© 2015 Pearson Education, Inc.

Evolution, the Core Theme of Biology
© 2015 Pearson Education, Inc. 2

You will be able to Explain how DNA encodes a cell’s information.
Compare the three domains of life. Describe the process and products of natural selection. © 2015 Pearson Education, Inc. 3

1.5 The unity of life is based on DNA and a common genetic code
All cells have DNA, the chemical substance of genes. Genes are the unit of inheritance that transmit information from parents to offspring, are grouped into very long DNA molecules called chromosomes, and control the activities of a cell. Student Misconceptions and Concerns • Students likely have heard the terms chromosome, DNA, and gene. But distinguishing between a chromosome and DNA is often difficult for students, and defining a gene has been problematic even for scientists. Consider spending additional time to distinguish between these terms and note how our understanding has dramatically changed in the last 60 years. Teaching Tips • The authors make an analogy between the four bases used to form genes and the 26 letters of the English alphabet used to create words and sentences. One could also make an analogy between the four bases and trains composed of four different types of railroad cars (perhaps an engine, boxcar, tanker, and flatbed). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.) © 2015 Pearson Education, Inc. 4

A species’ genes are coded in the sequences of the four kinds of building blocks making up DNA’s double helix. All forms of life use essentially the same code to translate the information stored in DNA into proteins. The diversity of life arises from differences in DNA sequences. Student Misconceptions and Concerns • Students likely have heard the terms chromosome, DNA, and gene. But distinguishing between a chromosome and DNA is often difficult for students, and defining a gene has been problematic even for scientists. Consider spending additional time to distinguish between these terms and note how our understanding has dramatically changed in the last 60 years. Teaching Tips • The authors make an analogy between the four bases used to form genes and the 26 letters of the English alphabet used to create words and sentences. One could also make an analogy between the four bases and trains composed of four different types of railroad cars (perhaps an engine, boxcar, tanker, and flatbed). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.) © 2015 Pearson Education, Inc. 5

Cell Nucleus DNA Figure 1.5-0
T A A T C G A T Figure The four building blocks of DNA (left); part of a DNA double helix (right) T A A C G G C T C G C A T A T G T A

The entire “library” of genetic instructions that an organism inherits is called its genome. In recent years, scientists have determined the entire sequence of nucleotides in the human genome. Student Misconceptions and Concerns • Students likely have heard the terms chromosome, DNA, and gene. But distinguishing between a chromosome and DNA is often difficult for students, and defining a gene has been problematic even for scientists. Consider spending additional time to distinguish between these terms and note how our understanding has dramatically changed in the last 60 years. Teaching Tips • The authors make an analogy between the four bases used to form genes and the 26 letters of the English alphabet used to create words and sentences. One could also make an analogy between the four bases and trains composed of four different types of railroad cars (perhaps an engine, boxcar, tanker, and flatbed). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.) © 2015 Pearson Education, Inc. 7

1.6 The diversity of life can be arranged into three domains
Diversity is the hallmark of life. Biologists have identified about 1.8 million species. Estimates of the actual number of species range from 10 million to over 100 million. Taxonomy is the branch of biology that names species and classifies species into a hierarchy of broader groups: genus, family, order, class, phylum, and kingdom. Student Misconceptions and Concerns • As noted in the text, the classification of life has changed significantly in recent years. Many of your students may have used outdated materials in high school, increasingly common in difficult financial times. Therefore, the current descriptions may be contrary to schemes already understood by your students. Noting these revisions in classification can also be an opportunity to reflect on the nature of science, as new information is used to revise our understandings. Teaching Tips • An excellent introduction to the domains and kingdoms of life is presented at Look up the taxonomy for humans and Bonobos © 2015 Pearson Education, Inc. 8

1.6 The diversity of life can be arranged into three domains
The diversity of life can be arranged into three higher levels called domains. Bacteria are the most diverse and widespread prokaryotes. Archaea are prokaryotes that often live in Earth’s extreme environments. Examples? Eukarya have eukaryotic cells and include single-celled protists and multicellular fungi, animals, and plants. Student Misconceptions and Concerns • As noted in the text, the classification of life has changed significantly in recent years. Many of your students may have used outdated materials in high school, increasingly common in difficult financial times. Therefore, the current descriptions may be contrary to schemes already understood by your students. Noting these revisions in classification can also be an opportunity to reflect on the nature of science, as new information is used to revise our understandings. Teaching Tips • An excellent introduction to the domains and kingdoms of life is presented at © 2015 Pearson Education, Inc. 9

Protists (multiple kingdoms) Kingdom Plantae Domain Archaea
Figure 1.6-0 Domain Bacteria Domain Eukarya Bacteria Protists (multiple kingdoms) Kingdom Plantae Domain Archaea Figure The three domains of life Archaea Kingdom Fungi Kingdom Animalia

1.7 Evolution explains the unity and diversity of life
Evolution can be defined as the process of change that has transformed life on Earth from its earliest beginnings to the diversity of organisms living today. The fossil record documents that life has been evolving on Earth for billions of years and the pattern of ancestry. Student Misconceptions and Concerns • Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures deliberately or out of want or need, and individuals do not evolve. Evolution is a passive process in which the environment favors one or more variations of a trait that naturally exist within a population. • Students often believe that Charles Darwin was the first to suggest that life evolves; the early contributions by Greek philosophers and the work of Jean-Baptiste de Lamarck and others may be unappreciated. Consider emphasizing this earlier work in your introduction to Darwin’s contributions. Teaching Tips • Many resources related to Charles Darwin are available on the Internet. a. General evolution resources: b. An outstanding source for Darwin’s writings and other resources can be found at c. The complete works of Charles Darwin can be found at d. Details about Charles Darwin’s home are located at e. An extensive Usenet newsgroup devoted to the discussion and debate of biological and physical origins is at • Many games model aspects of natural selection. Here is one that is appropriate for a laboratory exercise. Purchase several bags of dried grocery store beans of diverse sizes and colors. Large lima beans, small white beans, red beans, and black beans are all good options. Consider the beans food for the “predatory” students. To begin, randomly distribute (throw) 100 beans of each of four colors onto a green lawn. Allow individual students to collect beans over a set period, perhaps 2 minutes. Then count the total number of each color of bean collected. Assume that the beans remaining undetected (still in the lawn) reproduce by doubling in number. Calculate the number of beans of each color remaining in the field. For the next round, count out the number of each color to add to the lawn such that the new totals on the lawn will double the number of beans that students did not find in the first “generation.” Before each predatory episode, record the total number of each color of beans that have “survived” in the field. Then toss out the new beans and let your student predators search for another round (generation). Repeat the process for at least three or four generations. Note what colors of beans have been favored by the environment. Apply Darwin’s observations and inferences to this exercise. Ask students to speculate which colors might have been favored during another season of the year, perhaps after a deep snowfall, or in another location, such as a parking lot. Active Lecture Tips • See the Activity What is That Adapted For? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. • See the Activity What Do My Classmates Think About Evolution? What Do Scientists Believe About Religion? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc. 11

In 1859, Charles Darwin published the book On the Origin of Species by Means of Natural Selection, which articulated two main points. Species living today descended from ancestral species in what Darwin called “descent with modification.” Natural selection is a mechanism for evolution. (artificial selection guided by humans is called breeding or cultivating) Student Misconceptions and Concerns • Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures deliberately or out of want or need, and individuals do not evolve. Evolution is a passive process in which the environment favors one or more variations of a trait that naturally exist within a population. • Students often believe that Charles Darwin was the first to suggest that life evolves; the early contributions by Greek philosophers and the work of Jean-Baptiste de Lamarck and others may be unappreciated. Consider emphasizing this earlier work in your introduction to Darwin’s contributions. Teaching Tips • Many resources related to Charles Darwin are available on the Internet. a. General evolution resources: b. An outstanding source for Darwin’s writings and other resources can be found at c. The complete works of Charles Darwin can be found at d. Details about Charles Darwin’s home are located at e. An extensive Usenet newsgroup devoted to the discussion and debate of biological and physical origins is at • Many games model aspects of natural selection. Here is one that is appropriate for a laboratory exercise. Purchase several bags of dried grocery store beans of diverse sizes and colors. Large lima beans, small white beans, red beans, and black beans are all good options. Consider the beans food for the “predatory” students. To begin, randomly distribute (throw) 100 beans of each of four colors onto a green lawn. Allow individual students to collect beans over a set period, perhaps 2 minutes. Then count the total number of each color of bean collected. Assume that the beans remaining undetected (still in the lawn) reproduce by doubling in number. Calculate the number of beans of each color remaining in the field. For the next round, count out the number of each color to add to the lawn such that the new totals on the lawn will double the number of beans that students did not find in the first “generation.” Before each predatory episode, record the total number of each color of beans that have “survived” in the field. Then toss out the new beans and let your student predators search for another round (generation). Repeat the process for at least three or four generations. Note what colors of beans have been favored by the environment. Apply Darwin’s observations and inferences to this exercise. Ask students to speculate which colors might have been favored during another season of the year, perhaps after a deep snowfall, or in another location, such as a parking lot. Active Lecture Tips • See the Activity What is That Adapted For? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. • See the Activity What Do My Classmates Think About Evolution? What Do Scientists Believe About Religion? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc. 12

Figure 1.7c-0 Figure 1.7c-0 Unity and diversity among birds

Natural selection was inferred by connecting two observations. Individual variation: Individuals in a population vary in their traits, many of which are passed on from parents to offspring. Overproduction of offspring: A population can produce far more offspring than the environment can support. Student Misconceptions and Concerns • Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures deliberately or out of want or need, and individuals do not evolve. Evolution is a passive process in which the environment favors one or more variations of a trait that naturally exist within a population. • Students often believe that Charles Darwin was the first to suggest that life evolves; the early contributions by Greek philosophers and the work of Jean-Baptiste de Lamarck and others may be unappreciated. Consider emphasizing this earlier work in your introduction to Darwin’s contributions. Teaching Tips • Many resources related to Charles Darwin are available on the Internet. a. General evolution resources: b. An outstanding source for Darwin’s writings and other resources can be found at c. The complete works of Charles Darwin can be found at d. Details about Charles Darwin’s home are located at e. An extensive Usenet newsgroup devoted to the discussion and debate of biological and physical origins is at • Many games model aspects of natural selection. Here is one that is appropriate for a laboratory exercise. Purchase several bags of dried grocery store beans of diverse sizes and colors. Large lima beans, small white beans, red beans, and black beans are all good options. Consider the beans food for the “predatory” students. To begin, randomly distribute (throw) 100 beans of each of four colors onto a green lawn. Allow individual students to collect beans over a set period, perhaps 2 minutes. Then count the total number of each color of bean collected. Assume that the beans remaining undetected (still in the lawn) reproduce by doubling in number. Calculate the number of beans of each color remaining in the field. For the next round, count out the number of each color to add to the lawn such that the new totals on the lawn will double the number of beans that students did not find in the first “generation.” Before each predatory episode, record the total number of each color of beans that have “survived” in the field. Then toss out the new beans and let your student predators search for another round (generation). Repeat the process for at least three or four generations. Note what colors of beans have been favored by the environment. Apply Darwin’s observations and inferences to this exercise. Ask students to speculate which colors might have been favored during another season of the year, perhaps after a deep snowfall, or in another location, such as a parking lot. Active Lecture Tips • See the Activity What is That Adapted For? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. • See the Activity What Do My Classmates Think About Evolution? What Do Scientists Believe About Religion? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc. 14

From these observations, Darwin drew two inferences. Unequal reproductive success: Individuals with heritable traits best suited to the environment are more likely to survive and reproduce than less well-suited individuals. Accumulation of favorable traits over time: As a result of this unequal reproductive success over many generations, an increasing proportion of individuals in a population will have the advantageous traits. Student Misconceptions and Concerns • Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures deliberately or out of want or need, and individuals do not evolve. Evolution is a passive process in which the environment favors one or more variations of a trait that naturally exist within a population. • Students often believe that Charles Darwin was the first to suggest that life evolves; the early contributions by Greek philosophers and the work of Jean-Baptiste de Lamarck and others may be unappreciated. Consider emphasizing this earlier work in your introduction to Darwin’s contributions. Teaching Tips • Many resources related to Charles Darwin are available on the Internet. a. General evolution resources: b. An outstanding source for Darwin’s writings and other resources can be found at c. The complete works of Charles Darwin can be found at d. Details about Charles Darwin’s home are located at e. An extensive Usenet newsgroup devoted to the discussion and debate of biological and physical origins is at • Many games model aspects of natural selection. Here is one that is appropriate for a laboratory exercise. Purchase several bags of dried grocery store beans of diverse sizes and colors. Large lima beans, small white beans, red beans, and black beans are all good options. Consider the beans food for the “predatory” students. To begin, randomly distribute (throw) 100 beans of each of four colors onto a green lawn. Allow individual students to collect beans over a set period, perhaps 2 minutes. Then count the total number of each color of bean collected. Assume that the beans remaining undetected (still in the lawn) reproduce by doubling in number. Calculate the number of beans of each color remaining in the field. For the next round, count out the number of each color to add to the lawn such that the new totals on the lawn will double the number of beans that students did not find in the first “generation.” Before each predatory episode, record the total number of each color of beans that have “survived” in the field. Then toss out the new beans and let your student predators search for another round (generation). Repeat the process for at least three or four generations. Note what colors of beans have been favored by the environment. Apply Darwin’s observations and inferences to this exercise. Ask students to speculate which colors might have been favored during another season of the year, perhaps after a deep snowfall, or in another location, such as a parking lot. Active Lecture Tips • See the Activity What is That Adapted For? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. • See the Activity What Do My Classmates Think About Evolution? What Do Scientists Believe About Religion? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. Play Pick A Spot © 2015 Pearson Education, Inc. 15

Population with varied inherited traits.
Figure 1.7d-3 1 Population with varied inherited traits. 2 Elimination of individuals with certain traits and reproduction of survivors. 3 Increasing frequency of traits that enhance survival and reproductive success. Figure 1.7d-3 An example of natural selection in action (step 3)

Darwin realized that numerous small changes in populations as a result of natural selection could eventually lead to major alterations of species. The fossil record provides evidence of such diversification of species from ancestral species. Student Misconceptions and Concerns • Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures deliberately or out of want or need, and individuals do not evolve. Evolution is a passive process in which the environment favors one or more variations of a trait that naturally exist within a population. • Students often believe that Charles Darwin was the first to suggest that life evolves; the early contributions by Greek philosophers and the work of Jean-Baptiste de Lamarck and others may be unappreciated. Consider emphasizing this earlier work in your introduction to Darwin’s contributions. Teaching Tips • Many resources related to Charles Darwin are available on the Internet. a. General evolution resources: b. An outstanding source for Darwin’s writings and other resources can be found at c. The complete works of Charles Darwin can be found at d. Details about Charles Darwin’s home are located at e. An extensive Usenet newsgroup devoted to the discussion and debate of biological and physical origins is at • Many games model aspects of natural selection. Here is one that is appropriate for a laboratory exercise. Purchase several bags of dried grocery store beans of diverse sizes and colors. Large lima beans, small white beans, red beans, and black beans are all good options. Consider the beans food for the “predatory” students. To begin, randomly distribute (throw) 100 beans of each of four colors onto a green lawn. Allow individual students to collect beans over a set period, perhaps 2 minutes. Then count the total number of each color of bean collected. Assume that the beans remaining undetected (still in the lawn) reproduce by doubling in number. Calculate the number of beans of each color remaining in the field. For the next round, count out the number of each color to add to the lawn such that the new totals on the lawn will double the number of beans that students did not find in the first “generation.” Before each predatory episode, record the total number of each color of beans that have “survived” in the field. Then toss out the new beans and let your student predators search for another round (generation). Repeat the process for at least three or four generations. Note what colors of beans have been favored by the environment. Apply Darwin’s observations and inferences to this exercise. Ask students to speculate which colors might have been favored during another season of the year, perhaps after a deep snowfall, or in another location, such as a parking lot. Active Lecture Tips • See the Activity What is That Adapted For? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. • See the Activity What Do My Classmates Think About Evolution? What Do Scientists Believe About Religion? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc. 17

Dichotomous key A way of categorizing organisms using classifying questions to divide items into smaller and more specific divisions; Like folders on the computer

You will be able to Distinguish between quantitative and qualitative data. Compare the definitions and use of inductive and deductive reasoning in scientific investigations. Distinguish between a scientific theory and a hypothesis. Describe the structure of a controlled experiment and give an example © 2015 Pearson Education, Inc. 20

1.8 In studying nature, scientists make observations and form and test hypotheses
Science is a way of knowing that stems from our curiosity about ourselves and the world around us. Science is based upon inquiry, the search for information and explanations of natural phenomena. Scientists typically make observations, form hypotheses, proposed explanations for a set of observations, and test them. Student Misconceptions and Concerns • The common use of the terms law and theory by the public often blur the stricter definitions of these terms in science. In general, laws describe and theories explain. Both are typically well-established concepts in science. A free online publication by the National Academy of Sciences helps to define these and related terms more carefully. See Chapter 1 of Teaching about Evolution and the Nature of Science at Teaching Tips • Consider using a laboratory exercise to have your students plan and perhaps conduct a scientific investigation. Emphasize the processes and not the significance of the questions. Students can conduct descriptive surveys of student behavior (use of pens or pencils for taking notes, use of backpacks) or test hypotheses using controlled trials. Students will need some supervision and advice while planning and conducting their experiments. Active Lecture Tips • Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts. © 2015 Pearson Education, Inc. 21

We solve everyday problems by using hypotheses. A common example would be the reasoning we use to answer the question, “Why doesn’t a flashlight work?” Two reasonable hypotheses are that the batteries are dead or the bulb is burned out. Student Misconceptions and Concerns • The common use of the terms law and theory by the public often blur the stricter definitions of these terms in science. In general, laws describe and theories explain. Both are typically well-established concepts in science. A free online publication by the National Academy of Sciences helps to define these and related terms more carefully. See Chapter 1 of Teaching about Evolution and the Nature of Science at Teaching Tips • Consider using a laboratory exercise to have your students plan and perhaps conduct a scientific investigation. Emphasize the processes and not the significance of the questions. Students can conduct descriptive surveys of student behavior (use of pens or pencils for taking notes, use of backpacks) or test hypotheses using controlled trials. Students will need some supervision and advice while planning and conducting their experiments. Active Lecture Tips • Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts. © 2015 Pearson Education, Inc. 22

Observation: Flashlight doesn’t work.
Figure 1.8-3 Observation: Flashlight doesn’t work. Question: Why doesn’t the flashlight work? Hypothesis #1: Batteries are dead. Hypothesis #2: Bulb is burned out. Prediction: Replacing batteries will fix problem. Prediction: Replacing bulb will fix problem. Test of prediction: Replace batteries. Test of prediction: Replace bulb. Figure An everyday example of forming and testing hypotheses (step 3) Results: Flashlight doesn’t work. Hypothesis is contradicted. Results: Flashlight works. Hypothesis is supported.

A scientific theory is much broader in scope than a hypothesis and supported by a large and usually growing body of evidence. Science is a social activity in which scientists work in teams, share information through peer-reviewed publications, meetings, and personal communication, and build on and confirm each other’s work. Student Misconceptions and Concerns • The common use of the terms law and theory by the public often blur the stricter definitions of these terms in science. In general, laws describe and theories explain. Both are typically well-established concepts in science. A free online publication by the National Academy of Sciences helps to define these and related terms more carefully. See Chapter 1 of Teaching about Evolution and the Nature of Science at Teaching Tips • Consider using a laboratory exercise to have your students plan and perhaps conduct a scientific investigation. Emphasize the processes and not the significance of the questions. Students can conduct descriptive surveys of student behavior (use of pens or pencils for taking notes, use of backpacks) or test hypotheses using controlled trials. Students will need some supervision and advice while planning and conducting their experiments. Active Lecture Tips • Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts. © 2015 Pearson Education, Inc. 24

1.9 SCIENTIFIC THINKING: Hypotheses can be tested using controlled field studies
Scientists conducted a controlled experiment to test the hypothesis that color patterns have evolved as adaptations that protect animals from predation. There are distinct parts of a controlled experiment: Independent variable Dependent variable Control variables Control group Student Misconceptions and Concerns • Contrasting the concept of faith with the tentative nature of science can help to define and distinguish science from other ways of knowing. Students sometimes enter science classes expecting absolutes of facts and rigid dogma. Instead, scientific knowledge reflects tentative knowledge with degrees of confidence closely correlated to the related evidence. Teaching Tips • Consider presenting your class with descriptions of several scientific investigations that you have written or found described in the media. Edit or include numerous examples of improper methodology (small sample size, several variables existing between the control and experimental groups, failure to specifically test the hypothesis, etc.). Let small groups or individuals analyze the experiments in class to identify the flaws. This critical analysis allows students the opportunity to suggest the characteristics of good investigations in class. Active Lecture Tips • Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts. • See the Activity Practicing the Scientific Method: Are Girls Better Than Boys at Some Tasks? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc. 25

There are distinct parts of a controlled experiment: The independent variable is the ONE thing that is being tested. The dependent variable is the results of the experiment. The control variables are everything else and them must be as similar for each sample as possible The control group is a sample that hasn’t been altered. Used for comparison Student Misconceptions and Concerns • Contrasting the concept of faith with the tentative nature of science can help to define and distinguish science from other ways of knowing. Students sometimes enter science classes expecting absolutes of facts and rigid dogma. Instead, scientific knowledge reflects tentative knowledge with degrees of confidence closely correlated to the related evidence. Teaching Tips • Consider presenting your class with descriptions of several scientific investigations that you have written or found described in the media. Edit or include numerous examples of improper methodology (small sample size, several variables existing between the control and experimental groups, failure to specifically test the hypothesis, etc.). Let small groups or individuals analyze the experiments in class to identify the flaws. This critical analysis allows students the opportunity to suggest the characteristics of good investigations in class. Active Lecture Tips • Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts. • See the Activity Practicing the Scientific Method: Are Girls Better Than Boys at Some Tasks? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc. 26

You do not need to take notes from slide 28-31
You do not need to take notes from slide You will need access to those slides for an assignment. © 2015 Pearson Education, Inc.

An experiment compared an experimental group consisting of non-camouflaged mice models and a control group consisting of camouflaged models that matched the mice native to each area. The groups differed by only one factor, the coloration of the mouse models. Student Misconceptions and Concerns • Contrasting the concept of faith with the tentative nature of science can help to define and distinguish science from other ways of knowing. Students sometimes enter science classes expecting absolutes of facts and rigid dogma. Instead, scientific knowledge reflects tentative knowledge with degrees of confidence closely correlated to the related evidence. Teaching Tips • Consider presenting your class with descriptions of several scientific investigations that you have written or found described in the media. Edit or include numerous examples of improper methodology (small sample size, several variables existing between the control and experimental groups, failure to specifically test the hypothesis, etc.). Let small groups or individuals analyze the experiments in class to identify the flaws. This critical analysis allows students the opportunity to suggest the characteristics of good investigations in class. Active Lecture Tips • Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts. • See the Activity Practicing the Scientific Method: Are Girls Better Than Boys at Some Tasks? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc. 28

Beach population Inland population Figure 1.9-0
Figure Beach mouse and inland mouse with their native habitat

As presented in Table 1.9, the non-camouflaged models had a much higher percentage of attacks in the beach and inland habitats and these data fit the key prediction of the camouflage hypothesis. Student Misconceptions and Concerns • Contrasting the concept of faith with the tentative nature of science can help to define and distinguish science from other ways of knowing. Students sometimes enter science classes expecting absolutes of facts and rigid dogma. Instead, scientific knowledge reflects tentative knowledge with degrees of confidence closely correlated to the related evidence. Teaching Tips • Consider presenting your class with descriptions of several scientific investigations that you have written or found described in the media. Edit or include numerous examples of improper methodology (small sample size, several variables existing between the control and experimental groups, failure to specifically test the hypothesis, etc.). Let small groups or individuals analyze the experiments in class to identify the flaws. This critical analysis allows students the opportunity to suggest the characteristics of good investigations in class. Active Lecture Tips • Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts. • See the Activity Practicing the Scientific Method: Are Girls Better Than Boys at Some Tasks? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc. 30

What’s the Variable? Table 1.9
Table 1.9 Results from camouflage experiment What’s the Variable?

You will be able to Explain how evolution impacts the lives of all humans. Compare the goals of science and technology. Explain why an understanding of science is essential to our lives. © 2015 Pearson Education, Inc. 33

You do not need to take notes from slide 35-38
You do not need to take notes from slide You do need to review those slides for an in class discussion. © 2015 Pearson Education, Inc.

1.10 EVOLUTION CONNECTION: Evolution is connected to our everyday lives
Evolution is a core theme of biology. Humans selectively breed plants and animals in the process of artificial selection to produce move productive crops, better livestock, and a great variety of pets that bear little resemblance to their wild ancestors. Student Misconceptions and Concerns • Few students are likely to understand the tremendous benefits that result from an understanding of evolution. For some, evolution may seem like an abstract concept that is still up for debate. Yet evolution, like gravity, is a daily part of our lives, recognized or not. Teaching Tips • Module 1.10 lists some of the biggest human challenges impacted by evolution. Our ability to feed ourselves, respond to infectious disease, and understand the interrelationships of our crops, agricultural animals, pets, and each other are all enriched by an appreciation of evolution. Understanding evolution allows us to work more deliberately in our evolving world. © 2015 Pearson Education, Inc. 35

1.10 EVOLUTION CONNECTION: Evolution is connected to our everyday lives
Humans also unintentionally cause the evolution of antibiotic-resistant bacteria, the evolution of pesticide-resistant pests, and the loss of species through habitat loss and global climate change. GMO? Student Misconceptions and Concerns • Few students are likely to understand the tremendous benefits that result from an understanding of evolution. For some, evolution may seem like an abstract concept that is still up for debate. Yet evolution, like gravity, is a daily part of our lives, recognized or not. Teaching Tips • Module 1.10 lists some of the biggest human challenges impacted by evolution. Our ability to feed ourselves, respond to infectious disease, and understand the interrelationships of our crops, agricultural animals, pets, and each other are all enriched by an appreciation of evolution. Understanding evolution allows us to work more deliberately in our evolving world. © 2015 Pearson Education, Inc. 36

1.11 CONNECTION: Biology, technology, and society are connected in important ways
Many issues facing society are related to biology and often involve our expanding technology. The basic goals of science and technology differ. The goal of science is to understand natural phenomena. The goal of technology is to apply scientific knowledge for some specific purpose. Student Misconceptions and Concerns • Many students will be unable to distinguish between science and technology before reading through this textbook chapter. The discussion in Module 1.11 makes several distinctions worth emphasizing that may promote interest in your course. Teaching Tips • Look around your classroom to identify examples of technology. Perhaps a video projector, a telephone, a wall clock, or other devices are available for quick reference (or perhaps your students are distracted by technology they brought with them). Then challenge your students to suggest examples of science in their immediate world, which is important to them. (These might include dietary guidelines, other suggestions to improve health and fitness, and medications.) © 2015 Pearson Education, Inc. 37

1.11 CONNECTION: Biology, technology, and society are connected in important ways
Although their goals differ, science and technology are interdependent. Research benefits from new technologies. Technological advances stem from scientific research. Technologies of DNA manipulation are the results of scientific discovery of the structure of DNA. Student Misconceptions and Concerns • Many students will be unable to distinguish between science and technology before reading through this textbook chapter. The discussion in Module 1.11 makes several distinctions worth emphasizing that may promote interest in your course. Teaching Tips • Look around your classroom to identify examples of technology. Perhaps a video projector, a telephone, a wall clock, or other devices are available for quick reference (or perhaps your students are distracted by technology they brought with them). Then challenge your students to suggest examples of science in their immediate world, which is important to them. (These might include dietary guidelines, other suggestions to improve health and fitness, and medications.) © 2015 Pearson Education, Inc. 38

You should now be able to
Describe seven properties common to all life. Describe the levels of biological organization from molecules to the biosphere, noting the interrelationships between levels. Define the concept of emergent properties and describe an example of it. Explain why cells are a special level in biological organization. Compare prokaryotic and eukaryotic cells. Compare the dynamics of nutrients and energy in an ecosystem. © 2015 Pearson Education, Inc. 39

Explain how DNA encodes a cell’s information. Compare the three domains of life. Describe the process and products of natural selection. Distinguish between quantitative and qualitative data. Compare the definitions and use of inductive and deductive reasoning in scientific investigations. Distinguish between a scientific theory and a hypothesis. © 2015 Pearson Education, Inc. 40

Describe the structure of a controlled experiment and give an example. Explain how evolution impacts the lives of all humans. Compare the goals of science and technology. Explain why an understanding of science is essential to our lives. © 2015 Pearson Education, Inc. 41

Light Heat Producers Consumer Chemical energy ENERGY FLOW
Figure 1.UN01 ENERGY FLOW Light Heat Producers Consumer Figure 1.UN01 Reviewing the concepts, 1.4 Chemical energy

Figure 1.UN02 Figure 1.UN02 Reviewing the concepts, 1.5

Overproduction of offspring
Figure 1.UN03 Observations Inferences Heritable variations Natural selection: Unequal reproductive success leads to evolution of adaptations in populations. Overproduction of offspring Figure 1.UN03 Reviewing the concepts, 1.7

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