
tap into student interest in this topic.

NeW MULtIMeDIa For practice go to

The Biology: The Core textbook is designed to pair with the online resources (videos, ani-
mations, practice assignments, and more) available in MasteringBiology. New icons next MP3 Tutor Session
to module titles point students toward the most helpful multimedia supplements. in the for Module 2.5
First Edition of Biology: The Core, we provided 12 Guided Video Tours that walk students icons placed at the top of modules
through modules, teaching them how to organize their studying. For this edition, we have remind students to supplement their
included 9 additional Guided Video Tours chosen to help students with key concepts from learning with online multimedia.
a variety of chapters.

Core IDeA in response to feedback, the Second Edition of Biology: The of the 12 chapters in Biology: The Core,
how many were significantly modified
Core improves teaching and learning by making the material clearer and more
for this Second Edition?
relevant to non-science-major students. Ecology).
Biodiversity 3: Animals; Human Body Systems; and
aNSWer: Four (An Introduction to the Science of Life;
vii
A flexible, complete program for
building a strong core in biology.
Eric Simon’s Biology: The Core combines a succinct, beautifully-
illustrated 12-chapter textbook with engaging MasteringBiology®
assignment options and extensive instructor support materials.
4.2
 Each core biological
concept is presented
as a two-page module
that can stand on its
own. Instructors can
assign these flexible
modules in whatever
sequence best suits
their course and
teaching style.
 A vibrant and
contemporary art
and photo program
places captivating
visuals at center
stage as the primary
teaching tool with
narrative integrated
seamlessly. Information
is presented in an
engaging and highly
accessible format for 60
the non-science major.
Energy flows through an ecosystem For practice go to
Guided Video Tour
for Module 4.2
SUNLIGHT
Nearly every organism on Earth ultimately derives its energy
from the sun. Some organisms capture solar energy directly
through the process of photosynthesis, converting the energy of
sunlight to chemical energy stored in sugars. These organisms
(and other organisms that eat them) can then use the process
of cellular respiration to burn the energy stored in sugars to
fuel life’s processes. As energy is converted within and between
organisms, heat is given off. This heat exits the ecosystem.
Energy thus flows through ecosystems, entering as sunlight and
leaving as heat. If you observe carefully, you can trace the flow
of energy through every ecosystem in the world around you.
PRODUCERS
LAND PLANTS
Most ecosystems receive a steady
input of energy from sunlight.
Organisms called producers
2,000x
can absorb the sun’s energy and
convert it to chemical energy
stored in sugars and other organic PHOTOSYNTHETIC
BACTERIA
molecules. To put it simply, these
organisms can produce their own
food. In addition to providing food
for themselves, producers are eaten by
organisms that cannot use sunlight directly. Most AQUATIC ALGAE
ecosystems thereby depend on producers to feed
H 2O
the community. Producers include land plants,
ENERGY FROM
aquatic protists (such as seaweed, a form of algae), SUNLIGHT +
and certain bacteria.
CO 2
PHOTOSYNTHESIS
Producers are able to capture the
energy of sunlight and convert it to
chemical energy through the process PHOTOSYNTHESIS
of photosynthesis. The chemical
ingredients for photosynthesis are
carbon dioxide (CO2) and water (H2O).
In the cells of plants and algae, organelles
called chloroplasts use light energy to
rearrange the atoms of these ingredients,
producing sugars and other organic molecules. A
by-product of photosynthesis is oxygen gas (O2), SUGAR + O 2
which is released into the environment. CHLOROPLAST
  NEW! Call-outs for MasteringBiology inform readers of modules that are
accompanied by additional study resources for review and practice. These resources
include optional Study Area materials and assignable coaching activities that
incorporate Guided Video Tours, BioFlix 3-D animations, and Video and MP3 Tutors.

4.2
CONSUMERS
Many organisms—including humans—cannot obtain energy directly from the
environment via photosynthesis. Instead, we obtain energy by eating producers,
which gives us access to the sugars and other molecules they produced through  EXPANDED!
photosynthesis. We are therefore consumers, organisms that obtain food by eating
plants or by eating animals that have eaten plants (or animals that ate animals that Guided Video Tours of
ate plants, etc.). Consumers include a wide variety of organisms, such as animals,
fungi, and some microscopic protists.
key modules are created
by author Eric Simon and
Because it uses sunlight
to warm its body, a reptile
present a brief ”mini-
requires only about 10%
as much food energy as a
lecture” that walks students
mammal of equivalent size. through the module content,
just as it is presented in the
text. Each Guided Video
Tour can be assigned as
ANIMALS
a coaching activity with
FUNGI personalized feedback.

SOME PROTISTS
75x
7

C O2 + H O
2

FPO
CELLULAR RESPIRATION
N
All organisms—both producers rs and
and consumers—are able to
release the chemical energy y sstored
tored in sugars through the
CELLULAR raation. The chemical ingredients
process of cellular respiration.
RESPIRATION
for cellular respiration areree sugars (such as those produced
by photosynthesis) and do oxygen
xygen (O2). In nearly every
eukaryotic cell, enzymes ess in the cytoplasm and within
chhondria (singular, mitochondrion)
organelles called mitochondria
break the chemical bonds ndds in sugar. This releases the energy
stored in those bonds, anandnd that energy can be used to
MITOCHONDRION produce many copies off a molecule called ATP (adenosine
triphosphate). Cells can
an n then use ATP as a power source
ncctions. During cellular respiration,
for various cellular functions.
+O
2
CO2 and H2O are releasedaseded
d int
iinto
to tth
the
he env
he envi
environment
ironmentt as by-
ironme by
R
S UGA products, where they can then be used by producers as the
ingredients for photosynthesis. Only producers perform erform
photosynthesis, but both producers and consumerss p erform
f
perform
cellular respiration.
ATP MOLECULES

CORE IDEA Energy enters most ecosystems as sunlight. Producers What is incorrect about this statement:
t: PPlants
laants
capture solar energy and use it to drive photosynthesis, producing sugars. alss perform
perform photosynthesis, but only animals
cellular respiration.
Consumers then obtain energy by eating organisms. The cells of both respiratio n.
n.
respiration.
producers and consumers obtain energy by breaking down sugars through ANSWER: Plantsa t perform both photosynthesis and cellular
P an
Pla
61
cellular respiration.
 Practice the science literacy skills
needed to make informed decisions.

The Second Edition text and MasteringBiology assignment options

emphasize the nature of science and include dozens of new
opportunities for students to practice basic science literacy skills.

 NEW! Five new two-page modules in

Chapter 1 explore the process of science
in greater depth, including a timely
discussion on how scientific thinking can be  NEW! Fun Facts are revised to
distinguished from other ways of viewing demonstrate an application of the
the world, and how graphs and tables are concept at hand. These appear
used to communicate scientific information. more prominently in each module.
1.4

Scientists try to control for variables

1.4
POSITIVE AND NEGATIVE CONTROLS CONTROL GROUPS
OUPS
A control group is one that is used to establish a Using negative and positive control groups increases
ases confidence thatt the test is valid
baseline for an experiment. For our cookie and that any observed changes in the dependent variable are due ononly
nl to the
experiment, the control group might be cookies independent variable.
You’ve probably observed that chocolate chip cookies vary: some are chewier, some are flatter. How do
baked according to a standardized recipe. By A negative control is a group for ositive control iss a group for
A positive
the ingredients and/or baking method affect the cookie? To investigate this question scientifically, you comparing the cookies that result from each change which no change is expected. For ch a change is ex
which xp
expected. For
would form a hypothesis and conduct experiments. You could, for example, try baking multiple batches of in the recipe to the control group, the experimenter example, switching between two mple, doubling th
example, he amount of
the
cookies with different kinds of flour, or different amounts of butter, and then compare the results. To reach can be confident that any observed differences are ovens at the same temperature er should be exp
butter pe
expected to have
due to the one change. should not produce a change in ffect. If it does no
an effect. ot the
not,
a conclusion, you would need to consider which ingredients to vary in any given batch and which to keep the cookies. erimental design m
experimental may be flawed.
the same. If you change multiple ingredients, it will be difficult to draw reliable conclusions.

CONTROLLED STUDIES BLIND EXPERIMENTS

To investigate a hypothesis, a scientist may choose to perform a controlled experiment in which a test is run multiple In a blind experiment, some information about the experiment is withheld
times with one variable changing—and, ideally, all other variables held constant. The use of a controlled experiment from participants. For example, to evaluate the effect of flour on your
allows a scientist to draw conclusions about the effect of the one variable that did change. For instance, if you were cookies, you could ask a friend to rate each recipe. You present the
baking cookies, you could try changing one ingredient—say, the type of flour you use—while keeping all other variables cookies as “A” or “B”—your friend is blind to the type of flour used in
the same. You would then be confident that any changes to the cookie were due to that one change.
(who may, for example, be predisposed to think that cake flour must be
HYPOTHESIS: Cookies made Other than the kind of flour, the recipe for the two stacks
with cake flour will be of cookies was identical. This controlled experiment better). This is called a single-blind experiment. An experiment in which
thicker than cookies made supports the hypothesis that cake flour increases the neither the participant nor the experimenter knows which group is which
with all-purpose flour. thickness of cookies relative to all-purpose flour. is called a double-blind experiment. This would be the case if even you
did not know which type of flour was used in group A or group B. This
prevents you from unintentionally biasing the rating (by, for example,
always labeling the cake flour recipe as “A,” since that letter is associated
with higher grades). Many medical drug trials include a placebo, a medically ineffective treatment
ment that
allows the placebo group to serve as a control for the real drug. The “gold standard” for a medical
cal trial
is to be run as “double-blind placebo-controlled studies,” meaning that neither the patients norr the

TYPE OF STUDY TEST SUBJECTS KNOW RESEARCHERS KNOW The placebo effect is a well-documented
WHICH GROUP IS WHICH? WHICH GROUP IS WHICH? phenomenon in which a patient feels
Cookies baked using Cookies baked using better after merely believing treatment
cake flour all-purpose flour Not blind Yes Yes was given, even if none actually was.

Single blind No Yes

INDEPENDENT VERSUS DEPENDENT VARIABLES Double blind No No

In the cookie experiment above, the type of flour (cake flour versus all-purpose flour) was tested to see if it had an effect on
cookie thickness. The independent variable is what is being manipulated as a potential cause—in this case, the type of flour.
The dependent variable is the response, output, or effect under investigation—in this case, cookie height. Well-designed
experiments often test just one independent variable at a time. After testing flour type, for example, you might try varying the
amount of butter, but it would be difficult to interpret the results if you varied both flour and butter in the same experiment.

TESTED FOR EFFECT UPON

CORE IDEA To most clearly investigate hypotheses, scientists try to change I try feeding my dog the same amount of dog
Independent variable: Dependent variable: food both with and without added water. What
flour type cookie height
just one variable per experiment. An independent variable is one that is are my independent and dependent variables?
changed to see its effect on a dependent variable. Performing experiments enjoys the food.
of added water. The dependent variable is how much my dog
8 blind can reduce bias. ANSWER: The independent variable is the presence or absence
9
  NEW! Scientific Thinking
Activities help students develop
an understanding of how scientific
research is conducted. Topics
include research questions such
as “Can Scientists Use Gene
Expression Data to Personalize
Cancer Treatment?” and “Do the
Microorganisms in Our Digestive
Tract Play a Role in Obesity?”

 NEW! Evaluating Science in the Media

coaching activities guide students through
a step-by-step process for evaluating the
authority, motivation, and reliability of online
sources of scientific information. Topics
include genetically modified organisms, head
injuries, tanning and skin cancer, and more.

UPDATED! You Decide Activities allow students to explore a current

issue in depth, such as antibiotic resistance. Each activity allows students
to practice using real data to make informed decisions in everyday life.
 Keep sight of
core biology concepts . . .
 NEW! Two-page module
in Chapter 1 discusses
major themes in biology,
which include evolution,
the relationship of structure
and function, energy and
matter pathways, the
flow of information, and
connections between
elements of biological
systems. These “big picture”
themes help students
organize and make sense of
concepts that they learn in
the course.
Author-created Assignable Activities include Interactive Coaching
Activities, Video Tutor Quizzes, and MP3 audio tutors that support
key concepts in the text and offer additional support.
1.7
Several major themes run throughout
1.7
thestudy of biology
INFORMATION FLOW
For life’s functions to proceed in an orderly manner, information
must be received, transmitted, and used. Such information flow is
apparent at all levels of biological organization. At the microscopic
There are broad themes that run throughout each individual topic in biology. These overarching
principles unify all aspects of biology, from the microscopic world of cells to the global environment.
Focusing on a few big-picture ideas that cut across many topics within biology can help organize and
scale, every cell contains information in the form of genes, hereditary
units consisting of sequences of DNA passed down from the previous
generation. The information in all genes is encoded in an identical
make sense of all the information you will learn. For any given topic in biology—such as the study chemical language of DNA common to all organisms. At any given
moment, your genes are directing the production of thousands
of different proteins that control your body’s processes. Many
inherited diseases result from improper information in the form
EVOLUTION of a gene mutation. People with Parkinson’s disease (including the boxer
twig on a branching tree of life that extends back in time through ancestral
species more and more remote. Species that are very similar share a common
Muhammed Ali and the actor Michael J. Fox, shown here
testifying before Congress) have a gene with fault y
information, which leads to body tremors.
ancestor at a relatively recent branch point on the tree of life. But at the INTERCONNECTIONS
cellular level, all life displays striking similarities. The scientific explanation
for the common characteristics found throughout such diverse species is
evolution, the descent with gradual modifications of ancestral species
The study of life extends from the microscopic scale of the molecules
and cells that make up organisms to the global scale of the entire living
planet. We can divide this enormous range into different levels of
to modern-day ones. The theory of evolution by natural selection, first
described by Charles Darwin more than 150 years ago, is the core theme that
unifies all of biology. Evolution can help us investigate and understand every
aspect of life, from the tiny organisms that occupy the most remote habitats,
Evolution affects our lives in many ways, such as
biological organization. There are many interconnections within and
between these levels of biological systems. At each new level, novel
properties emerge that are absent from the preceding one. These
helping to explain the development of emergent properties (so named because they emerge as complexity
10,700x
to the diversity of species, to the stability of the global environment. antibiotic-resistant bacteria.
increases) are due to the specific arrangement and interactions of parts
10,700x
in an increasingly complex system. For example, life emerges at the
A cell displays emergent properties—such as the level of the cell; a test tube full of molecules is not alive. The saying
STRUCTURE AND FUNCTION ability to reproduce itself—that are not apparent in “the whole is greater than the sum of its parts” captures this idea.
the individual parts that make up the cell.
Within biological systems, structure (the shape of something) and
function (what it does) often provide insight into each other. The
correlation of structure and function can be seen at every level APPLYING THE THEMES Elephants have a sense that
of biological organization. For example, your lungs function to humans lack: They communicate
exchange gases with the environment: oxygen (O2) is brought in
and carbon dioxide (CO2) taken out. The structure of your lungs
correlates with this function: Increasingly smaller tubular branches
INFORMATION FLOW
The complete sequence of DNA
from an African savannah
by detecting long-distance ground
vibrations through their feet.
end in millions of tiny sacs in which the gases cross from the air to elephant has been determined,
and comparison with other EVOLUTION
your blood, and vice versa. This branched structure (the form of the mammal species (including a In the last decade, zoologists
lungs) provides a tremendous surface area over which a very high frozen wooly mammoth) is studying the evolution of
providing insight into how African elephants discovered
information flowing from an that there are two distinct
elephant’s genes accounts for living species—African forest
The millions of tiny sacs in your lungs
(shown here in a plastic cast) provide a
structure that correlates with the
function of gas exchange.
its unique physical traits.
STRUCTURE AND FUNCTION
elephants and African savannah
elephants—rather than a single
species, as was previously
thought.
An adult elephant’s heart can
weigh over 40 pounds, but
ENERGY AND MATTER PATHWAYS
All activities of the cell require energy and matter to proceed. In nearly
beats at only half the rate of a
human heart. The elephant
heart contains several unique
structures that account for its
INTERCONNECTIONS
Ecologists are studying the
interconnections between
every ecosystem, energy from sunlight is captured by plants and other elephants and their
ability to function as such an environment, such as how
photosynthetic organisms and is used to produce sugars and other complex
molecules. These molecules then become food for other organisms, thereby
providing both energy and raw building materials for the consumer’s body.
efficient pump.
ENERGY AND MATTER PATHWAYS
Elephants must forage constantly to obtain the 70,000
calories they need each day to maintain body functions.
weather, predators, and
changing growing seasons
affect the size and composition
of elephant populations.
Within all living cells, there is a never-ending “chemical square dance”
(referred to as metabolism) in which molecules swap chemical partners
as they receive, convert, and release matter and energy. As they do,
some energy is converted to heat, which is then lost from the ecosystem. CORE IDEA Major themes—such as evolution, the relationship of What one idea is considered biology’s
Throughout your study of biology, you will see many examples of how unifyingtheme?
Sunlight provides the energy that drives this structure and function, transformations of energy and matter, the flow
14
living organisms regulate the transformation of energy and matter. ecosystem along the Amazon river in Peru.
of information, and interconnections between elements of biological
systems—unify the study of biology at all levels. ANSWER: Evolution by natural selection.
15
 EXPANDED! Coaching Activities
using figures from the text include
exercises that allow students to develop
their understanding of key concepts
and vocabulary from the text. Specific
wrong-answer feedback coaches
students to learn from their mistakes.
Dynamic Study Modules help students
study effectively on their own by
continuously assessing their activity and
performance in real time.
IMPROVED! Dynamic Study Modules
for the Second Edition now correspond
with chapters in Biology: The Core
rather than the topics organization of
the previous edition.
. . . and how those concepts
are relevant to everyday life.

EXPANDED! MasteringBiology Current Topic pre-built assignments,

developed by author Eric Simon, make it easy for instructors to assign
relevant applications and current topics as homework outside of
class. New topics include Infectious Diseases/Vaccinations, Endangered
Species, Genetic Diseases and Genetic Testing, and Biodiversity Hotspots.

 NEW! Everyday Biology Video activities

briefly explore interesting and relevant
biology topics that relate to concepts
students learn about in class. These 20 videos,
produced by the BBC, can be assigned in
MasteringBiology with assessment questions.

 NEW! HHMI Short Films, documentary-

quality movies from the Howard Hughes
Medical Institute, engage students in topics
from the discovery of the double helix to
evolution, with assignable questions.

UPDATED! Current Events activities are

updated twice a year and link to articles
from The New York Times.
 Instructor Resources save time and
support active learning.

The Instructor Resources area provides several

unique, time-saving tools to support relevant,
high-interest and active or “flipped” lectures.

UPDATED! Topic Guides are lecture outlines IMPROVED! Current Topics Lecture
that help instructors build lessons or lectures Presentations now integrate core biology
around current topics. Each topic guide outlines content, relevant animations, and videos
recommended reading assignments from the text, into each set of current topic lecture
related MasteringBiology pre-built assignments, PowerPoint slides to provide a more
and PowerPoint lecture slides for selected topics. cohesive teaching tool for instructors. Each
Current topics include: customizable, dynamic PowerPoint lecture
combines the text material with related,
0 Agriculture high interest topics. Lecture Notes included
0 Athletic Cheating within each slide serve as an embedded
0 NEW! Biodiversity instructor’s guide with tips for class
0 Cancer discussions and related activities, making it
0 NEW! Diabetes easy for instructors to develop an engaging
0 NEW! DNA Profiling lecture around a high interest topic.
0 Ebola
0 Evolution
0 Food and Nutrition
0 NEW! Genetic Diseases/Genetic Testing
0 Global Climate Change
0 NEW! Infectious Diseases and Vaccinations
2 NEW! Stem Cells
 Guided Reading Activity

Module 7.10 Speciation can occur through various mechanisms.

Answer the following as you read the module:

1. True or false: In its simplest terms, speciation refers to the extinction of a species. If false, make it a
correct statement.

FPO
 REVISED! Guided Reading 2. According to the following figure, how long did it take the modern horse to appear from its oldest
ancestor, Eohippus?
Activity Worksheets are provided
within the MasteringBiology
Study Area for students to
complete outside of class or as an
in-class activity to deepen their 55–45 MILLION
YEARS AGO
40–30 MILLION
YEARS AGO
32–25 MILLION
YEARS AGO
26–2 MILLION
YEARS AGO
5 MILLION YEARS AGO–TODAY
Equus ferus caballus
Eohippus Mesohippus Miohippus Pliohippus (Modern horse)
understanding of the content
presented in the modules.
Instructors may customize the
Guided Reading Activity Worksheets 3. A species that evolves slowly over time in a semilinear fashion is following the
____________________________ of evolution.
using downloadable versions in
the Instructor Resources Area of
MasteringBiology. 4. Almost everyone has seen that famous illustration of human evolution that shows us evolving to
become more upright over time until we get to modern humans. What kind of evolution does that
illustration show?

Copyright © 2015 Pearson Education, Inc. 200

 Learning Catalytics is an
interactive, student response tool
that uses students’ smartphones,
tablets, or laptops to engage
them in more sophisticated tasks
and thinking. Now included
with MasteringBiology with
eText, Learning Catalytics helps
instructors generate classroom
discussion and promotes peer-to-
peer learning. Instructors may
access a special bank of questions
especially for use with Biology:
The Core, Second Edition.

The Instructor Exchange offers easy to implement ideas for active

learning. Driven by faculty-contributed classroom activities the
Instructor Exchange is a resource dedicated to the exchange of active
learning strategies for the non-majors biology course.
 Acknowledgments
6JGTGCTGOCP[RGQRNGVQVJCPMCPFCEMPQYNGFIGHQTVJGKT
contributions to the Second Edition of Biology: The Core.
One of the most gratifying aspects of writing a book is the
opportunity to interact with so many skilled professionals at
Pearson Education and so many talented biology colleagues
from around the country. While any problems or mistakes
within this book or any of the materials related to it are
solely my responsibility, the successful aspects are due to the
efforts of many people.
A few people deserve special mention for their deep
contributions; these people form the core of The Core.
Alison Rodal, as Senior Acquisitions Editor, worked with me
and the rest of the team nearly every day, bringing a broad
array of talents to bear on this project. Alison’s consistently
positive energy and her careful sense of diplomacy were in-
valuable at several key junctures in the book’s development.
Alison reminds me every day that our overriding goal is to
produce a book that will help students and teachers, and
her guidance is invaluable. I will always owe a deep debt of
gratitude to Beth Wilbur, Editor-in-Chief, whose vision, un-
FGTUVCPFKPICPFWPYCXGTKPIJKIJUVCPFCTFUJCXGDGPGƂVGF
every project since she brought me into the Pearson family
over a decade ago. Editorial Assistant Alison Cagle was a
continuous help in coordinating reviews, managing the
supplements, and solving countless problems, always with
CDWQ[KPIRQUKVKXGGPGTI[)KPPKG5KOKQPG,WVUQP'ZGEWVKXG
Editorial Manager for Biology, provided her masterful over-
sight of all matters editorial and gave invaluable help when
KVYCUOQUVPGGFGF6JCPMUCTGCNUQFWGVQ/CPCIKPI&KTGE-
VQTQH)GPGTCN'FWECVKQP5EKGPEG$WUKPGUUCPF6GEJPQNQI[
Paul Corey; his vision and insights have always contributed
greatly to this project.
I love my editors! All members of the Pearson edito-
rial team bring decades of experience and talent to every
project they take on. Senior Developmental Editor Mary
Ann Murray is a rock star; her superior language skills and
keen sense of design were foundational to this edition. She
is wonderfully creative, tireless, unusually dedicated, and
extremely talented. She positively affected the outcome
of literally every page of this book. I would have been lost
without her many talents. Project Manager Mae Lum over-
saw the entire editorial and production process with kind-
PGUUCPFCRNQOD6JCPM[QWVQ+PFGZGT4QDGTV5YCPUQPHQT
making the book much more user-friendly (see “Indexer,
continued gratitude for”). Program Manager Anna Amato
aided in ushering this text to publication. Design Manager
Marilyn Perry refreshed the design for this Second Edition
and also designed the cover.
Although they did not work on the Second Edition of
The Core, a few people will always be in our hearts for
xvi
their founding contributions that helped launch this new
UGTKGU+|YKNNDGHQTGXGTITCVGHWNHQTVJGXKUKQPCPFJCTFYQTM
EQPVTKDWVGFD[0QTC.CNN[)TCXGU'XGN[P&CJNITGPCPF
especially Chalon Bridges; without their contributions, this
book would never have been realized. If you like the look
of this book—the layout, photographs, and graphics—then
you can thank the amazing London-based design team at
DK Publishing (Dorling Kindersley): Stuart Jackman, Sophie
Mitchell, and Anthony Limerick created the original compel-
ling look of 6JG|%QTG.
Once the text was written and the art developed, the
production team took over, turning countless individual ideas
KPVQVJGTGCNKV[QHVJGDQQM[QWUGGDGHQTG[QW(QTVJKUYG
thank Margaret McConnell of Integra, Photo Researcher
Kristin Piljay of Wanderlust Photos, Pearson Rights & Permis-
UKQPU2TQLGEV/CPCIGT6KOQVJ[0KEJQNNUCPF+OCIG4GUGCTEJ
& Permissions Manager Melody English of Integra, which
also provided expert composition services. Cynthia Muth-
eardy and her team at Imagineering lent their talents to art
development and art creation.
I am deeply indebted to the many talented thinkers who
NGPVVJGKTGZRGTVKUGKPVJGHQTOQHTGXKGYUQHVJGVGZV6YQ
reviewers stand out for the quality and quantity of their
feedback within their areas of expertise: Jim Newcomb of
New England College, and Jay Withgott. I am also very
grateful to Amanda Marsh who provided both proofreading
acumen and science knowledge as she read every chapter
of the book. Special thanks also go to Marshall Simon;
Jamey Barone; Nick Barone; Paula Marsh; Lori Bergeron of
New England College; Maria Colby of Wings of Dawn in
*GPPKMGT0*'N[UG%CTVGT8QUGPQH6JG%QNNGIGQH5CKPV
5EJQNCUVKECCPF6GTT[#WUVKPHQTRTQXKFKPIMG[CFXKEGYJGP
it was most needed. I am also indebted to the many faculty
EQNNGCIWGUCTQWPFVJGEQWPVT[YJQUGTXGFQPQWT(CEWNV[
Advisory Board, reviewed chapters of The Core, or provided
HGGFDCEMQPVJGKTQYPENCUUTQQOGZRGTKGPEGU;QWECPƂPF
a complete list of all those who have made contributions on
pages xvii–xix; thanks go to every name on that list.
I would also like to thank all of my colleagues at New
England College—especially Deb Dunlop, Sachie Howard,
6QF4COUG[GT/CTM9CVOCP&CXKF)TC[$T[CP2CTVTKFIG
and Michelle Perkins—for providing support of various
kinds during this project.
Of equal importance to the book itself are the many
supplements that accompany it. Many teaching colleagues
provided help with writing supplements for The Core. In
RCTVKEWNCT+VJCPM6GUV$CPMCWVJQT9KNKPG2CPINGQH%GPVTCN
/KEJKICP7PKXGTUKV[+PUVTWEVQToU)WKFGCWVJQT$TGPFC.GCF[
QHVJG7PKXGTUKV[QH6QNGFQ2QYGT2QKPVRTGUGPVCVKQPCWVJQT
Wendy Kuntz of Kapiolani Community College and University
of Hawaii; Active Learning question author Jenny Gernhart of
Iowa Central Community College; and Active Reading Guide
author Dana Kurpius of Elgin Community College. Special
thanks go to Lewis E. Deaton of University of Louisiana at
Lafayette for writing the Reading Questions and Practice Tests;
Deborah Taylor of Kansas City Kansas Community College for
writing the Dynamic Study Modules; and Tina Tamme Hopper
of Missouri State University for her work on correlating all of
our multimedia in MasteringBiology. I thank Eddie Lee, who
served as project manager for the Instructors’ Resource DVD,
and Mae Lum, who oversaw production of the Test Bank.
Many people at Pearson also helped produce the
media that accompanies this text. In particular, Director
of MasteringBiology Editorial Content Tania Mlawer,
MasteringBiology Development Editor Sarah Jensen, and
Media Content Producer Libby Reiser provided much
assistance in preparing this vital part of the program. From
the engineering side of MasteringBiology, I thank Katie Foley,
Caroline Ross, and Charles Hall.
After a book is written, the marketing team steps in
to ensure that the complete story is told to all who might
­benefit.­For­this­we­thank­Executive­Marketing­Manager­
Lauren­Harp.­Acting­as­the­final­facilitators­of­the­long­
journey from author to student, I thank the entire Pearson
Education sales team including all the sales managers,
publisher’s representatives, and product specialists who work
tirelessly every semester to help students learn and instruc-
tors teach.
In closing, I beg forgiveness from those who lent their
unique talents to this book but who I failed to mention—
I hope­you­will­excuse­my­oversight­and­know­that­you­have­
earned my gratitude.
With deepest, sincerest, and humblest thanks and respect
to all who contributed their talents to Biology: The Core,
Second Edition,
Eric J. Simon, Ph.D.
NEW ENGLAND CoLLEGE, HENNIKER, NH

Second Edition Reviewers and Focus Group Participants

Shazia Ahmed, Robert E. Farrell, Jr., Tina Hopper, Cassia Oliveira,
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Imperial Valley College Pennsylvania State University Lisa Maranto, University of Nebraska
Yijing Chen, Mary Gobbett, Prince George’s Community Justin Shaffer,
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Greg Dahlem, Cara Gormally, Bonique Morton, St. Joseph’s University
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College Community College University Indianapolis Butte Community College
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University of Louisiana University of Southern New England College Pasco-Hernando College
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College Rockhurst University Community College
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xvii
 First Edition Reviewers
Shamili Ajgaonkar, Jose Egremy, Dana Kurpius, Nancy Risner,
Sandiford College of DuPage Northwest Vista College Elgin Community College Ivy Tech Community College
Penny Amy, Hilary Engebretson, Brenda Leady, Bill Rogers,
University of Nevada, Las Vegas Whatcom Community University of Toledo Ball State University
Kim Atwood, College Maureen Leupold, David Rohrbach,
Cumberland University Brian Forster, Genesee Community College Northwest Vista College
David Ballard, St. Joseph’s University Mark Manteuffel, Chris Romero,
Southwest Texas Junior College Brandon Foster, St. Louis Community College Front Range Community College,
Marilyn Banta, Wake Technical Community Debra McLaughlin, Larimer Campus
Texas State University College University of Maryland, Checo Rorie,
Patricia Barg, Thomas Gehring, College Park North Carolina Agricultural and
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David Belt, Larry Gomoll, Front Range Community College Amanda Rosenzweig,
Metropolitan Community College, Stone Child College and Kaplan University Delgado Community College
Penn Valley Tammy Goulet, Lisa Misquitta, Kim Sadler,
Anna Bess Sorin, University of Mississippi Quinebaug Valley Community Middle Tennessee State University
University of Memphis College Steve Schwartz,
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Steven Brumbaugh, Chapel Hill Florida State College, Butte Community College
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Leo Alves, Reggie Cobb, Christy Fleishacker, Marla Gomez,
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Tonya Bates, Angela Costanzo, Brandon Foster, Larry Gomoll,
University of North Carolina at *CYCKoK2CEKƂE7PKXGTUKV[.QC Wake Technical Community Stone Child College
Charlotte Evelyn Cox, College David Grise,
Brian Baumgartner, University of Hawai’i, Valerie Franck, Texas A&M University,
Trinity Valley Community College West Oahu *CYCKoK2CEKƂE7PKXGTUKV[ %QTRWU|%JTKUVK
Lisa Blumke, Hattie Dambrowski, Jennifer Fritz, Melissa Gutierrez,
Georgia Highlands College Normandale Community College University of Texas, Austin University of Southern
TJ Boyle, Lisa Delissio, Kathy Galluci, Mississippi
Blinn College Salem State University Elon University Barbara Hass Jacobus,
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Melissa Caspary, Dani Ducharme, College Debra Hautau,
Georgia Gwinnett College Waubonsee Community College Mary Gobbett, Alpena Community College
Krista Clark, Jennifer Ellie, University of Indianapolis Jon Hoekstra,
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xviii
Joseph Husband, Brenda Leady, Checo Rorie, Maria Trone,
Florida State College, Jacksonville University of Toledo North Carolina A&T State Valencia College, Osceola
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Blinn College Northampton Community College Brian Sailer, San Diego Miramar College
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Heartland Community College Front Range Community College Valencia Community College University of Hawai’i,
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Tatyana Kliorina, Molloy College Wendy Stankovich, St. Petersburg College,
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Lane Community College University of Southern Western Wyoming Community Rose State College
Morvarid Bejnood, Mississippi College Kim Sadler,
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xix
 1 #P+PVTQFWEVKQPVQVJG5EKGPEGQH.KHG 
1.1 All living organisms share certain properties 2
1.2 Life can be studied at many levels 4
 Scientists use well-established methods
to investigate the natural world 6
1.4 Scientists try to control for variables 8
1.5 5EKGPVKƂEVJKPMKPIECPDGFKUVKPIWKUJGFHTQO
other ways of viewing the world 10
1.6 Scientists communicate data using tables
and graphs 12
1.7 Several major themes run throughout the
study of biology 14

2 6JG%JGOKUVT[QH.KHG 
2.1 All life is made of molecules, which are
made of atoms 16
2.2 All matter consists of chemical elements 18
 Atoms are composed of subatomic particles 20
2.4 Atoms are held together by chemical bonds 22
2.5 The structure of water gives it unique properties 24
2.6 pH is a measure of the acidity of a solution 26
2.7 All life on Earth is based on carbon 28
2.8 Most biological macromolecules are polymers 30
2.9 Carbohydrates are composed of monosaccharides 32
2.10 Lipids are a diverse group of hydrophobic molecules 34
2.11 ;QWTFKGVEQPVCKPUUGXGTCNFKHHGTGPVMKPFUQHHCVU 
2.12 Proteins perform many of life’s functions 38
 Enzymes speed chemical reactions 40

xx
 3 6JG%GNN6JG(WPFCOGPVCN7PKVQH.KHG 
 Cells are the fundamental units of life 42
 Plant and animal cells have common and
unique structures 44
 Membranes are made from two layers of lipids 46
 Membranes regulate the passage of materials 48
 6JGPWENGWUJQWUGU&0#RCEMCIGFCU
chromosomes 50
 Several organelles participate in the production
of proteins 52
 Chloroplasts and mitochondria provide energy
to the cell 54
 Various cellular organelles provide storage,
movement, and shape 56

4 'PGTI[CPF.KHG 
4.1 Energy can be converted from one form
to another 58
4.2 'PGTI[ƃQYUVJTQWIJCPGEQU[UVGO 
 Within chloroplasts, the energy of sunlight
is used to produce sugars 62
4.4 2JQVQU[PVJGUKUQEEWTUKPVYQNKPMGFUVCIGU 
4.5 In the light reactions, the energy of sunlight
is captured as chemical energy 66
4.6 In the Calvin cycle, high-energy molecules
CTGWUGFVQOCMGUWICT 
4.7 In cellular respiration, oxygen is used to
harvest energy stored in sugar 70
4.8 Cellular respiration is divided into three stages 72
4.9 In fermentation, energy is harvested from
sugar without oxygen 74
4.10 Cellular respiration is a central hub of many
of life’s metabolic processes 76

xxi
 5 Chromosomes and Inheritance
5.1 Cell division provides for reproduction, growth, 5.14 Pedigrees can be used to trace traits in human
and repair 78 families 104
5.2 Chromosomes are associations of DNA and protein 80 5.15 The inheritance of many traits is more complex
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5.4 During mitosis, the nucleus is divided 84 5.16 .KPMGFIGPGUOC[PQVQDG[VJGNCYQH
5.5 &WTKPIE[VQMKPGUKUVJGEGNNKUURNKVKPVYQ  independent assortment 108
5.6 Gametes have half as many chromosomes 5.17 5GZNKPMGFIGPGUFKURNC[WPWUWCNKPJGTKVCPEG
as body cells 88 patterns 110
5.7 Meiosis produces gametes 90 5.18 Nuclear transfer can be used to produce clones 112
5.8 Mitosis and meiosis have important similarities
and differences 92
5.9 Several processes produce genetic variation
among sexually reproducing organisms 94
5.10 /KUVCMGUFWTKPIOGKQUKUECPRTQFWEGICOGVGU
with abnormal numbers of chromosomes 96
5.11 Mendel deduced the basic principles of genetics
by breeding pea plants 98
5.12 A Punnett square can be used to predict the
results of a genetic cross 100
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for the inheritance of multiple traits 102

6 &0#6JG/QNGEWNGQH.KHG 
6.1 DNA is a polymer of nucleotides 114 6.15 2NCPVUCPFCPKOCNUECPDGIGPGVKECNN[OQFKƂGF 
6.2 During DNA replication, a cell duplicates 6.16 PCR can be used to multiply samples of DNA 144
its chromosomes 116 6.17 &0#RTQƂNGUCTGDCUGFQP564CPCN[UKU 
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6.4 )GPGVKEKPHQTOCVKQPƃQYUHTQO&0#VQ40# 6.19 Gene therapy aims to cure genetic diseases 150
to protein 120
6.5 Transcription creates a molecule of RNA from T A

a molecule of DNA 122

6.6 Translation involves the coordination of three
A T
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6.7 Translation creates a molecule of protein via
the genetic code 126 T A

6.8 Gene expression is regulated in several ways 128

6.9 Signal transduction pathways can control gene A

expression 130 C G

6.10 Mutations can have a wide range of effects 132 T A

6.11 Loss of gene expression control can result A T

in cancer 134
6.12 Cancer is caused by out-of-control cell growth 136 G

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for practical purposes 138 A T
6.14 DNA may be manipulated many ways within T A
the laboratory 140
xxii G

C G
Another random document with
no related content on Scribd:
In s’arovore ruta ognuno bi faghet linna. Nell’albero caduto ognuno
fa legna.
Iscura s’arzola qui timet sa formigula. Meschina l’aja che teme la
formica.
Barberi jovanu et mèigu bezzu, barbiere giovane e medico vecchio.
Qui dormit a pizzinnu pianghet a bezzu. Chi dorme in gioventù
piange vecchio.
Niune si nerzat biadu finas qui siat interradu, nessuno si dica beato
finchè non sia seppellito.
Sa coghine minore faghet sa domo manna. La cucina piccola fa la
casa grande.
Pro male cojiuadu, mezus una persona sepultada; per essere una
persona mal maritata è meglio morta.
Mezu conca in domo sua qui non coa in domo anzena. Meglio testa
in casa propria che coda in casa altrui.
In conca macca pagu durat berritta; in testa pazza poco dura il
berretto.
Chentu concas, chentus berritas; cento teste, cento berrette.
Sa consientia est qu’ et i su cori cori, quie lu timet et quie non. La
coscienza è come il solletico, chi lo teme e chi no.
Su dinari de sos locos si qu’ andat in fustes et roccos. I denari de’
pazzi se ne vanno in bastoni e truccioli.
Qui hat dinari, pastinat binza in sa codina. Chi ha quattrini pianta la
vigna nella roccia.
Mezus dare lira a mastru qui non soddu a dischente. Meglio dare lira
a maestro che un soldo a garzone.
Faedda pagu pro non ti fuddire meda. Parla poco ed ascolta assai,
che non fallirai.
Iscuru a quie confidat in homines. Misero colui che confida negli
uomini.
Pra connoscher s’homine est precisu mandigare unu saccu di sale
cumpare. Per conoscere l’uomo bisogna mangiare con esso un
sacco di sale.
Cum sos mannos ista coment et in su fogu, ne tantu accurzu, nen
tantu allontanu. Coi grandi state come al fuoco, nè tanto lontano, nè
tanto vicino.
Queres benner Paba, ponedilu in conca, vuoi diventar papa,
mettitelo in testa.
Inuè est su Paba in cuddae est Roma. Dove è il papa, ivi è Roma.
Poverittu, allegrittu, poveretto, allegretto.
Sa povertade est plus dolorosa ad sa bezzesa. La povertà è più
dolorosa nella vecchiezza.
Tempus temperat, il tempo tempera.
Sa vida est que unu fiore, benit et passat. La vita è come un fiore,
viene e passa.

E se ora volete accompagnarmi nel campo più ameno dei proverbi

satirici o ironici, che vogliate chiamarli, vi prometto di non abusare
della vostra pazienza, benchè io ne abbia raccolti 905.
Abba passada non tirat molinu, acqua passata non tira il molino.
S’ainu non connoschet sa coa finzas qui non la perdet, l’asino non
apprezza la coda se non quando la perde.
S’avaru non faghet bene si non quando morit, l’avaro non fa bene se
non quando muore.
Andadu ses azu, torradus ses chibudda, sei andato aglio e sei
ritornato cipolla.
Basa mattones et caga diaulus, bacia i mattoni e caca diavoli. Dicesi
dei bacchettoni.
Bestidu su bastone paret unu barone, vestito il bastone sembra un
barone.
A tempus ismentigadu si cojuant sas battias. A tempo dimenticato si
maritan le vedove.
Su bentre non lo bidet niunu. Il ventre non lo vede alcuno. Si dice di
chi risparmia nella tavola per non far trista figura.
Bentre pieno cantat et non camija bianca. Pancia piena canta e non
la camicia bianca.
Mezus birbante qui non macu, meglio birbo che pazzo.
Su bizonsu faghet sa bezza a currer. Il bisogno fa correr la vecchia.
Bucca besada non perdet fortuna; per cui non occorre traduzione.
Caddu et muzere in podere de quie dat; il cavallo e la moglie
secondo che cadono.
Ad su caddu s’isprone, ad sa femina su bastone, che è meglio non
tradurre.
Non tinde sonant de campanedda in culu, non ti suonano
campanello in culo. Dicesi di uno che non inclina al sacerdozio.
Qui cum su cane si corcai, puligosu sinde pesat. Chi si corica coi
cani, si leva colle pulci.
Cavagliere poveru quircat pabiros bezzos, cavalier povero cerca
carte vecchie.
Sa chezura de binza faghet sa ruffiana. La siepe della vigna fa la
ruffiana.
Azzurradore de sa chijina et isbaidore de sa farina; economizza la
cenere e getta la farina.
Don senza din balet quatrin; din senza don balet denaron. Proverbio
bellissimo e che tradotto perde ogni brio.
Qui andat a furare, su qui li dant leat, chi va a rubare prende quel
che gli danno.
Bènnida s’hora càzzadi fora, venuta l’ora, andatevene fuori.
Qui semenat ispinas non andet iscalzu. Chi semina spine non vada
scalzo.
Ispina subta ludu; spina sotto il fango; frase pindarica con cui si
stigmatizza un maligno.
Qui dormit in lectu anzenu, non dormit quantu queret. Chi dorme in
letto altrui, non dorme quanto vuole.
Leges meda, pobulu miseru, molte leggi, povero popolo. Quanta
sapienza in questo proverbio!...
Su machina hat trinta sex genias, et ognunu tenet su pagu sou. La
pazzia è di trentasei specie ed ognuno ne ha il suo poco.
Si andas a mare non incontras abba, se vai al mare non trovi acqua.
L’ironia e la satira non possono davvero andare più in là di questo
proverbio.
Monza de Ecclesia, demoniu de foghile, monaca di Chiesa, demonio
di casa.
Sos padres intrant senza si connoschere, vivent senza si amare,
morint senza si piangher. I frati entrano senza conoscersi, vivono
senza amarsi, muoiono senza piangersi.
Su paladu est minoreddu, et que falat palattu et casteddu. La bocca
è piccola, ma basta ad ingoiare palazzo e castello.
Vida de padre, vida de mandrone, vita da frate, vita di poltrone.
In sos padres non bi hat ite fidare. Nei frati non vi è da fidarsi.
Sa pedde tua non la die comporare in debadas, non comprerai la tua
pelle gratuitamente.
Qui pretat, unu restat in camija et i s’ateru nudu. Di due che litigano
uno resta in camicia e l’altro nudo.
Su ruffianu hat semper mala paga. La spia ha sempre cattiva paga.
Devotione de sagristanu, consientia de moralista, deunzu de
coghineri. Divozione di sagrestano, coscienza di moralista e digiuno
di cuoco.
 CAPITOLO IV.

La poesia popolare in Sardegna. — La giunta municipale di

Bortigiadas. — Gli improvvisatori e le loro lotte poetiche. —
Poesie amorose. — Poeti sacri, antichi e moderni. — I
misteri. — Poeti epici ed elegie. — Satire festevoli ed
amare. — Poesie bernesche. — Poesie sardolatine
dell’abate Madao.

La Sardegna ha una ricca vena di poesia popolare; e nella svariata

forma delle vesti e nei costumi e nel linguaggio pittoresco e
nell’accento concitato e prorompente, e nella danza e nelle canzoni
tu ti accorgi subito che è quello un popolo che sente le delizie
dell’ideale e sa vestire di splendide forme le passioni del cuore e le
nebulose aspirazioni della speranza. La poesia popolare di
Sardegna ha tutti i difetti e tutte le virtù dei frutti agresti, cresciuti
senza le carezze dell’arte; ma venuti fra le rugiade e gli aquiloni, fra i
diluvii del temporale e l’arsura dei lunghi soli; è poesia che ha
profumo e asprezza, licenza di forme senza confini; e balzi
improvvisi, più arditi di quelli del capriolo e del muflone; or monotona
e triste, ora ardente e lasciva. Essa è ispirata quasi sempre
dall’amore e dalla religione; la prima gioia e l’ultima speranza della
vita; e trovate più d’un poeta, erotico nella giovinezza, divenuto poi
salmista; Tibullo trasformato in Manzoni coi primi capelli bianchi. Le
bellezze della natura e la storia del passato ispirano di raro il poeta
sardo; egli canta le grazie della sua donna o la vita dei santi; qualche
volta scherza e morde, nè la vena satirica è in lui sterile di amari
inchiostri.
È difficile trovare una poesia nazionale che abbia più ricca natura e
arte più povera della sarda; molti dei poeti suoi sono contadini, o
pastori; spesso analfabeti. Cantano come l’usignuolo e la capinera, e
se alcuno non è presente che raccolga quelle ispirazioni, esse vanno
perdute come le note di quegli uccelli silvestri, e la brezza dei monti
le trasporta lontano e le disperde nel grande oceano della natura; da
cui ci viene e a cui ritorna ogni bellezza.
Altre volte il poeta muore povero e sconosciuto come era nato, ma i
suoi versi si tramandano senza nome d’una in altra generazione;
sicchè anche al giorno d’oggi li senti ripetere dai montanari e dai
pastori. Sia lode allo Spano, al Pischedda e agli altri che hanno
raccolto quei tesori di poesia che finora furono affidati ai venti o che
rimasero nascosti nell’oscurità di una valle, nel nido d’una capanna
solitaria. Anche il Maltzan nella sua ultima opera sulla Sardegna ha
studiato con molto amore e con finissimo gusto artistico la poesia
popolare dei Sardi.
Anch’io ho udito molte canzoni popolari, anch’io ho trovato nel mio
viaggio molti e molti che il volgo non chiamava poeti, solo perchè al
loro linguaggio pittoresco e fantastico mancava la rima; ma che lo
erano nel senso più sublime della parola. A Tempio si presentò
dinanzi alla Commissione d’inchiesta la Giunta municipale d’uno dei
villaggi più oscuri e più dirupati della Gallura. Erano tre montanari dai
volti abbronziti, con capelli e barba vergini come le loro foreste, col
volto scarno, solcato come i graniti delle loro montagne, coll’occhio
acuto come le loro aquile; gente fiera e semplice, calma e forte. Uno
di essi prese la parola e con un linguaggio di biblica bellezza
lamentò la miseria del suo villaggio, implorò il soccorso del
Parlamento; dipinse con lirico ardimento l’abisso che separava la
loro povertà dalla nostra potenza. Così potessi io aver stenografato
quel suo discorso poetico, eloquente, tenerissimo.
Eccovene in ogni modo la pallida ombra: «Giunse sulle cime dei
nostri monti la lieta notizia che uomini mandati dal Re e dal
Parlamento, erano venuti fin qui a riconoscere i bisogni delle
popolazioni; e noi siamo venuti da Bortigiadas per stringervi la mano
e ringraziarvi a nome dell’ultimo, del più povero dei villaggi della
Sardegna, per i patimenti che avete sofferto nel vostro viaggio, per
tutto ciò che farete per noi. Bortigiadas è il più infelice paese del
mondo; non ha strade, non ha scuole; è isolato dal consorzio degli
uomini; la neve nell’inverno ci fa prigionieri; nell’estate i torrenti ed il
sole ci rubano spesso le poche spighe che abbiamo seminato.
Infelice chi nasce in Bortigiadas! Malo Spirito Santo vi ha illuminati e
voi siete venuti qui a vederci, e a riparare ai nostri mali. Accettate
questo scritto in cui vi parliamo dei nostri bisogni; studiateli, e vi
assicuro che noi insegneremo alle donne di Bortigiadas i vostri nomi,
e le madri insegneranno ai loro figliuoli a benedirli. Non vi preghiamo
per noi: siamo già vecchi, abbiamo già sofferto e vissuto
abbastanza; noi presto riposeremo nella pace del nostro piccolo
cimitero; noi vi preghiamo, noi vi scongiuriamo pei nostri figliuoli che
hanno ancora dinanzi un lungo avvenire. Che se voi non ascoltaste
le nostre preghiere, oh infelici tre volte quelli che nasceranno in
Bortigiadas!»
E quando quel buon vecchio, che era commosso fino alle lagrime, si
accomiatò da noi e coi suoi compagni ci ebbe baciate le mani, noi lo
accompagnammo fino alla porta; ed egli, alzando il braccio con
veneranda e olimpica maestà, ci disse: Che Dio vi benedica, che lo
Spirito Santo vi illumini! Anch’io era commosso e pensavo alla ricca
vena di poesia che è nascosta nel popolo sardo.
La Sardegna ha molti improvvisatori, e il più spesso son contadini
che danno sfogo al loro estro poetico nelle feste sacre o nelle fiere,
senza per questo far pompa ciarlatanesca o commercio dei loro
versi. Più che il guadagno li stimola l’amore dell’arte, li sprona l’alloro
della vittoria. Come nei tempi dell’Antica Grecia convengono alle
feste dei loro monti e delle loro valli per contendersi il primato della
poesia; e fra essi siede a giudice un sacerdote o un altro
improvvisatore emerito. Il parroco d’un villaggio, Melchior Dore,
quello stesso che pubblicò nel 1842 un epopea Sa Jerusalem
victoriosa, ebbe spesso la palma dell’improvvisazione, come pure se
la guadagnò più volte un poeta di Osilo che aveva lo stesso
cognome dell’epico curato, Pietro Dore.
Più d’una volta la sentenza del giudice è proclamata in versi
improvvisi.

Dogunno si la boghet dai testa [10]

Chi Pedru inoghe su panno hat leadu,
Cando ch’a Tomas Satta ch’hat bogadu
Alteros che nde bogat in sa festa.

Ognuno se lo levi dalla testa che Pietro qui ha preso il

panno [11], quando ha messo fuori Tommaso Satta altri ne
mette fuori nella festa.

Questo Tommaso Satta, che qui compare in questo certame poetico

non è che un contadino di Ploaghe, morto nel 1823, ed uno dei primi
poeti e improvvisatori della Sardegna; ma le sue poesie più che
amorose sono lascive.
Melchior Murenu è un altro improvvisatore sardo fra i più celebrati ed
era cieco; egli aveva un rivale potente in Pietro Cherchi di Tissi,
cieco e poeta anch’egli. Questi, secondo quel che ce ne racconta il
Maltzan, era così infocato e rapido nel suo estro, che spesso era
quasi involontariamente trascinato a dettar versi. Una volta,
trovandosi presente a una lotta fra due improvvisatori, ad un tratto si
slanciò fra essi, gridando:

A su zegu dade logu

E cantemos totos tres
Ca mi bessin dai pes
Fiammaridas de fogu.

Fate posto al cieco e cantiamo tutti tre, che mi escon dai

piedi scintille di fuoco.

E quel cieco ardente tirava innanzi su questo stile, improvvisando

strofe a josa. Per la psicologia è curioso il sapere che questo povero
cieco aveva perduta la vista a due anni, ciò che non gli impediva di
cantare nei suoi versi le svariate bellezze delle fanciulle del suo
villaggio.
Un altro illustre improvvisatore nel genere erotico e lirico ebbe la
Sardegna in Francesco Cesaracciu di Ploaghe, analfabeto, morto
nel 1803; e a questo poeta è a mettersi vicino il gesuita Matteo
Madau, profondo filologo, morto nel 1800, il quale cominciava in
questo modo una delle sue più celebrate poesie amorose:

Lassami, amore in sussegu

Ca ses pizzinu traitore
Non bi jogo pius, amore.
Ca mi das colpos de zegu.

Sunt bellas sas artes tuas

Faghes de su bell’in cara,
E mi trappassas insara
Su coro e pustis tis cuas
Mil’has fatt’un’otta e duas
Bene conosco s’errore.

Lasciami, amore, in pace, che tu sei un fanciullo traditore,

non giuoco più, o amore, che mi dai colpi di cieco. Son
belle le tue arti, mi fai il bello in faccia, ma mi trafiggi in
cuore e poi ti nascondi, me l’hai fatta una e due volte, ben
conosco l’errore.

Anche Bosa ebbe un grande improvvisatore in Giovanni Maria

Pintus, quasi contadino, che moriva nel 1857 e che amava cantare
l’amor felice, a differenza degli altri colleghi suoi che effondevano più
spesso le loro liriche aspirazioni in lamenti erotici, e a differenza
sopratutto del suo paesano Gavino Passino (morto nel 1804) che
alla sua lira amorosa non aveva che la corda di Geremia. E col
Passino sono da mettersi insieme Paolo Massa di Bonorva, vivo
anche oggi, e il medico Antonio Manchia di Oschiri (morto nel 1854)
e il vecchio Pietro Pisurgi (morto nel 1799).
Dalle poesie improvvisate dei Sardi mi è facile passare alla loro
poesia erotica, che è fra le più ricche di quel paese; e le eruzioni del
verso improvviso sono più facili là dove il suolo è sparso di vulcani e
dove ribolle profonda e tenace la lava d’amore.
Eccovi un saggio d’una delle più antiche poesie amorose, di cui è
ignoto l’autore. Il tema è questo:

Non ti mi poto olvidare

Sende de me veru accisu,
Sempre et cando est prezzisu
Columba! de t’istimare

Io non ti posso dimenticare, essendo tu, parte intima del

mio cuore, e sempre io son costretto, o colomba, ad
amarti.

E la prima strofa suona così:

Sempre ti tenzu in su coro

Sempre di jutto in sa mente,
Continu t’hapo presente,
Non mi olvides, melà e oro,
Tue ses veru tesoro!
Su veru incantu et majïa!
Chi non vid’hapo, bella mia,
Alter’in ojos che tue,
Pro custa candida nue
Non ti mi poto olvidare.

Ti tengo sempre nel cuore, sempre ti porto nella mente, di

continuo t’ho presente, non mi dimenticare, mela d’oro, tu
sei vero tesoro, un vero incanto e magia, che io non ho,
bella mia, altri negli occhi che te, per questa candida nube
io non ti posso dimenticare.

Antichissimo è pure questo lirico battibecco fra due amanti:

 Convertidas sunt in iras
Sas amorosas fiamas,
Isconzas si sunt sas paghes
Non ti miro, nè mi miras,
Non ti bramo, nè mi bramas,
Su chi ti fatto mi faghes
Non t’aggrado, nè mi piaghes,
Ti nd’infadas, mind’infado,
No m’aggradas, ni t’aggrado
Ambos hamos cumbinadu.

Sono convertite in ira le amorose fiamme, rotte son le paci,

io non ti guardo, nè tu mi guardi, non ti bramo, nè mi brami,
ciò che ti faccio e tu mi fai; non ti piaccio, nè mi piaci; tu ti
secchi di me, io mi secco di te; non mi piaci, nè ti piaccio,
ambedue andiam d’accordo.

Possiam darvi invece il nome del poeta (Francesco Serraluzzu di

Cuglieri) di questa serenata che l’amante canta alla porta della sua
bella dormente.

Isculta, bella su cantu

O virgine, tota fiore,
Ch’est bennid’a ti cantare
Attrividu benz’a tantu
In cumpagnia e amore
Ista notte a t’ischidare
Ai custu cantu t’ischida,
Virgine bella e dechida,
Virgine bella e dechida!

Ascolta, o bella, il canto, o vergine, tutta un fiore, che

venuto a cantarti, vengo ardito a tanto in compagnia
d’amore questa notte a svegliarti, a questo canto ti sveglia,
vergine bella e graziosa, vergine bella e graziosa.
Il Padre Lucas di Pattada (morto nel 1829) è uno di quelli che cantò
santi e amore sulla stessa lira e vedete quanto grazioso sia questo
suo saluto alla bella:

Donosa Elisa mia!

Innantis de mi ponner in su mare
Mandare ti cheria
Un imbasciada pro di salutare.
Sas dies passo tristas
Ca non isco, donosa, coment’istas
Non mi poto allegrare
In su ritiru, ca non bido a tie,
Mi pongo a ti chircare
Faltu de sas montagnas nott’e die
Chirco litos e mattas
Clamand a tie, Elisa, e non t’agattas.

Graziosa Elisa mia; prima di mettermi in mare ti vorrei

mandare un messaggio per salutarti. Passo tristi i giorni,
perchè non so, cara, come stii, non mi posso rallegrare nel
ritiro, perchè non ti posso vedere. Mi metto a cercarti per le
montagne notte e giorno, cerco lande e macchie,
chiamando te, Elisa, e non ti trovo.

E perchè possiate fare un prezioso raffronto, eccovi un altro saluto

all’amata del poeta vivente Ignazio Sanna di Cuglieri:

Oh triste despedida
So chi fatto dai te, columb’amada!
Est zerta sa partida,
Ma pius che inzerta sa torrada
So zertu de andare,
Pero non isco cand’hap’a torrare.

O triste commiato quel che faccio da te, colomba amata, è

certa la partenza, ma più che incerto è il ritorno. Son certo
 d’andare, ma non so quando avrò a tornare.

Pietro Cherchi [12], quel povero cieco che abbiamo già conosciuto, ci
ha lasciato una delle più belle poesie amorose: è il lamento d’un
amante tradito:

Ojos, coment’istades
Pasados, e de coro non pianghides?
Cum piantu restades,
Ca sa chi tant’amades non bibides
Cum piantu restades,
Ca non bidides sa chi tant’amades
Restades cum piantu
Ca non bidides sa ch’amades tantu
Sa chi tant’imprimida
Tenizis in sa nina cumpassiva,
Ite piaga cumplida!
Incrudelida piaga ezzessiva
Ite piaga cumplida!
Ezzessiva piaga incrudelida
Cumplida ite piaga!
Incrudelida ezzessiva piaga
Custa paga hapo tentu
In ricompensa de tantu servire!
Su crudele turmentu!
Pro mi occhire fele violentu
Su turmentu crudele!
Pro mi occhire violentu fele.

Occhi come state pacati e di cuore non piangete?

Rimanete in pianto che non vedete quella che tanto amate.
Con pianto restate chè non vedete quella che tanto amate.
Restate nel pianto che non vedete colei che tanto amate.
Quella che tanto impressa tenevate in cuore appassionato.
Qual piaga compiuta! Una piaga eccessiva e incrudelita.
 Qual piaga compiuta! Eccessiva piaga incrudelita. Qual
piaga compiuta! Una eccessiva piaga incrudelita!
Questa mercede m’ebbi per tanto servire, un crudele
tormento, per uccidermi un fiele violento, un crudele
tormento; un tormento crudele, un fiele violento per
uccidermi.

Fra i poeti amorosi il Maltzan chiama Giorgio Filippi di Bitti (morto nel
1838) il poeta delle signore, distinto per la tenerezza dei suoi
pensieri e i lusinghieri accenti rivolti alle figlie d’Eva. Altro poeta
amoroso è un cappuccino, Antonio Giuseppe Pirisina di Ploaghe
(morto nel 1834) imitatore fortunato di Tibullo. Vicino ad un
capuccino ci duole dover mettere il nome di una gentile poetessa di
Sassari, che scrive sotto il nome semi-incognito di Donna Maria
Grazia M. e che canta soavemente amori felici e dolci tenerezze del
cuore.
Lirica e poesia amorosa sono in Sardegna quasi una cosa sola; e fra
i più antichi dei lirici può collocarsi Antonio Delogu, contadino di
Tissi, che scrisse in versi appajati e rimati due a due; forma che i
Sardi chiamano sinfonia.
Sul principio di questo secolo brillava fra i poeti sardi un nobile
campagnuolo, pressochè analfabeto, ma ricco di cuore, di poesia, e
di quattrini, tre cose che vanno ben di raro insieme. Nella stessa
epoca era ritenuto principe dell’improvvisazione lirica l’analfabeto
Francesco Alvaru di Berchidda, ma di lui sgraziatamente poco ci è
rimasto. Molti altri lirici e poeti erotici potrei nominare, ma lo spazio
non mel consente e rimanderò alle raccolte dello Spano, del
Pischedda e di altri, e all’opera di Maltzan.
La poesia sarda, dopo l’amore, canta i beati del Paradiso, le feste
della Chiesa cattolica e i santi fervori del sentimento religioso. Più
d’una volta lo stesso poeta è negli stessi versi innamorato delle
donne e del cielo e le due corde dell’amore e della religione vibrano
unissone. Miglior esempio di questo dualismo estetico non saprei
trovare che nella Sa femina onesta del Padre Cubeddu delle Scuole
Pie, nato a Patada nel 1748 e morto nel 1829. Eccovene alcune
strofe, alle quali metterò di contro una bella traduzione italiana fatta
da un altro padre e letterato sardo, l’abate Tommaso Pischedda.

. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .

Iscultami benigna, Clori hermosa

Hymnos de alabanzia hap’ad cantare;
Pro qui de te Sardigna andet fastosa,
Una corona t’hapo ad praeparare
Facta non de giacintu, non de rosa,
Qu’in pagu tempus si solet siccare:
Ma t’hapo ad praeparare una corona
Coglida frisca frisca in Helicona.

Ater cantet de te, nympha dechida,

Qu’andant cum tegus gratias et bellesa;
Ater s’indole bella favorida
De talentu, de briu et gentilesa,
Ater qu’in logu nobile nasquida,
In mesu ad sas delitias, et grandesa,
Qui ses distincta, et pagas nd’has eguales
In benes de fortuna et naturales.

. . . . . . . . . . . . . .
. . . . . . . . . . . . . .

M’odi benigna, deh! Clori vezzosa

Inni di gloria sol ti canterò;
Perchè Icnusa di te vada fastosa,
Un serto al crine t’apparecchierò
Non di giacinto o di purpurea rosa,
Che l’uno e l’altra inaridir si può,
Intesserò al tuo crine una corona
Colta subito fresca in Elicona.
Altri canti di te, ninfa graziosa
Che teco van le grazie e la bellezza;
Altri la bella tempra avventurosa
D’ingegno, di valor, di gentilezza,
Altri la stirpe nobile e fastosa,
Le tue delizie e insiem le tue grandezze
Che ben sì chiare, e poche pari avesti
Di sorte e di beltà quando nascesti.

Neren’ipsos qui ses in tantu honore

Quant’un alta Dïosa nde mèritat,
Neren’qu’ in oyos tuos rïet Amore;
Neren’qu’ in larar sa rosa t’habitat,
Su qui ti dat resaltu, et pius valore
Est sa virtude qui ti nobilitat,
Virtute bella in anima costante
Ti faghet praetiosa que diamante.

Su qu’est in te de plus surprendente

Est qui de sas grandezas posta in mesu,
Ti conservas que turtura innozente,
Qui de ogni bruttura bolat attesu,
Ses bella, ses modesta, ses comente,
Giardinu amenu de muros defesu,
Dezente allegra, forte et invincibile
Que roca in altu mare inaccessibile.

Ses que lughe qui exit de Oriente,

Passat in s’horizonte bella et pura;
Toccat su mare, et non s’infundet niente,
Toccat su monte, et non si parat dura,
Passat in fogu, et nie, indifferente
Non s’infrittat, non brujat, nè hat paura
Qui l’appizzighet macula nisciuna
De quantas be i nd’hat subta sa luna
 . . . . . . . . . . . . . . . .

Dican pur che salisti a tant’onore

Quanto mai s’abbia vergine vezzosa,
Dican che gli occhi tuoi ridon d’amore
Ch’hai sulle labbra la vermiglia rosa,
Ciò che crescon i tuoi pregi e il tuo valore
È sol virtù ch’è ben divina cosa
Alma virtù che in anima costante
Ti fa preziosa al par dell’adamante.

Ciò che s’ammira in te di più parvente

Si è, che mentre grandeggi in tanta altura,
Ti serbi ognor qual tortora innocente,
Lunge volando d’ogni rea bruttura;
Sei pur bella, modesta, sei ridente,
Qual ameno giardin cinto di mura,
Tu sì lieta, gentil, torre saldissima
Sì, come rupe in alto mare altissima.

Luce tu sembri ch’esce dall’Oriente,

Che passa in l’orizzonte bella e pura,
Entra nell’onda e bagnar non si sente,
Tocca marmi e macigni e non s’indura,
Sul gel passeggia, e sulle bragie ardente,
E non arde, non gela, nè ha paura
Che si veggia bruttar da labe alcuna
Fra quante macchie v’ha sotto la luna.

. . . . . . . . . . . . . . . . . . . .

L’abate Tommaso Pischedda, che ha messo questa poesia fra i

Canti popolari dei classici poeti sardi, dice che «siccome la maggior
parte delle poesie del Padre Cubeddu si aggirano su temi profani, e
poco interessanti al nostro fine, noi ce ne passeremo, e daremo tra
tutte la preferenza a quella che tratta felicemente un tema cotanto
nobile, qual si è l’onestà d’una sarda donzella che serba intemerato
il giglio castissimo della sua verginità.» Noi però, chiedendone
licenza al colto abate, confessiamo di sentire nei versi castissimi del
Padre Cubeddu distintissimi i due profumi dell’ambra e dell’incenso,
dell’harem e della chiesa; cose e luoghi che nel mondo dell’arte non
son poi tanto lontani come da molti si crede.
I canti sacri e popolari della Sardegna son molto antichi,
innumerevoli come le arene del mare, e per la più parte di autore
ignoto. La pietà dei fedeli li ha raccolti; e ogni villaggio ha i suoi
prediletti, così come ha i suoi santi particolari. Eccovi un saggio di
queste poesie, in onore di Sant’Antioco, il martire di Sulcis.

De sa Cresia Santo honore

Terrore de su Paganu
Sant’Antiogu Sulcitanu
Siades nostru intercessore.

Cumparzistis in s’Oriente
De mama jamada Rosa.
Ch’in sa fide fervorosa
Bos educat santamente
Comente e sole lughente
Diffundistis s’isplendore.

Onore della Santa Chiesa, terrore del Pagano,

Sant’Antioco sulcitano, siate nostro intercessore.
Nasceste nell’Oriente da una madre chiamata Rosa, che
nella fede fervorosa vi educò santamente, come un sol
lucente diffondeste lo splendore.

Antichissima deve essere l’invocazione dell’angelo custode alla culla

del bambino e che il canonico Spano, già settuagenario, udì dalle
labbra di sua nonna:

Su lettu meu est de battor cantones

Et battor anghelos si bei ponen,
 Duos in pes et duos in cabitta
Nostra Segnora a costazu m’ista
E a mie narat, dormi e reposa
No hapas paura de mala cosa,
No hapas paura de malu fine.

S’Anghelu Serafine
S’Anghelu Biancu
S’Ispiridu Santu
Sa Virgine Maria
Tote siant in cumpagnia mea.

Anghelu de Deu
Custodiu Meu
Custa nott’illuminame!
Guarda e difende a mie
Ca eo mi incommando a tie.

Il letto mio è di quattro angoli, e quattro angeli vi si

mettono, due ai piedi e due alla testa. La Nostra Vergine mi
sta vicino e mi dice: Dormi e riposa, non aver paura di
cattive cose, non aver paura di cattivo fine.
L’Angelo Serafino, l’Angelo bianco, lo Spirito Santo, la
Vergine Maria, sian tutti in mia compagnia. Angelo di Dio,
mio custode, illuminami questa notte, guardami e
difendimi, ch’io mi raccomando a te.

Un genere singolarissimo di poesia sacra popolare è quello che ci è

dato in Sardegna dai così detti misteri o commedie sacre in versi.
Quell’instancabile Canonico Spano, che, parlando di Sardegna,
conviene citare ad ogni pagina, ha redento dall’oscurità, ora è poco,
uno di questi misteri che correva solo nella bocca del popolo a
Ploaghe; giovandosi dell’opera del curato di quel villaggio, Salvatore
Cossu; e che fu assai bene illustrato anche da Maltzan.