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vi PR E FA CE

he text has been designed so that four chapters—relativity (7), quantum mechanics
(9), particle physics (13), and cosmology (15)—may be skipped without loss of continuity.

Major Changes in the Eighth Edition

We are always amazed at how much of the scientiic content of this book has to be updated
when we undertake a new edition, and the eighth edition is no exception. It has been updated
to provide the most current scientiic coverage and the most useful pedagogical elements to
students taking integrated science courses. Additionally, each chapter has new end-of-chapter
questions to address new material and to provide students with better study tools.
Some of the most signiicant changes to this edition include the following:
Chapter 1 his chapter now features an expanded discussion of citizen science, a new way
for people to become involved.
Chapter 2 he discussion of deterministic chaos in the “hinking More About” section has
been expanded.
Chapter 3 he section of energy use in the United States and the section on renewable en-
ergy sources have been extensively updated to relect the rapidly changing energy landscape.
Chapter 4 Heat and the Second Law of hermodynamics contains an expanded discussion
of temperature scales and a new “hinking More About” on the use of fossil fuels.
Chapter 5 A new discussion of the electriication of America underscores the importance of
electricity and magnetism in everyday life.
Chapter 6 We feature a new “Technology” section on cell phones.
Chapter 7 We have expanded discussion of the experimental tests of special relativity as well
as a new section on gravitational waves.
Chapter 8 he presentation of the periodic table has been modiied to stress its role as an
organizing principle in chemistry.
Chapter 9 We have updated the section on quantum computing and expanded the “hinking
More About” section on the subject of consciousness.
Chapter 10 We have added a new “Science in the Making” section on “Polymers and the
Origins of Life.”
Chapter 11 We have updated the section on computers and added a new “Technology”
feature on light-emitting diodes.
Chapter 12 he Nucleus of the Atom has an updated section on fusion, emphasizing fore-
front experiments at NIF and ITER.
Chapter 13 he Ultimate Structure of Matter includes updated material on accelerators, the
Higgs Boson, and CERN, as well as a new discussion of quantum loop gravity.
Chapter 14 he Stars contains the updated list of both terrestrial and orbiting observatories,
discussion of IceCube and black hole search results, and a new section on space weather.
Chapter 15 Cosmology has been updated to include new results from dark matter searches
and a description of the LUX experiments.
Chapter 16 Earth and Other Planets has been expanded to update discussions of space
probes and the Mars rovers, present a fuller discussion of the oceans of Europa and planned
drilling missions, and greatly expand the discussion of exoplanets and the Kepler spacecraft.
Chapter 17 Plate Tectonics contains an updated discussion of the Fukushima earthquake in
2011 and the personal account of one of the authors (RMH) who was in Japan when it struck.
Chapter 19 Ecology, Ecosystems, and the Environment has been updated with new data on
climate change.
Chapter 20 he section on taxonomy now contains a discussion of cladistics as well as an
“Ongoing Process of Science” on the taxonomic problems associated with the classiication
of fungi.
 P REFAC E vii

Chapter 22 he Molecules of Life now has a completely revised and simpliied “Return to the
Integrated Question.”
Chapter 23 his chapter now contains an expanded discussion of Mendelian genetics and
DNA transcription as well as updated material on the human genome.
Chapter 24 he New Science of Life starts with a new integrated question. It has updated
discussions of DNA ingerprinting, genetic engineering, and genetically modiied crops, as
well as new sections on epigenetics and synthetic biology.
Chapter 25 Evolution includes signiicantly updated and enhanced coverage on the origin of
life (especially chemical evolution), as well as a completely rewritten section on the Neander-
thals based on their DNA.

Special Features
In an efort to aid student learning and underscore the integration of the sciences, we have
attempted to relate scientiic principles to each student’s everyday life. To this end, we have
incorporated several distinctive features throughout the book.

GREAT IDEAS
Each chapter begins with a statement of a great unifying idea or theme in science, so that stu-
dents immediately grasp the chief concept of that chapter. hese statements are not intended
to be recited or memorized, but rather to provide a framework for placing everyday experi-
ences into a broad context.

GREAT IDEAS ACROSS THE SCIENCES

Our theme of integration is reinforced with a radiating diagram that appears at the beginning of
every chapter. he diagram ties together some of the examples discussed in the text and shows
how the Great Idea has been applied to diferent branches of science and to everyday life.

SCIENCE THROUGH THE DAY

Each chapter begins with a “Science hrough the Day” section in which we tie the chapter’s
main theme to common experiences such as eating, driving a car, or suntanning.

THE SCIENCE OF LIFE

To help show the interdisciplinary nature of the many concepts we introduce, we have in-
cluded sections on living things in most chapters. hus, while chapters emphasizing principles
speciically related to life are at the end of the book, biological examples appear throughout.

SCIENCE IN THE MAKING

hese historical episodes trace the progress of scientiic discovery and portray the lives of some
of the central igures in science. In these episodes, we have tried to illustrate the process of
science, examine the interplay of science and society, and reveal the role of serendipity in sci-
entiic discovery.

THE ONGOING PROCESS OF SCIENCE

Science is a never-ending process of asking questions and seeking answers. In these features,
we examine some of the most exciting questions currently being addressed by scientists.

STOP & THINK

At various points in each chapter, we ask students to pause and think about the implications of
a scientiic discovery or principle.
viii PR E FA CE

TECHNOLOGY
he application of scientiic ideas to commerce, industry, and other modern technological con-
cerns is perhaps the most immediate way in which students encounter science.

MATHEMATICAL EQUATIONS AND WORKED EXAMPLES

Unlike the content of many science texts, formulas and mathematical derivations play a sub-
sidiary role in our treatment of the subject matter. We rely much more on real-world experi-
ences and on everyday vocabulary. We believe that every student should understand the role
of mathematics in science. herefore, in many chapters, we have included a few key equations
and the appropriate worked examples. Whenever an equation is introduced, it is presented in
three steps: irst as an English sentence, second as a word equation, and inally in its traditional
symbolic form. In this way, students can focus on the meaning rather than the abstraction of
the mathematics. We also include an appendix on English and SI units.

SCIENCE BY THE NUMBERS

We also think that students should understand the importance of simple mathematical calcu-
lations in areas of magnitude. hus, we have incorporated many nontraditional calculations.

THINKING MORE ABOUT

Each chapter ends with a section that addresses a social or philosophical issue tied to science
such as federal funding of the sciences, nuclear waste disposal, cloning, and priorities in med-
ical research.

DISCOVERY LABS
he eighth edition features updated “kitchen sink” labs contributed by Larry McClellan and
Meena Jagasia who provide students with additional real-world science applications. hese labs
may be conducted in a class or lab, or they may be assigned for students to complete at home.

RETURN TO THE INTEGRATED SCIENCE QUESTION

Each chapter of he Sciences opens with an Integrated Science Question that draws from the
many branches of science discussed in the chapter. New to the eighth edition, we now return
to this question at the end of the chapter to illustrate for students how the material draws
together to answer this question and creates a problem-solving framework for students to ap-
ply to future questions.

OTHER FEATURES
Key Words. Most science texts sufer from too complex a vocabulary. We have tried to avoid
unnecessary jargon. Because the scientiically literate student must be familiar with many
words and concepts that appear regularly in newspaper articles or other material for general
readers, each chapter contains key words that appear in boldface type. hese words are also
listed at the end of each chapter.
here are many other scientiic terms that are more specialized but also important. We have
highlighted these terms in italics. We strongly recommend that students learn the meaning and
context of all the key words but not be expected to memorize the words that appear in italics.
We encourage all adopters of this text to provide their own lists of key words and other terms,
both those we might have omitted and those they feel should be eliminated from our list.

Questions. We feature four levels of end-of-chapter questions, and we revise at least 30% of
them in each new edition. “Review Questions” test important factual information covered in
the text and are provided to emphasize key points. Many of the Review Questions have been
substantially rewritten for this edition. “Discussion Questions” are also based on material in the
text, but they also examine student comprehension and explore the application and analysis
 P REFAC E ix

of the scientiic concepts. “Problems” are quantitative questions that require students to use
mathematical operations, typically those introduced in worked examples or “Science by the
Numbers.” Finally, “Investigations” require additional research outside the classroom. Each in-
structor should decide which level of questions is most appropriate for his or her students. We
welcome suggestions for additional questions, which we will add to the next edition of this text.

Illustrations. his book has been extensively illustrated with color images in an efort to help
amplify the key ideas and principles. All the diagrams and graphs have been designed for max-
imum clarity and impact.

Great Ideas in Science: A Reader in the Classic Literature of Science. In conjunction with
University Readers of San Diego, California, Robert Hazen and James Treil have edited a col-
lection of 50 excerpts from original sources to illustrate transformational discoveries in science
history. he readings are grouped into 25 chapters that parallel this volume. Taken together,
these readings reveal dramatic changes in the process and progress of science.

ANCILLARIES FOR THE SCIENCES, EIGHTH EDITION

WILEYPLUS LEARNING SPACE
he factors that contribute to success–both in college and in life–aren’t comprised of intel-
lectual capabilities alone. In fact, there are other traits, strategies, and even daily habits that
contribute to the overall picture of success. Studies show that people who can delay instant
gratiication, work through tasks even if they are not immediately rewarding, and follow
through with a plan have the skills that are not only valuable in the classroom, but also in the
workplace and their personal lives.
A place where students can deine their strengths and nurture these skills, WileyPLUS
Learning Space transforms course content into an online learning community. WileyPLUS
Learning Space invites students to experience learning activities, work through self-assess-
ment, ask questions and share insights. As they interact with the course content, peers and
their instructor, WileyPLUS Learning Space creates a personalized study guide for each student.
As research shows, when students collaborate with each other, they make deeper connec-
tions to the content. When students work together, they also feel part of a community so that
they can grow in areas beyond topics in the course. With WileyPLUS Learning Space, students
are invested in their learning experience and can use their time eiciently as they develop skills
like critical thinking and teamwork.
hrough a lexible course design, you can quickly organize learning activities, manage stu-
dent collaboration, and customize your course–having full control over content as well as the
amount of interactivity between students.

WileyPLUS Learning Space lets you:

● Assign activities and add your own materials
● Guide your students through what›s important in the interactive e-textbook by easily as-
signing speciic content
● Set up and monitor group learning
● Assess student engagement
● Gain immediate insights to help inform teaching
Deining a clear path to action, the visual reports in WileyPLUS Learning Space help both you
and your students gauge problem areas and act on what›s most important.

With the visual reports, you can:

● See exactly where your students are struggling for early intervention
● Help students see exactly what they don’t know to better prepare for exams
● Give students insight into their strengths and weaknesses so that they can succeed in your
course
x PR E FA CE

For Students
Personalize the learning experience.
Diferent learning styles, diferent levels of proiciency, diferent levels of preparation—each of
your students is unique. WileyPLUS Learning Space empowers them to take advantage of their
individual strengths:
● Students receive timely access to resources that address their demonstrated needs, and
they get immediate feedback and remediation when needed.
● Integrated, multimedia resources include:

Virtual Discovery Labs bring select core concepts to life in an online lab setting.
Animations illustrate select text concepts.
Science in the News Video Clips are linked right into the eBook in WileyPLUS for
easy in-context access and give students a look into how science works in the real
world.
● WileyPLUS Learning Space includes many opportunities for self-assessment linked to the
relevant portions of the text. Students can take control of their own learning and practice
until they master the material.

For Instructors
Personalize the teaching experience.
WileyPLUS Learning Space empowers you with the tools and resources you need to make your
teaching even more efective:
● You can customize your classroom presentation with a wealth of resources and function-
ality from PowerPoint slides to a database of rich visuals. You can even add your own
materials to your WileyPLUS Learning Space course.
● With WileyPLUS Learning Space you can identify those students who are falling behind
and intervene accordingly, without having to wait for them to come to oice hours.
● WileyPLUS Learning Space simpliies and automates such tasks as student performance
assessment, making assignments, scoring student work, keeping grades, and more.
Virtual Discovery Labs authored by Brian Shmaefsky of Lone Star College bring select core
concepts to life in an online lab setting. Virtual Discovery Labs ofer students an excellent al-
ternative to hands-on lab work with assignable lab reports and question assignments.
Test Bank by David King of Auburn University is available on both the instructor compan-
ion site and within WileyPLUS Learning Space. Containing approximately 50 multiple-choice
and essay test items per chapter, this test bank ofers assessment of both basic understanding
and conceptual applications. he Sciences, Eighth Edition Test Bank is ofered in two formats:
MS Word iles and a Computerized Test Bank. he easy-to-use test-generation program fully
supports graphics, print tests, student answer sheets, and answer keys. he software’s advanced
features allow you to create an exam to your exact speciications.
Instructor’s Manual prepared by Jack Giannattasio, Monmouth University, contains teach-
ing suggestions, lecture notes, answers to problems from the textbook, additional problems,
and over 70 creative ideas for in-class activities. Available in WileyPLUS Learning Space and on
the instructor companion site.
Science in the News Video Clips and Lecture Launcher Presentations provide instructors
with a presentation tool to give students a look into how science works in the real world. Videos
can be presented in class or assigned with questions in WileyPLUS Learning Space.
Animations. Select text concepts are illustrated using lash animation, designed for use in
classroom presentations.
All line illustrations and photos from he Sciences, Eighth Edition in jpeg iles and Power-
Point format are available both on the instructor companion site and within WileyPLUS Learn-
ing Space.
 P REFAC E xi

Biology Visual Library containing all of the line illustrations in the textbook in jpeg format,
as well as access to numerous other life science illustrations from other Wiley texts, is available
in WileyPLUS and on the instructor companion site.
PowerPoint presentations by John Gudenas of Aurora University are tailored to he Sciences,
Eighth Edition’s topical coverage and learning objectives. hese presentations are designed to
convey key text concepts, illustrated by embedded text art. An efort has been made to reduce
the amount of words on each slide and increase the use of visuals to illustrate concepts. Per-
sonal Response System questions are speciically designed to foster student discussion and
debate in class.

Book Companion Site (www.wiley.com/college/trefil)

For the Student:

● Quizzes for student self-testing
● Biology NewsFinder; Flash Cards; and Animations

For the Instructor:

● Biology Visual Library; all images in jpg and PowerPoint formats.
● Instructor’s Manual; Test Bank; Lecture PowerPoint presentations, and Personal Response
System questions, and Instructor Resources are password protected.

Acknowledgments
he development of this text has beneited immensely from the help and advice of numerous
people. Students in our “Great Ideas in Science” course at George Mason University have played a
central role in designing this text. Approximately 9,000 students, the majority of whom were non-
science majors, have enrolled in the course over the past 24 years. hey represent a diverse cross
section of American students: more than half were women, and many minority, foreign-born,
and adult learners were enrolled. heir candid assessments of course content and objectives, as
well as their constructive suggestions for improvements, have helped shape our text.

FACULTY INPUT
We thank the many teachers across the country who are developing integrated science courses.
heir letters and suggestions to us and responses to our publisher’s survey inspired us as we
wrote this edition. We especially thank the professors who have used and class-tested the
earlier editions, sharing with us the responses of their students and their own analyses. heir
classroom experience continues to help us shape the book.

PUBLISHER SUPPORT
Finally, as in the previous editions, we gratefully acknowledge the dedicated people at John
Wiley and Sons who originally proposed this textbook and have helped us in developing every
aspect of its planning and production for all eight editions. We thank our Senior Editor, Nick
Ferrari for his support and innovative ideas. Senior Market Solutions Assistant, Mallory Fryc
served with skill and professionalism. Executive Marketing Manager Kristine Ruf championed
the book in her marketing and sales eforts.
We also thank the production team of the eighth edition. he project was ably managed by
Patricia McFadden and meticulously produced by Jeanine Furino who dealt with the countless
technical details associated with an integrated science book. Tom Nery designed the hand-
some text and the cover. Billy Ray researched the numerous new photos for the eighth edition.
Anna Melhorn coordinated the development of our new illustrations. To all the staf at John
Wiley, we owe a great debt for their enthusiastic support, constant encouragement, and sincere
dedication to science education reform.
xii PR E FA CE

Reviewers for The Eighth Edition

Darlene Dickens John Gudenas Kevin Vogel
East Georgia State College Aurora University Saint Bonaventure University
Jack Giannattasio Kristy McBride Wendi Wolfram
Monmouth University Belmont University Hardin-Simmons University
Oliver Graudejus Martin Saltzman
Arizona State University Providence College
Contents

1 Science: A Way of Knowing 1 SCIENCE THROUGH THE DAY:

Cause and Effect • 26
How do you know what you know?
GREAT IDEA: Science is a way of asking and answering The Night Sky 26
questions about the natural universe. Stonehenge 27
SCIENCE THROUGH THE DAY: SCIENCE IN THE MAKING • 28
Sunrise • 2 The Discovery of the Spread of Disease

SCIENCE BY THE NUMBERS • 28

The Role of Science 2
Ancient Astronauts
Making Choices 2 / Why Study Science? 3
he Birth of Modern Astronomy 30 / he Historical Background: Ptolemy
The Scientific Method 4 and Copernicus 30 / Observations: Tycho Brahe and Johannes Kepler 31
Observation 4 / Identifying Patterns and Regularities 4 / Mathematics:
he Language of Science 5 / Development of a heory 6 / Prediction and The Birth of Mechanics 32
Testing 7 / he Scientiic Method in Operation 8 Galileo Galilei 32
THE ONGOING PROCESS OF SCIENCE • 9 SCIENCE IN THE MAKING • 33
The Duke Forest Experiments The Heresy Trial of Galileo
Speed, Velocity, and Acceleration 33 / he Founder of Experimental
SCIENCE IN THE MAKING • 9
Science 35
Dimitri Mendeleev and the Periodic Table
THE SCIENCE OF LIFE • 37
THE SCIENCE OF LIFE • 11 Experiencing Extreme Acceleration
William Harvey and the Blood’s Circulation

SCIENCE BY THE NUMBERS • 11

Isaac Newton and the Universal Laws of Motion 38
he First Law 39 / he Second Law 39 / he hird Law 41 / Newton’s
The Circulation of the Blood
Laws at Work 41
Other Ways of Knowing 12 Momentum 42
Diferent Kinds of Questions 12 / Pseudoscience 12 Conservation of Linear Momentum 42 / Angular Momentum 43
SCIENCE BY THE NUMBERS • 13 TECHNOLOGY • 43
Astrology Inertial Guidance System

The Organization of Science 14 The Universal Force of Gravity 44

he Divisions of Science 14 / he Branches of Science 15 / he Web of he Gravitational Constant, G 44 / Weight and Gravity 45 / Big G and
Knowledge 16 / Basic Research, Applied Research, and Technology 16 Little g 45
TECHNOLOGY • 17 THINKING MORE ABOUT THE ORDERED UNIVERSE • 47
SETI@HOME Predictability
Funding for Science 18 / Communication Among Scientists 19
RETURN TO THE INTEGRATED QUESTION • 48
THINKING MORE ABOUT BASIC RESEARCH • 20
DISCOVERY LAB • 48
RETURN TO THE INTEGRATED QUESTION • 20
DISCOVERY LAB • 21
3 Energy 51
Why must animals eat to stay alive?
2 The Ordered Universe 25
GREAT IDEA: The many different forms of energy are
Why do planets appear to wander slowly across
interchangeable, and the total amount of energy in an
the sky?
isolated system is conserved.
GREAT IDEA: Newton’s laws of motion and gravity
predict the behavior of objects on Earth and in space.
xiii
 xiv CON TE N TS
SCIENCE THROUGH THE DAY • 52
Morning Routine
The Great Chain of Energy 52
Scientiically Speaking 53
SCIENCE IN THE MAKING • 55
James Watt and the Horsepower
Forms of Energy 56
Kinetic Energy 56 / Potential Energy 57 / Heat, or hermal Energy 58
SCIENCE IN THE MAKING • 59
Discovering the Nature of Heat
Wave Energy 59 / Mass as Energy 60
The Interchangeability of Energy
THE SCIENCE OF LIFE • 62
Energy for Life and Trophic Levels
The First Law of Thermodynamics: Energy Is
Conserved 64
SCIENCE BY THE NUMBERS • 65
Diet and Calories
SCIENCE IN THE MAKING • 66
Lord Kelvin and Earth’s Age
The United States and Its Energy Future
THINKING MORE ABOUT ENERGY • 70
Coal and Oil
RETURN TO THE INTEGRATED QUESTION • 70
DISCOVERY LAB • 71
4 Heat and the Second Law of
Thermodynamics
Why is it easier to make an omelet from an egg than
to make an egg from an omelet?
GREAT IDEA: Heat is a form of energy that flows from
warmer to cooler objects.
SCIENCE THROUGH THE DAY • 77
A Hot Breakfast
Nature’s Direction 77
Coming to Terms with Heat 78
Heat and Temperature 78
THE ONGOING PROCESS OF SCIENCE • 79
The Fahrenheit Temperature Scale
Temperature Conversions 80
TECHNOLOGY • 80
Thermometers
Speciic Heat Capacity 81
Heat Transfer 81
Conduction 81 / Convection 82
TECHNOLOGY • 83
Home Insulation
THE SCIENCE OF LIFE • 84
Animal Insulation: Fur and Feathers
Radiation 85
THE SCIENCE OF LIFE • 85
Temperature Regulation
The Second Law of Thermodynamics 86
1. Heat Will Not Flow Spontaneously from a Cold to a Hot Body 87 /
2. You Cannot Construct an Engine hat Does Nothing but Convert
Heat to Useful Work 87
SCIENCE BY THE NUMBERS • 89
Efficiency
3. Every Isolated System Becomes More Disordered with Time 90
60 SCIENCE IN THE MAKING • 92
The Heat Death of the Universe
Consequences of the Second Law 92
he Arrow of Time 92 / Built-in Limitations of the Universe 93
THE SCIENCE OF LIFE • 93
Does Evolution Violate the Second Law?
THINKING MORE ABOUT ENERGY
GENERATION • 93
Energy and the Second Law
RETURN TO THE INTEGRATED QUESTION • 94
66
DISCOVERY LAB • 94
5 Electricity and Magnetism 98
What is lightning?
GREAT IDEA: Electricity and magnetism are two different
aspects of one force—the electromagnetic force.
SCIENCE THROUGH THE DAY • 99
76 The Hidden Force
Nature’s Other Forces 99
Static Electricity 100
SCIENCE IN THE MAKING • 100
Benjamin Franklin and Electrical Charge
he Movement of Electrons 101 / Coulomb’s Law 101
SCIENCE BY THE NUMBERS • 102
Two Forces Compared
he Electrical Field 103
Magnetism 103
THE SCIENCE OF LIFE • 105
Magnetic Navigation
Pairs of Poles 106
Batteries and Electric Circuits 106
THE SCIENCE OF LIFE • 106
Luigi Galvani and Life’s Electrical Force
Batteries and Electrical Current 107 / Electric Circuits 108
SCIENCE IN THE MAKING • 109
The Lightning Rod
 C ONT ENT S xv

THE SCIENCE OF LIFE • 111 TECHNOLOGY • 139

The Propagation of Nerve Signals AM and FM Radio Transmission
Two Kinds of Electric Circuits 112 Microwaves 139
TECHNOLOGY • 140
Connections Between Electricity and Magnetism 113
Magnetic Efects from Electricity 113 / he Electromagnet 113 Microwave Ovens

TECHNOLOGY • 114 TECHNOLOGY • 140

The Electric Motor Cell Phones
Why Magnetic Monopoles Don’t Exist 115 Infrared Radiation 140 / Visible Light 141
THE SCIENCE OF LIFE • 115 THE SCIENCE OF LIFE • 141
Magnetic Resonance The Eye
Ultraviolet Radiation 142 / X-rays 143
Electrical Effects from Magnetism 115
THE ONGOING PROCESS OF SCIENCE • 144
TECHNOLOGY • 116 Intense X-ray Sources
The Electrification of America
Gamma Rays 144
SCIENCE IN THE MAKING • 117 THINKING MORE ABOUT ELECTROMAGNETIC
Michael Faraday RADIATION • 144
Maxwell’s Equations 117 Is ELF Radiation Dangerous?
THINKING MORE ABOUT ELECTROMAGNETISM • 118 RETURN TO THE INTEGRATED QUESTION • 145
Basic Research
DISCOVERY LAB • 146
RETURN TO THE INTEGRATED QUESTION • 118
DISCOVERY LAB • 119
7 Albert Einstein and the
Theory of Relativity 150
6 Waves and Electromagnetic Can a human ever travel faster than the speed of
Radiation 123 light, at “warp speed”?
What is color? GREAT IDEA: All observers, no matter what their frame
of reference, see the same laws of nature.
GREAT IDEA: Whenever an electrically charged object is
accelerated, it produces electromagnetic radiation—waves SCIENCE THROUGH THE DAY • 151
of energy that travel at the speed of light. Waiting at the Stoplight
SCIENCE THROUGH THE DAY • 124
Frames of Reference 151
The Radio
Descriptions in Diferent Reference Frames 152 / he Principle of
Relativity 152 / Relativity and the Speed of Light 153
The Nature of Waves 124
Energy Transfer by Waves 124 / he Properties of Waves 125 / he Special Relativity 154
Relationship among Wavelength, Frequency, and Velocity 125 / he Two Time Dilation 154 / Tests of Special Relativity 155 / he Size of Time
Kinds of Waves: Transverse and Longitudinal 126 Dilation 155 / Distance and Relativity 157 / So What about the Train
SCIENCE BY THE NUMBERS • 127 and the Flashlight? 158 / Mass and Relativity 158 / Mass and
The Sound of Music Energy 159
SCIENCE IN THE MAKING • 159
THE SCIENCE OF LIFE • 129
Use of Sound by Animals Einstein and the Streetcar

Interference 130 SCIENCE BY THE NUMBERS • 160

How Important Is Relativity?
The Electromagnetic Wave 131
THE SCIENCE OF LIFE • 161
SCIENCE IN THE MAKING • 131
Space Travel and Aging
The Ether
he Anatomy of the Electromagnetic Wave 132 / Light 133 / he Energy General Relativity 161
of Electromagnetic Waves 133 / he Doppler Efect 134 / Transmission, he Nature of Forces 161 / Predictions of General Relativity 163
Refraction, Absorption, Reflection, and Scattering 135
THE ONGOING PROCESS OF SCIENCE • 164
TECHNOLOGY • 136 Gravity Probe B
Fiber Optics
THE ONGOING PROCESS OF SCIENCE • 164
The Electromagnetic Spectrum 137 Gravitational Waves
Radio Waves 137 Who Can Understand Relativity? 165
 xvi CON TE N TS

TECHNOLOGY • 165 SCIENCE BY THE NUMBERS • 196

The Global Positioning System and Relativity Uncertainty in the Newtonian World

THINKING MORE ABOUT RELATIVITY • 166

Probabilities 197
Was Newton Wrong?
Wave-Particle Duality 198
RETURN TO THE INTEGRATED QUESTION • 166
he Double-Slit Test 198
DISCOVERY LAB • 167
TECHNOLOGY • 199
The Photoelectric Effect
8 The Atom 171
Wave-Particle Duality and the Bohr Atom 200
Why are there so many different materials in the Quantum Weirdness 201
world?
TECHNOLOGY • 201
GREAT IDEA: All of the matter around us is made of Quantum Computing
atoms, the chemical building blocks of our world.
SCIENCE THROUGH THE DAY • 172
Quantum Entanglement 202

A Deep Breath TECHNOLOGY • 202

Quantum Teleportation
The Smallest Pieces 172
SCIENCE IN THE MAKING • 203
he Greek Atom 172 / Elements 173 / Discovering Chemical
A Famous Exchange
Elements 173 / he Periodic Table of the Elements 175 / Periodic
Chemical Properties 175 SCIENCE IN THE MAKING • 203
SCIENCE IN THE MAKING • 176 Teleporting the Venus of Willendorf
Are Atoms Real? THINKING MORE ABOUT QUANTUM MECHANICS • 203
Uncertainty and Human Beings
The Structure of the Atom 177
he Atomic Nucleus 177 / Why the Rutherford Atom Couldn’t Work 178 RETURN TO THE INTEGRATED QUESTION • 204
DISCOVERY LAB • 205
When Matter Meets Light 179
he Bohr Atom 179 / Photons: Particles of Light 180 / An Intuitive
Leap 181 10 Atoms in Combination:
Spectroscopy 181
The Chemical Bond 208
How does blood clot?
THE SCIENCE OF LIFE • 183
Spectra of Life’s Chemical Reactions GREAT IDEA: Atoms bind together in chemical reactions
by the rearrangement of electrons.
SCIENCE IN THE MAKING • 184
The Story of Helium SCIENCE THROUGH THE DAY • 209
Throwing Things Away
TECHNOLOGY • 184
The Laser Our Material World 209
Why the Periodic Table Works: Electron Shells 186
Electron Shells and Chemical Bonds 210
THINKING MORE ABOUT ATOMS • 187
What Do Atoms “Look Like?” Types of Chemical Bonds 211
Ionic Bonds 211 / Metallic Bonds 213 / Covalent Bonds 214 /
RETURN TO THE INTEGRATED QUESTION • 188
Polarization and Hydrogen Bonds 216 / Van der Waals Forces 216
DISCOVERY LAB • 188
States of Matter 217
Gases 218 / Plasma 218 / Liquids 219 / Solids 219
9 Quantum Mechanics 192 SCIENCE IN THE MAKING • 221

How can the electron behave like both a particle The Discovery of Nylon
and a wave? TECHNOLOGY • 222
Liquid Crystals and Your Hand Calculator
GREAT IDEA: At the subatomic scale, everything is
quantized. Any measurement at that scale significantly Changes of State 223
alters the object being measured.
Chemical Reactions and the Formation of Chemical
SCIENCE THROUGH THE DAY • 193 Bonds 223
Digital Pictures Chemical Reactions and Energy: Rolling Down the Chemical Hill 224

The World of the Very Small 193 Common Chemical Reactions 226
Measurement and Observation in the Quantum World 194 / he Oxidation and Reduction 226 / Precipitation–Solution Reactions 228 /
Heisenberg Uncertainty Principle 195 Acid–Base Reactions 228
 C ONT ENT S xvii

THE SCIENCE OF LIFE • 229 RETURN TO THE INTEGRATED QUESTION • 259

Antacids DISCOVERY LAB • 259
Polymerization and Depolymerization 229
SCIENCE IN THE MAKING • 232
Polymers and the Origins of Life 12 The Nucleus of the Atom 263
How do scientists determine the age of the oldest
Building Molecules: The Hydrocarbons 232 human fossils?
TECHNOLOGY • 233
GREAT IDEA: Nuclear energy depends on the conversion
Refining Petroleum of mass into energy.
THE SCIENCE OF LIFE • 235 SCIENCE THROUGH THE DAY • 264
The Clotting of Blood Radioactivity Around Us
THINKING MORE ABOUT ATOMS IN COMBINATION • 235
Empty Space, Explosive Energy 264
Life-Cycle Costs
SCIENCE BY THE NUMBERS • 265
RETURN TO THE INTEGRATED QUESTION • 236 Mass and Energy
DISCOVERY LAB • 236
The Organization of the Nucleus 266
Element Names and Atomic Numbers 267 / Isotopes and the Mass
11 Materials and Their Properties 240 Number 267 / he Strong Force 268
How have computers gotten so much faster? Radioactivity 269
GREAT IDEA: A material’s properties result from its What’s Radioactive? 269
constituent atoms and the arrangements of chemical SCIENCE IN THE MAKING • 270
bonds that hold those atoms together. Becquerel and Curie
SCIENCE THROUGH THE DAY • 241 THE SCIENCE OF LIFE • 270
Hauling Gear The CAT Scan

Materials and the Modern World 241

he Kinds of Radioactive Decay 271 / Radiation and Health 273
THE SCIENCE OF LIFE • 274
The Strengths of Materials 242 Robert Hazen’s Broken Wrist
Diferent Kinds of Strength 243 / Composite Materials 244
Half-Life 275 / Radiometric Dating 275
Electrical Properties of Materials 244 SCIENCE BY THE NUMBERS • 276
Conductors 244 / Insulators 245 / Semiconductors 245 / Superconductors 246 Dating a Frozen Mammoth
THE ONGOING PROCESS OF SCIENCE • 247 Decay Chains 276 / Indoor Radon 277
Searching for New Superconductors
Energy from the Nucleus 278
Magnetic Properties of Materials 248 Nuclear Fission 278 / Reactor Accidents 279 / Fusion 280
TECHNOLOGY • 281
Microchips and the Information Revolution 249
ITER: The Future of Fusion
Doped Semiconductors 249 / Diodes 250
TECHNOLOGY • 251 SCIENCE IN THE MAKING • 281
Photovoltaic Cells and Solar Energy Superheavy Elements

TECHNOLOGY • 251 THINKING MORE ABOUT THE NUCLEUS • 282

Light-Emitting Diodes Nuclear Waste
he Transistor 252 / Microchips 253 RETURN TO THE INTEGRATED QUESTION • 282
TECHNOLOGY • 254 DISCOVERY LAB • 283
Jim Trefil Gives His Car a Tune-Up

Information 255
13 The Ultimate Structure of Matter 287
SCIENCE BY THE NUMBERS • 256 How can antimatter be used to probe the human
Is a Picture Really Worth a Thousand Words? brain?
Computers 257
GREAT IDEA: All matter is made of quarks and leptons,
THE SCIENCE OF LIFE • 257 which are the most fundamental building blocks of the
The Computer and the Brain universe that we know.
THINKING MORE ABOUT PROPERTIES OF SCIENCE THROUGH THE DAY • 288
MATERIALS • 258 Looking at Sand
Thinking Machines
 xviii CON TE N TS

Of What Is the Universe Made? 288 The Variety of Stars 316

he Library 288 / Reductionism 289 / he Building Blocks of Matter 289
Discovering Elementary Particles
Cosmic Rays 290
TECHNOLOGY • 291
Detecting Elementary Particles
Particle Accelerators: he Essential Tool 291
SCIENCE IN THE MAKING • 293
CERN
he Astronomical Distance Scale 316 / he Hertzsprung-Russell
Diagram 317
290
The Life Cycles of Stars 318
he Birth of Stars 318 / he Main Sequence and the Death of Stars 319 /
Neutron Stars and Pulsars 321 / Black Holes 322
THINKING MORE ABOUT STARS • 323
Generation of the Chemical Elements
RETURN TO THE INTEGRATED QUESTION • 323

TECHNOLOGY • 293 DISCOVERY LAB • 324

The Large Hadron Collider

THE SCIENCE OF LIFE • 293

15 Cosmology 328
Accelerators in Medicine Will the universe end?
GREAT IDEA: The universe began billions of years ago in
The Elementary Particle Zoo 294
Leptons 294 / Hadrons 294 / Antimatter 294 the big bang, and it has been expanding ever since.
SCIENCE THROUGH THE DAY • 329
SCIENCE IN THE MAKING • 295
The Discovery of Antimatter A Glowing Charcoal Fire

THE ONGOING PROCESS OF SCIENCE • 296 Edwin Hubble and the Discovery of Galaxies 329
How Does the Brain Work? he Nebula Debate 329 / Kinds of Galaxies 330
Quarks 296 / Quarks and Leptons 297 The Redshift and Hubble’s Law 332
The Four Fundamental Forces 297 SCIENCE BY THE NUMBERS • 334
Force as an Exchange 298 / Uniied Field heories 299 / he Standard Analyzing Hubble’s Data
Model 300
The Large-Scale Structure of the Universe 334
Quantum Gravity, Strings, and Theories of Everything 301
he Big Bang 336 / Some Useful Analogies 336 / Evidence for the Big
THINKING MORE ABOUT PARTICLE PHYSICS • 301 Bang 337
Basic Research in Particle Theory
The Evolution of the Universe 339
RETURN TO THE INTEGRATED QUESTION • 302 Some General Characteristics of an Expanding Universe 339
DISCOVERY LAB • 303
Of What Is the Universe Made? 342
Dark Matter 342
14 The Stars 306 THE ONGOING PROCESS OF SCIENCE • 343
How much longer can the Sun sustain life on Earth? Dark Matter Searches
GREAT IDEA: The Sun and other stars use nuclear fusion Dark Energy 344
reactions to convert mass into energy. Eventually, when a THINKING MORE ABOUT COSMOLOGY • 346
star’s nuclear fuel is depleted, the star must burn out. The History of the Universe
SCIENCE THROUGH THE DAY • 307
RETURN TO THE INTEGRATED QUESTION • 346
Sunshine
DISCOVERY LAB • 347
The Nature of Stars 307
Measuring the Stars with Telescopes and Satellites 308 / Telescopes 308 / 16 Earth and Other Planets 350
Orbiting Observatories 309
Is Earth the only planet with life?
The Anatomy of Stars 311
GREAT IDEA: Earth, one of the planets that orbit the Sun,
he Structure of the Sun 311
formed 4.5 billion years ago from a great cloud of dust.
THE SCIENCE OF LIFE • 312
SCIENCE THROUGH THE DAY • 351
Why Is the Visible Spectrum Visible?
The Sun and the Moon
TECHNOLOGY • 313
Space Weather The Formation of the Solar System 351

he Sun’s Energy Source: Fusion 313 Clues to the Origin of the Solar System 352

THE ONGOING PROCESS OF SCIENCE • 314 The Nebular Hypothesis 354

The Solar Neutrino Problem THE SCIENCE OF LIFE • 355
TECHNOLOGY • 315 Gravity and Bones
The IceCube Neutrino Detector he Formation of Earth 356
 C ONT ENT S xix

SCIENCE BY THE NUMBERS • 357 SCIENCE IN THE MAKING • 387

Earth’s Growth Reactions to Plate Tectonics
Diferentiation 357 Plate Boundaries 388
TECHNOLOGY • 358 THE SCIENCE OF LIFE • 390
Producing World-Record High Pressures Upright Posture
he Formation of the Moon 358 / Planetary Idiosyncrasies 360 he Geological History of North America 391
THE SCIENCE OF LIFE • 360
Another Look at Volcanoes and Earthquakes 392
When Could Life Begin? Plates and Volcanism 392 / Earthquakes 393 / Seismology: Exploring
he Evolution of Planetary Atmospheres 360 Earth’s Interior with Earthquakes 394
Exploring the Solar System 361 THE ONGOING PROCESS OF SCIENCE • 394
he Inner Solar System 361 Seismic Tomography
SCIENCE OF LIFE • 362 TECHNOLOGY • 395
Why Look for Life on Mars? The Design of Earthquake-Resistant Buildings
he Outer Solar System 363 / Moons and Rings of the Outer Planets 364 THINKING MORE ABOUT PLATE TECTONICS • 395
TECHNOLOGY • 364 Earthquake Prediction
Drilling Through Europa’s Ice
RETURN TO THE INTEGRATED QUESTION • 396
Pluto and the Kuiper Belt 365
DISCOVERY LAB • 397
SCIENCE IN THE MAKING • 365
The Discovery of Pluto

SCIENCE IN THE MAKING • 366

18 Earth’s Many Cycles 400
The Voyager Satellites Will we ever run out of fresh water?
Asteroids, Comets, and Meteors 367 GREAT IDEA: All matter above and beneath Earth’s
THE SCIENCE OF LIFE • 368 surface moves in cycles.
Comets and Life on Earth SCIENCE THROUGH THE DAY • 401
A Seaward Breeze
Extrasolar Planets 369
SCIENCE OF LIFE • 371 Cycles Small and Large 401
The CHZ and the “Goldilocks Planet” Recycling 402 / he Nature of Earth’s Cycles 402

THINKING MORE ABOUT PLANETS • 371 The Hydrologic Cycle 403

Human Space Exploration Reservoirs of Water 403 / Movements of Water Between
Reservoirs 404
RETURN TO THE INTEGRATED QUESTION • 371
THE SCIENCE OF LIFE • 405
DISCOVERY LAB • 373
Sobering Facts about Water
Chemical Cycles in the Oceans 405
17 Plate Tectonics 376 THE SCIENCE OF LIFE • 406
Can we predict destructive earthquakes? Element Residence Times
GREAT IDEA: Earth is changing due to the slow SCIENCE BY THE NUMBERS • 407
convection of soft, hot rocks deep within the planet. The Ocean’s Gold
SCIENCE THROUGH THE DAY • 377 Ice Ages 407 / Milankovitch Cycles 408
Windblown Sand SCIENCE IN THE MAKING • 410
Milankovitch Decides on His Life’s Work
Dynamic Earth 377
SCIENCE BY THE NUMBERS • 378 The Atmospheric Cycle 410
How Long Could a Mountain Last? Air Masses: Reservoirs of the Atmosphere 410 / Weather 411 / he General
he Case of the Disappearing Mountains 378 / Volcanoes and Circulation of the Atmosphere 412 / Common Storms and Weather
Earthquakes—Evidence of Earth’s Inner Forces 379 Patterns 413 / Climate 414
SCIENCE IN THE MAKING • 381 THE ONGOING PROCESS OF SCIENCE • 414
Robert Hazen and the Japanese Earthquake How Steady Is Earth’s Climate?
he Movement of the Continents 381 / New Support for the heory 383 Understanding Climate 415
SCIENCE BY THE NUMBERS • 384 TECHNOLOGY • 415
The Age of the Atlantic Ocean Doppler Radar

Plate Tectonics: A Unifying View of Earth 385 The Rock Cycle 416
he Convecting Mantle 385 Igneous Rocks 416 / Sedimentary Rocks 417
 xx CON TE N TS

THE SCIENCE OF LIFE • 420 The Organization of Living Things 450

Coral Reefs Ways of hinking about Living hings 450
Metamorphic Rocks 420 / he Story of Marble 421
What Is Life? 452
SCIENCE IN THE MAKING • 421 he Characteristics of Life 452
Hutton and the Discovery of “Deep Time”
SCIENCE IN THE MAKING • 453
he Interdependence of Earth’s Cycles 422 Measuring Plant Growth
THINKING MORE ABOUT CYCLES • 423
Beach Erosion Classifying Living Things 454
Cataloging Life 454 / Diferent Divisions of Life 457
RETURN TO THE INTEGRATED QUESTION • 423
SCIENCE BY THE NUMBERS • 457
DISCOVERY LAB • 424
How Many Species Are There?

ONGOING PROCESS OF SCIENCE • 458

19 Ecology, Ecosystems, and the
Classifying Fungi
Environment 427
Classifying Human Beings 459 / Implications of Linnaean Classiication 459
Are human activities affecting the global
environment? Survival: A New Look at the Life Around You 460
Strategies of Fungi 460
GREAT IDEA: Ecosystems are interdependent
communities of living things that recycle matter while SCIENCE IN THE MAKING • 461
energy flows through. The Discovery of Penicillin
SCIENCE THROUGH THE DAY • 428 Strategies of Plants 462 / Strategies of Animals 465
Life Under the Sand THE SCIENCE OF LIFE • 469
The Microbiome
Ecology and Ecosystems 428
THINKING MORE ABOUT LIFE’S STRATEGIES • 469
Characteristics of Ecosystems 429
Eating Through the Phyla
The Law of Unintended Consequences 432
RETURN TO THE INTEGRATED QUESTION • 470
SCIENCE IN THE MAKING • 432
DISCOVERY LAB • 470
The Aral Sea Disaster

SCIENCE IN THE MAKING • 433

Island Biogeography
21 The Living Cell 474
What is the smallest living thing?
Threats to the Global Ecosystem and Environment 434
GREAT IDEA: Life is based on chemistry, and chemistry
he Problem of Urban Landills 434 takes place in cells.
SCIENCE BY THE NUMBERS • 435
SCIENCE THROUGH THE DAY • 475
Trash Sunburn!
TECHNOLOGY • 435
The Science in Recycling The Nature and Variety of Cells 475

Acid Rain and Urban Air Pollution 437 / he Ozone Problem 439 / he SCIENCE IN THE MAKING • 476
Greenhouse Efect 441 The Discovery of Cells

Debates about Global Climate Change 442 The Cell Theory 476
THE ONGOING PROCESS OF SCIENCE • 444 Observing Cells: he Light Microscope 476 / he Electron Microscope 478
Dealing with Climate Change How Does a Cell Work? 478
THINKING MORE ABOUT GLOBAL WARMING • 445 Cell Membranes 479 / he Nucleus 480 / he Energy Organelles:
How Certain Do You Have to Be? Chloroplasts and Mitochondria 482 / Cytoskeleton 484

RETURN TO THE INTEGRATED QUESTION • 445 Metabolism: Energy and Life 484
DISCOVERY LAB • 446
he Cell’s Energy Currency 484 / Photosynthesis 485 / Glycolysis: he
First Step in Energy Generation in the Cell 485 / Fermentation: A Way to
Keep Glycolysis Going 486 / he Final Stages of Respiration 487
20 Strategies of Life 449
What is life? Cell Division 487
Mitosis 488 / Meiosis 488
GREAT IDEA: Living things use many different strategies
THINKING MORE ABOUT CELLS • 490
to deal with the problems of acquiring and using matter
Biochemical Evidence for Evolution
and energy.
SCIENCE THROUGH THE DAY • 450 RETURN TO THE INTEGRATED QUESTION • 490
The Diversity of Life DISCOVERY LAB • 491
 C ONT ENT S xxi

22 Molecules of Life 494 Viruses 527

What constitutes a healthy diet? Viral Epidemics 528

GREAT IDEA: A cell’s major parts are constructed from a The Human Genome 529
few simple molecular building blocks. SCIENCE IN THE MAKING • 530
SCIENCE THROUGH THE DAY • 495 Connecting Genes and DNA
An Afternoon Snack SCIENCE BY THE NUMBERS • 530
The Human Book of Life
Organic Molecules 495
Four Basic Characteristics 495 / Chemical Shorthand 497 TECHNOLOGY • 531
SCIENCE IN THE MAKING • 497 New Ways to Sequence
The Synthesis of Urea THE ONGOING PROCESS OF SCIENCE • 532
Epigenetics
Proteins: The Workhorses of Life 498
Amino Acids: he Building Blocks of Proteins 498 / he Structure of THINKING MORE ABOUT GENETICS • 532
Proteins 499 The Ethics of Genes
SCIENCE BY THE NUMBERS • 500 RETURN TO THE INTEGRATED QUESTION • 533
How Many Proteins Can You Make?
DISCOVERY LAB • 534
Proteins as Enzymes 500
THE SCIENCE OF LIFE • 502 24 The New Science of Life 537
Proteins and Diet Can we cure cancer?
How Drugs Work 502
GREAT IDEA: Our new understanding of genetic
Carbohydrates 503 mechanisms is leading to enormous technological
advances in medicine and other aspects of our lives.
Lipids 505
Saturated and Unsaturated Fats 506 SCIENCE THROUGH THE DAY • 538
A Break in the Case
TECHNOLOGY • 507
Nonfattening Fats Genetic Engineering 538
Cell Membranes 507 TECHNOLOGY • 540
Minerals and Vitamins 508 Bioterrorism
Minerals 508 / Vitamins 508 TECHNOLOGY • 541
THINKING MORE ABOUT THE MOLECULES OF LIFE • 510 The PCR Process
Dietary Fads
SCIENCE BY THE NUMBERS • 541
RETURN TO THE INTEGRATED QUESTION • 510 PCR Multiplication
DISCOVERY LAB • 511
DNA Fingerprinting 542

23 Classical and Modern Genetics 514 Stem Cells, Cloning, and Regenerative
Why do offspring resemble their parents? Medicine 543
SCIENCE IN THE MAKING • 544
GREAT IDEA: All living things use the same genetic code
Cloning Dolly the Sheep
to guide the chemical reactions in every cell.
SCIENCE THROUGH THE DAY • 515 Cancer—A Different Kind of Genetic Disease 546
A Family Resemblance SCIENCE BY THE NUMBERS • 547
Double-Blind Clinical Trials
Classical Genetics 515
he Rules of Classical Genetics 517 / Qualitative versus Quantitative Gene Therapy 548
Genetics 518
SCIENCE IN THE MAKING • 519 DNA Repair in the Cell 549
Mendel Lost and Found Birth of Genomic Science 550
Medicine 551 / Developmental Biology 551 / Tracing Ancestry 551 /
DNA and the Birth of Molecular Genetics 519
Ancient DNA 552
Nucleotides: he Building Blocks of Nucleic Acids 520 / DNA Structure
520 / RNA Structure 521 / he Replication of DNA 521 ONGOING PROCESS OF SCIENCE • 552
Sequencing the Neanderthal Genome
The Genetic Code 522
Transcription of DNA 522 / he Synthesis of Proteins 522 / Mutations Unraveling the Past: Mitochondrial DNA 552
and DNA Repair 526 / Why Are Genes Expressed? 526 Mitochondrial Eve 554
 xxii CON TE N TS

SCIENCE BY THE NUMBERS • 554 Natural Selection and the Development of Complex
Daughtering Out Life 569
THINKING MORE ABOUT EMBRYONIC STEM CELLS • 554 Natural Selection 570
RETURN TO THE INTEGRATED QUESTION • 555 SCIENCE IN THE MAKING • 571
The Reception of Darwin’s Theory
DISCOVERY LAB • 556

The Story of Life 572

25 Evolution 559 Geological Time 574
THE ONGOING PROCESS OF SCIENCE • 575
How did life emerge on the ancient Earth?
The Evolution of Whales
GREAT IDEA: All life on Earth evolved from single-celled Mass Extinctions and the Rate of Evolution 576
organisms by the process of natural selection.
SCIENCE THROUGH THE DAY • 560 The Evolution of Human Beings 578
Day’s End THINKING MORE ABOUT EVOLUTION • 580
Young-Earth Creationism and Intelligent Design
The Fact of Evolution 560
RETURN TO THE INTEGRATED QUESTION • 581
he Fossil Record 561 / he Biochemical Evidence 562 / Evidence from
Anatomy: Vestigial and Adapted Organs 563 DISCOVERY LAB • 582

Chemical Evolution 564 Glossary G-1

Black Smokers 565 / RNA Enzymes 566
Index I-1
The Window of Opportunity 566
he First Cell 567
Additional appendices available online only.
SCIENCE BY THE NUMBERS • 567
Cell Division

THE ONGOING PROCESS OF SCIENCE • 568

Did Life Also Originate on Mars?
About the Authors

James Treil (right) has authored or coauthored numerous books on science for the general audience. His interest in science literacy
began with a contributed essay to E. D. Hirsch’s Cultural Literacy and continued with his work on the Content Review Board for the
National Science Education Standards. He is a frequent lecturer on science and the law at state and federal judicial conferences. He
received undergraduate degrees from the University of Illinois and Oxford University. After receiving a doctorate in theoretical physics
from Stanford University, he held post-doctorate and faculty appointments in Europe and the United States. He is the Clarence Robinson
Professor of Physics at George Mason University. He has made contributions to researching elementary particle physics, luid mechanics,
medical physics (including cancer research), and the earth sciences. Treil was awarded the Gemant Prize of the American Institute of
Physics for his eforts to present science to the public. His most recent book is Science in World History.

Robert M. Hazen (left) is the Clarence Robinson Professor of Earth Science at George Mason University and Staf Scientist at the
Carnegie Institution of Washington’s Geophysical Laboratory. Hazen developed a fascination for rocks and minerals as a child growing
up in mineral-rich Northern New Jersey, and he pursued that interest as an undergraduate at the Massachusetts Institute of Technology.
After receiving a doctorate in earth sciences from Harvard University, he spent a year at Cambridge University as a NATO Postdoc-
toral Fellow. In addition to teaching courses on scientiic literacy, scientiic ethics, symmetry in art and science, and visual thinking, he
performs research on the roles that minerals may have played in the origin of life. His current studies explore the hypothesis that life
arose in a deep, high-pressure environment. Hazen is active in presenting science to the public. He developed a 60-lecture video version
of the textbook he Joy of Science, which is available nationally through he Teaching Company. He has appeared on numerous radio and
television shows, including NOVA and Today. His most recent popular book is he Story of Earth.
Another random document with
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The Project Gutenberg eBook of Anarchy
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Anarchy

Author: Robert LeFevre

Release date: November 1, 2023 [eBook #72001]

Language: English

Original publication: Colorado Springs: The Freedom School, 1959

Credits: Bob Taylor, Tim Lindell and the Online Distributed

Proofreading Team at https://www.pgdp.net (This book was
produced from images made available by the HathiTrust
Digital Library.)

*** START OF THE PROJECT GUTENBERG EBOOK ANARCHY

***
ANARCHY
by Robert LeFevre
 Copyright 1959, by Robert LeFevre

Permission to reprint in whole or in part

granted without special request.

PRINTED IN COLORADO SPRINGS, U.S.A.

Published June, 1959

Library of Congress Catalog Card Number:

59-13480

THE FREEDOM SCHOOL

P.O. Box 165
Colorado Springs, Colorado
 EDITOR’S NOTE
Robert LeFevre, president and founder of the Freedom School, has
also served as the editorial writer for the Gazette Telegraph in
Colorado Springs, since 1954. In addition to several thousand
editorials, he has written numerous articles for the Freeman
Magazine, including: “The Straight Line,” “Jim Leadbetter’s
Discovery,” “Shades of Hammurabi,” “Grasshoppers and Widows,”
and “Coercion at the Local Level.”
His article “Even the Girl Scouts” (Human Events, 1953) led to a
recall of the Handbook of this organization and extensive revisions.
His book, “The Nature of Man and His Government,” has recently
been published by Caxton Printers, Caldwell, Idaho.
 ANARCHY

A RATIONAL BEING, intent upon learning the nature of liberty or

freedom, is confronted almost at once with innumerable
instances of governmental predation against liberty.
As the subject of liberty is pursued, the more frequently and the
more persistently the fact emerges that governments have been one
of the principal opponents if not the only principal opponent to liberty.
Invariably, this discovery leads the perspiring seeker after truth to
a fork in the road. Is it possible, the aspirant to libertarian certainty
asks himself, to pursue the end of the rainbow of liberty into a
miasma of quicksand and uncertainty?
Might I not end at a place where I would advocate the cessation of
all government? And if I reached such a conclusion, would I not find
myself aligned with the very forces I sought to oppose in the
beginning, namely, the forces of lawlessness, chaos and anarchy?
At this fork in the road, libertarians hesitate, some briefly and
some for lengthy periods of time. The choice to be made is a difficult
one. To abandon liberty at this juncture and to endorse minimal
governments as devices which might prevent license, could cause
the devotee of liberty to endorse the active enemy of liberty, albeit in
small doses. On the other hand, to pursue liberty to its logical
conclusions might end in an endorsement of license, The very
antonym of liberty.
It is at this juncture that the word “anarchy” rears its dreadful
visage. It becomes incumbent upon sincere seekers after liberty to
grapple with this word and to seek to understand its implications.
Anarchy has very ancient roots. It is not wholly essential to probe
to the last hidden tendril altho such a probe can be highly instructive.
What does appear to be a necessary minimal effort, however, is to
explore at least the principal authors of anarchistic thought with the
view to discovering what it was that motivated these men.
We can begin with William Godwin of England. Godwin is
noteworthy as the “father of anarchistic communism” (Encyclopaedia
Britannica).
In 1793 he published the first of several works on this subject
entitled, “Inquiry Concerning Political Justice.” He is probably most
famous as the author of an anarchistic novel which he named,
“Caleb Williams.”
It was Godwin’s thesis that governments are instruments of eternal
bickering and war; that wars are fought over property; that the
ownership of property privately is the greatest curse ever to beset
the human race. As a specific example of tyranny in its worst form,
Godwin suggests marriage.
Before we lay the soubriquet “crackpot” behind his name, let us
look at the England of Godwin’s time to try to find an explanation for
his radical conclusions.
In Godwin’s day (1756-1836) with only a few minor exceptions, all
property was owned by the nobility, which is to say by the persons
favored by government. The common people owned little save the
shirts on their backs. As for marriage, women were chattels, given by
a male parent to another male, during a governmentally approved
ceremony. The idea of one person actually owning and controlling
another, which we would call slavery, and which Godwin saw as the
marriage state, was repellent to him. He insisted that females were
human beings and as such had as much right to individuality as
males.
To cure the malady, which Godwin saw as ownership of property,
the early Briton recommended an abolition of governments. It was
the government which sanctified and protected property rights, even
in marriage. To return to a state of nature (see Rousseau)
governments would have to be abolished.
Be it noted to Godwin’s credit that he despised violence. And in
this position he is far removed from both the true communist and the
anarchists of action who followed him.
The next anarchist to be examined is Pierre Joseph Proudhon of
Bexancon, France (1809-1865). Proudhon drank deeply from
Godwin’s well and came forward with certain modifications and
extensions of the Godwin doctrine.
Proudhon acknowledged a debt of gratitude to both Plato and
Thomas More, a pair of dedicated socialists (see Plato’s “Republic”
and More’s “Utopia”) and busied himself with some practical means
for implementing the socialist dream.
Like his precursors, he was fundamentally opposed to property
ownership. His most famous work, “Qu’est-ce que La Propriete?”
(“What Is Property?”), got him into immediate difficulties with the
government. Proudhon, in this opus, declared that “property is
robbery” and set about outlining a social order in which no property
could be privately owned.
The Encyclopedia Americana says that Proudhon was the “first to
formulate the doctrines of philosophic anarchism.”
It is probably true that there are no better writings extant extolling
individualism as opposed to collectivism than Proudhon’s early
essays. Yet, it should be recalled that Proudhon’s aim, in addition to
a society free of governmental coercion, was a state in which
property as a private device was abolished.
It is also interesting to recall that Karl Marx was deeply moved by
Proudhon’s arguments. The first of Proudhon’s writings appeared in
print in 1840 and formed the basis of Marx’s first expostulations
which appeared in 1842. Shortly thereafter, Marx veered away from
Proudhon’s individualism and contrived his concept of collectivism as
the natural and the inevitable course of history.
Marx, however, was never an anarchist, despite the well-known
phrase frequently attributed to him that in time the government of the
proletariat would simply “wither away.” This phrase should properly
be attributed to Lenin.
However, it is known that Marx did make an attempt to lure the
anarchists of France into the first “Internationale” and was hooted
down for his pains. The anarchists of that time were shrewd enough
to sense that the enlargement of government into a general holding
company for all property, would never result in the abolition of private
ownership of property. Rather, it would result in the perpetuation of a
privileged class of persons who would have possession of the
property to the exclusion of all others, the very contingency the
anarchists sought to avoid. And since the aim of the anarchists was
to eliminate exclusive ownership, they could not agree to the Marxist
arguments respecting the usefulness of a government as the
repository of all property.
We pass from Proudhon to another noteworthy anarchist, the
Russian Prince Peter Alexeivich Kropotkin (1842-1921). In his
hands, the doctrine of anarchism took on an international aspect. In
point of fact he added little to either Godwin or Proudhon, except the
more grandiose concept of a world order. He suggested that ALL
governments must be overthrown either peacefully or in any other
manner after which “the present system of class privilege and unjust
distribution of the wealth produced by labor that creates and fosters
crime” would be abolished.
It was Kropotkin who endeavored to preserve the ideals of a
property-less society after the most exciting and destructive of all the
anarchists had done his work. This was Michael Bakunin (1814-
1876). Bakunin took his ideology both from Proudhon and from Marx
and endeavored to unite the objectives of the former with the
methods of the latter.
Bakunin despaired of bringing about a state of universal property-
less-ness by means of education and propaganda. So did Marx.
Marx declared that those who owned property would never give it up
without a struggle. This idea entranced Bakunin. He devised what
was to be called “propaganda of action.”
It was Bakunin’s contribution to anarchistic methods that persons
who held governmental offices should be assassinated while they
held office. Such assassination, he argued, would have a persuasive
effect upon future politicians. If the offices could be made sufficiently
dangerous and risky, there would be few who would care to hazard
their necks in such unrewarding positions. The answer to the force of
government, according to Bakunin, was the force of non-
government. As an educational device, a thrown bomb was
considered to be the final argument.
It is unnecessary to embroider the result. The peaceful arguments
of Proudhon and Godwin went by the boards as anarchists rallied to
Bakunin’s banner. Beginning in 1878 there was a series of
assassinations and attempted assassinations against the heads of
governments.
Germany’s Emperor William had a narrow escape and so did the
German princes in 1883. In 1886 in Chicago, a bomb explosion in
the Haymarket killed a number of persons. In the resulting hysteria,
seven arrests were made, all of persons known to be teaching
anarchy. Four were hanged, two drew life sentences, and one was
imprisoned for 15 years. No one to this day is certain who threw the
bomb.
Anarchists were pictured in cartoons as bearded radicals carrying
smoking bombs. President Carnot of France was assassinated in
1894. The Empress Elizabeth of Austria was assassinated in 1898.
King Humber of Italy was assassinated in 1900. President McKinley
was assassinated in 1901.
But Bakunin’s enthusiasm wrecked the anarchist movement
despite all Kropotkin could do to save the fragments. These
excesses, which have even been repeated in modern times, have
had the effect of uniting public opinion against anything that smacks
of anarchy.
There were, of course, other anarchists. Some have credited
Rousseau, and some even Zeno with the actual birth of the idea of a
property-less society. But the four men briefly reviewed here, with
the possible additions of Elisee Reclus and the American, Benjamin
R. Tucker, made the major contributions to anarchist doctrine. There
is no serious cleavage in anarchist ranks.
It is these thoughts which must confront the libertarian as he seeks
to understand the meaning of individualism, liberty, property, and so
on.
But in complete candor, the sincere libertarian cannot be called an
anarchist whichever fork of the road he elects to pursue. It must be
recalled that without exception, anarchists wished to do away with
private ownership of property. Some advocated peaceful means
ending the abolition of government. Some advocated violent means
by destroying politicians in government. But by any yardstick
employed, and whether we are speaking of “philosophic anarchists”
or “anarchistic communists,” the central aim of the anarchist
movement was to eliminate private ownership. The reduction of the
government to zero was simply, to them, a necessary first step.
In contrast, the libertarian is a better economist. From first to last
he is in favor of private ownership. It is, in fact, the abuses of private
ownership inflicted by government which arouse the most ardent
libertarians.
If we take the “communist” anarchists, we are confronted with
violence as a means to abolish private ownership with the abolition
of government as the first step. If we take the “philosophic”
anarchists, we are confronted with essays on individualism and the
desire to do away with private ownership by means of the elimination
of government.
The aim of the anarchist is to eliminate private ownership. The
libertarian is dedicated to the perpetuation and the full enjoyment of
private ownership.
Never could two doctrines be more in opposition.
The most constructive of the anarchists were, socially speaking,
individualists, peaceful and harmless. The least constructive, socially
speaking, were dedicated to the overthrow of force by counter force.
But without exception, in the realm of economics, every anarchist
comes unglazed.
In brief, let us define the anarchist as a political individualist and
an economic socialist. In contrast, the libertarian can be defined as
an individualist, both politically and economically.
 As the libertarian approaches or hesitates at the fork in the road,
one direction seems to him to indicate anarchy and the other, an
advocacy of coercion in minor doses. But, on careful analysis, the
branch which seems to carry the banner “anarchy” does no such
thing.
The libertarian, however he mulls over this dilemma to his
progress, is not concerned with government. His concern is with
liberty. He is not opposed to government. He favors freedom. The
libertarian wishes to preserve all human rights, among which and
predominantly among them is the right to own property privately and
to enjoy it fully.
The libertarian is a champion of individualism. He is an advocate
of tools which can perform certain functions for him. He has no
objection to the formation of any kind of tool that will assist him to
protect his rights or his property. But he cannot brook the forceful
compulsive tool which he is compelled to pay for when he has no
use for it.
He has no objection to policemen whose function is solely that of
protection. But he resists the supposition that others know better
than he, how much protection he needs or can afford.
He sees in government a tool of man’s devising. He has no
objection to this tool so long as it is totally responsive to the man
who hires the tool and pays for its use. He does object to the
employment of this tool by some against others in an aggressive
manner, since he is primarily concerned with human liberty and the
preservation of it for all individuals.
But it is destructive of libertarian aims and objectives to label a
seeker after total freedom with the opprobrium of “anarchist.”
Economically speaking, all anarchists are, socialists, however they
may coalesce to the political spectrum. Economically speaking, the
libertarian is an individualist, believing in and supporting the concept
of private ownership, individual responsibility and self-government.
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