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Full download Solution Manual for Campbell Biology in Focus AP Edition 2nd by Urry file pdf free all chapter
Full download Solution Manual for Campbell Biology in Focus AP Edition 2nd by Urry file pdf free all chapter
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Solution Manual for Campbell Biology in Focus
AP Edition 2nd by Urry
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CHAPTER 1 INTRODUCTION: EVOLUTION AND THE FOUNDATIONS OF
BIOLOGY
Teaching objective: Students build scientific skills by interpreting data in a pair of bar graphs
and relating the data to the biological system it came from.
Teaching tips: A version of this Scientific Skills Exercise can be assigned in MasteringBiology.
If this is the first exercise the students are doing related to interpreting graphs, then you will need
to spend time reviewing independent and dependent variables. If the students are confused by
having two independent variables on one graph, have them cover one set of data while they look
at the other (for example, cover the "full moon" portion of graph A while analyzing the "no
moon" portion of it).
In these graphs, there are no statistical significance values given for comparisons between
treatments. In the original paper, there was a statistical difference between predation levels of
light brown versus dark brown mice in light-colored soil enclosures with no moon and in dark-
colored soil enclosures under a full moon. The other two combinations, light-colored soil under a
full moon and dark-colored soil with no moon, had no statistically significant difference between
light and dark mice.
Answers:
1. (a) The independent variables for each graph are the coat color of the mice (light or dark
brown) and the presence or absence of moonlight (full moon or no moon). These are on the x-
axis. Taking both graphs together, a third independent variable is the color of soil in the
enclosure. (b) The dependent variable is the amount of predation, measured as the number of
mice caught. The dependent variable is on the y-axis of the two graphs.
2. (a) About 19. (b) About 12. (c) Based on the data, the mouse would be more likely to escape
on dark soil. This might be because in the moonlight, a dark mouse on light soil would be more
noticeable than one on dark soil.
3. (a) Under a full moon (12 were caught vs. 20 under no moon). (b) Under no moon (11 were
caught vs. 18 under a full moon).
4. (a) Dark soil field with a full moon. (b) Light soil with no moon.
5. (a) No moon plus dark brown coat had the highest predation level in the light soil enclosure
(38 mice were caught). (b) Full moon plus light brown coat had the highest predation level in the
dark soil enclosure.
6. Being on the contrasting soil is most deadly for both colors of mice.
7. The total number of mice caught on moonlit nights was about 77 and on nights with no moon
was about 95, so the dark nights seem to be slightly better overall for hunting for owls.
Figure 1.21 In the beach habitat, approximately 27 light models and 73 dark models were
attacked. In the inland habitat, approximately 76 light models and 24 dark models were attacked.
See the general information on grading short-answer essays and a suggested rubric at the
beginning of this document.
7. Scientific Inquiry
Many legitimate hypotheses could be proposed to extend the investigation. Here is one example.
If the camouflage color has arisen through the processes of natural selection due to visual
predators, then you might wonder what would happen if a population of beach mice lived in an
area where predators were absent. It might be possible to do a long-term study in an area where
you excluded predators. Mice have fairly short generation times, so if predation is “naturally
selecting” lighter colored mice, then in the absence of predation you might predict the coat color
would not remain predominantly light in such an experimental population.
8. Scientific Inquiry
Students are asked to use a PubMed search to identify an abstract of an article authored or co-
authored by Hopi Hoekstra from 2014 forward. It is therefore expected that the range of abstracts
from which students might choose will grow as the Hoekstra lab generates additional
publications.
9. Focus on Evolution
Sample key points:
• Darwin used reasoning based on observations to develop his theory of natural selection as a
mechanism for evolution.
• His observations included:
o Heritable variations exist in each population.
o A population has more individuals than can be supported by the environment.
o Each species seems suited for its particular environment.
• He proposed that the best-adapted individuals in a population would outcompete others for
resources and disproportionately survive and produce more offspring, leading to an increase
in the adaptations seen in the population.
Sample top-scoring answer:
Based on many observations of different species, Darwin proposed his theory that evolution by
means of natural selection accounts for both the unity and diversity of life on Earth. He noticed
that variations existed among the individuals in a population and that these variations seemed to
be heritable. He also saw that populations could grow larger than could be supported by the
resources around them. Finally, he observed that species (like the different species of finches)
seemed to suit their environment. He proposed that the best-suited individuals in a population
would survive and reproduce more successfully that those less adapted to their environment, and
he called this “natural selection.” In Darwin’s view, this mechanism could account for both the
unity and diversity of features among species. The descent of organisms from a common
ancestor explains similar features, while the force of natural selection in different environments
accounts for differences between organisms.
When the canoes drew near to A kokoke lakou i uka, hoea aku
the land, the boy’s canoe being la ka waa nui o na kanaka
directly behind the other, so that mamua, a o ko ke keiki hoi
he was not clearly seen, the mahope, nolaila, hoopaapaa o
people ashore began to dispute uka, me ka olelo: “Ua eo ke
as to the merits of the two keiki! ua eo ke keiki!” A mahope
canoes, and seeing only one o keia leo uwa o uka, hoea aku
canoe, the people yelled out: la ka waa o Kuapakaa i mua o
“The boy is beaten, the boy is ko na kanaka makua waa, alaila,
beaten.” After the shouts had olioli ke poe mahope o ke keiki, i
ceased, the canoe of Kuapakaa ke eo ia lakou, pela ka oi ana o
was seen to come out from ko Kuapakaa waa a pae i uka.
behind the other and take the Lalau iho la i ka papa heenalu, a
lead, causing the multitude au aku la e heenalu, e like
backing the boy to raise another [133]me ka olelo mua a lakou i
shout, for they admired the pluck hooholo ai. Hee koke iho la no o
displayed by the youngster. The Kuapakaa i ka nalu o uka o ka
canoe of Kuapakaa was seen to ae one, a pau ekolu, alaila, pae
draw away from the others mai la, ka waa o na kanaka
farther and farther until it makua, ua eo ia ia nei.
reached land first. As soon as
Kuapakaa touched shore he
grabbed a surf board and swam
out to the surf, according to
agreement, but instead of going
[132]out to the big surf he took the
small ones near the sand, and
after he had thus ridden in three
times, the eight men landed and
were declared beaten by the
boy.
The result of this race was soon Ma keia heihei ana, ua laha aku
carried to Keawenuiaumi, as well la ka lohe ia Keawenuiaumi, i ka
as the fate of the eight men, who make o kekahi mau kanaka ona i
were fairly beaten by the boy. ke keiki. Ia wa, noonoo o
When Keawenuiaumi heard this, Keawenuiaumi, a olelo aku: “He
he said: “Yes, it surely must be oiaio, ina na wahi keiki uuku, a o
so. If that small boy is the same kahi keiki a makou i holo mai
one that came along with us then nei, aole e pakele, make io.”
it is possible. If he is the same, Kena aku la o Keawenuiaumi i
then there is no escape, the men ka elele, e kii i ke keiki a hele
will indeed die.” Keawenuiaumi mai, imua ona, e nana ia ia. A
then sent one of his messengers hiki ke keiki, ike mai la ke ’lii, o
to go and bring the boy to him, in ke keiki no i holo pu mai ai; lele
order that he might see for mai la ia apo i ka ai o ke keiki,
himself. When the boy arrived, uwe me ka helelei o ka
the king saw that it was the very waimaka, no kona hoopoina ana
same that had accompanied him ia ia, me ka haalele i na waa. A
to Hawaii. At this the king fell on ua noonoo ke ’lii ma ka
the boy’s neck and wept, hoopomaikai ana o ka keiki ia ia
because he knew that he had i loko o ka make a me ka pilikia.
neglected him since leaving the
canoe. The actions of the boy in
saving him from death came to
the mind of the king in such a
way that he felt that he had
indeed been neglectful.
While Palila was on his way to Ia Palila e iho mai ana e halawai
meet Kaluaopalena, me Kaluaopalena, hele mai o
Namakaokalani the warrior from Namakaokalani, he koa ia no
Moloaa, with his war club, came Moloaa, e halawai me
to meet Kaluaopalena. This war Kaluaopalena, me kana laau
club was so large that it required palau, elua kanaha kanaka nana
eighty men to carry it, forty at e amo, hookahi mamua, hookahi
one end and forty at the other. mahope o ka laau ma waena. A
When Namakaokalani arrived in hiki o Namakaokalani i mua o