1. Chapter 1
Invitation to Biology

2. Bio 101
Prof. Fournier

3. Life’s Organization atom
Atoms are fundamental units of all substances, living or not. This image shows a model of a single atom. 1
organ
Structural unit of interacting
tissues. Flowers are the
reproductive organs of
many plants. 5
molecule
Atoms join other atoms in
molecules. This is a model of a
water molecule. The molecules
special to life are much larger
and more complex than water. 2
organ system
A set of interacting organs.
The shoot system of this
poppy plant includes its
aboveground parts: leaves,
flowers, and stems. 6
cell
The cell is the smallest unit
of life. Some, like this plant
cell, live and reproduce as
part of a multicelled organism;
others do so on their own. 3
Figure 1.1 An overall pattern in the way life is organized. New emergent properties appear at each successive level.
multicelled organism
Individual that consists of
more than one cell. Cells of
this California poppy plant
are part of its two organ
systems: aboveground shoots
and belowground roots. 7
tissue
Organized array of cells
that interact in a collective
task. This is epidermal tissue
on the outer surface of
a flower petal. 4

4. Life’s Organization population
Group of single-celled or multicelled individuals of a species in a given area. This population of California poppy plants is in California’s Antelope Valley Poppy Reserve. 8
community
All populations of all species in a specified area. These plants are part of a community called the Antelope
Valley Poppy Reserve. 9
ecosystem
A community interacting with its physical environment through the transfer of energy and materials. Sunlight and water sustain the community in the Antelope Valley. 10
Figure 1.1 An overall pattern in the way life is organized. New emergent properties appear at each successive level.
biosphere
The sum of all ecosystems: every region of Earth’s waters, crust, and atmosphere in which organisms live. No ecosystem in the biosphere is truly isolated from any other. 11

5. What does it mean to be “Alive”?

6. 1.2 How Are All Living Things Alike?
Table 1.1 Three Key Features of Living Things

7. Organisms Require Energy and Nutrients
producer
acquiring energy
and nutrients from
the environment 1
consumer acquiring energy and nutrients by eating a producer 2
Figure 1.2 The one-way flow of energy and cycling of materials through the world of life.

8. Organisms Sense and Respond to Change
Every living thing has the ability to sense and respond to change both inside and outside of itself
Homeostasis: process by which organism keeps its internal conditions within tolerable ranges by sensing and responding to change

9. Organisms Use DNA
DNA (deoxyribonucleic acid) carries hereditary information that guides:
Development: multistep process by which the first cell of a new multicelled organism gives rise to an adult
Growth: increase in the number, size, and volume of cells
Reproduction: processes by which individuals produce offspring

10. Organisms Use DNA Inheritance: transmission of DNA to offspring
All organisms inherit their DNA from one or two parents
DNA is the basis of similarities in form and function among organisms
Small variations in DNA give rise to differences among individuals and among types of organisms

11. How many different species are “ALIVE” on the planet right now?

12. 1.3 How Are Living Things Different?
Biodiversity: scope of variation among living organisms
Organisms can be grouped on the basis of whether they have a nucleus (a sac that encloses and protects a cell’s DNA)
Prokaryote: single-celled organism without a nucleus (now used only informally)
Eukaryote: organism whose cells characteristically have a nucleus

13. A Rose by Any Other Name . . .
Table 1.2 All of Life in Three Domains

14. 1.5 How Does Science Work? Thinking about thinking
Critical thinking: judging information before accepting it
Move beyond the content of new information to consider supporting evidence, bias, and alternative interpretations

15. The Scientific Method
Science: systematic study of the observable world
Hypothesis: testable explanation of a natural phenomenon
Plants grow better with sunlight.
Girls are smarter than boys.

16. The Scientific Method
Inductive reasoning: drawing a conclusion based on observation
Prediction: statement, based on a hypothesis, about a condition that should exist if the hypothesis is correct
Deductive reasoning: using a general idea to make a conclusion about a specific case

17. The Scientific Method
Model: analogous system used for testing hypotheses
Experiment: test designed to support or falsify a prediction
Researchers often investigate causal relationships by changing and observing variables
Variable: a characteristic or event that differs among individuals or over time

18. The Scientific Method
Independent variable: condition or treatment controlled by the experimenter
Dependent variable: observed result that is influenced by the independent variable
Experimental group: receive a certain treatment or have certain characteristics
Control group: identical to an experimental group, but without exposure to the independent variable

19. The Scientific Method
Data (test results) that are consistent with the prediction support the hypothesis
Data inconsistent with the prediction are evidence that the hypothesis is flawed and should be revised
Scientific method: making, testing, and evaluating hypotheses

20. The Scientific Method
Table 1.3 The Scientific Method

21. 1.6 Why Do Biologists Perform Experiments?
Researchers design experiments in a consistent way
Change one independent variable at a time
Carefully measure the effects of the change on a dependent variable

22. Potato Chips and Stomachaches
Researchers designed an experiment to test the hypothesis that Olestra causes intestinal cramps
Prediction: if Olestra causes cramps, then people who eat Olestra will be more likely to get cramps than people who do not

23. Potato Chips and Stomachaches
1,100 people ate potato chips while watching a movie
Each person got an unmarked bag that contained 13 ounces of chips
Experimental group: ate Olestra-containing potato chips
Independent variable: presence or absence of Olestra in the chips

24. Potato Chips and Stomachaches
People were about as likely to get cramps whether or not they ate chips made with Olestra
These results did not support the prediction, so the researchers concluded that eating Olestra does not cause cramps

25. Potato Chips and Stomachaches
Hypothesis
Olestra® causes intestinal cramps. B
Prediction
People who eat potato chips made with Olestra will be more likely to get intestinal cramps than those who eat potato chips made without Olestra. C
Experiment
Control Group
Eats regular potato chips
Experimental Group
Eats Olestra
potato chips D
Results
93 of 529 people get cramps later (17.6%)
89 of 563 people get cramps later (15.8%)
Figure 1.9 The steps in a scientific experiment to determine if Olestra causes cramps. A report of this study was published in the Journal of the American Medical Association in January 1998. E
Conclusion
Percentages are about equal. People who eat potato chips made with Olestra are just as likely to get intestinal cramps as those who eat potato chips made without Olestra. These results do not support the hypothesis.

26. 1.7 What Are Some Potential Pitfalls in Scientific Inquiry?
Sampling error: difference between results obtained from a subset, and results from the whole
Can be a substantial problem with a small subset
Experimenters start with a relatively large sample, and repeat their experiments

27. What Are Some Potential Pitfalls in Scientific Inquiry?
Natalie chooses a random jelly
bean from a jar. She is blindfolded,
so she does not know that the jar
contains 120 green and 280 black
jelly beans.
The jar is hidden from Natalie’s
view before she removes her
blindfold. She sees one green jelly
bean in her hand and assumes that
the jar must hold only green jelly
beans. This assumption is incorrect:
30 percent of the jelly beans
in the jar are green, and 70 percent
are black. The small sample size
has resulted in sampling error. A
Figure 1.11 Demonstration of sampling error, and the effect of sample size on it.

28. Bias in Interpreting Results
Human beings are by nature subjective, and scientists are no exception
Experimenters risk interpreting their results in terms of what they want to find out
To minimize bias, experiments should yield quantitative results
Data that can be measured or gathered objectively

29. The Limits of Science
Scientists have caused controversy for discovering natural explanations
1540: Nicolaus Copernicus proposed that Earth orbits the sun
1610: Galileo Galilei imprisoned for providing evidence for the Copernican model of the solar system

30. What Is a Theory?
Scientific theory: hypothesis that has not been disproven after many years of rigorous testing
Consistent with all data ever gathered
Contributes to successful predictions about other phenomena

31. 99 pieces completed
© 2011 Pearson

32. What Is a Theory?
Table 1.5 Examples of Scientific Theories

33. What Is a Theory?
Law of nature: generalization that describes a consistent natural phenomenon for which there is incomplete scientific explanation
Hooke’s Law, Newtons Law, Ohm’s Law, Law of Conservation of Energy, Boyle’s Law, Law of Thermodynamics

34. 1.9 Application: The Secret Life of Earth
Many new species and species thought to be extinct, or near extinction, were recently discovered in New Guinea
The current rate of extinctions is about 1,000 times faster than ever recorded
Human activities are responsible for the acceleration
The more we learn about the natural world, the more we realize we have yet to learn

35. Application: The Secret Life of Earth
Researcher Paul Oliver discovered this tiny tree frog perched on a sack of rice during a particularly rainy campsite lunch in New Guinea’s Foja Mountains. The explorers dubbed the new species “Pinocchio frog” after the Disney character because the male frog’s long nose inflates and points upward during times of excitement.

36. How Do You Study??? With TV? With music? With your cell? With wii?
While talking to friends?
While tired?
Late the night before?
While doing several of these?

39. The Ten Study Habits of Successful Students
                                                    
Try not to do too much studying at one time. If you try to do too much studying at one time, you will tire and your studying will not be very effective. Space the work you have to do over shorter periods of time. Taking short breaks will restore your mental energy.
Plan specific times for studying. Study time is any time you are doing something related to schoolwork. It can be completing assigned reading, working on a paper or project, or studying for a test. Schedule specific times throughout the week for your study time.
Try to study at the same times each day. Studying at the same times each day establishes a routine that becomes a regular part of your life, just like sleeping and eating. When a scheduled study time comes up during the day, you will be mentally prepared to begin studying.
Set specific goals for their study times. Goals will help you stay focused and monitor your progress. Simply sitting down to study has little value. You must be very clear about what you want to accomplish during your study times.
Start studying when planned. You may delay starting your studying because you don't like an assignment or think it is too hard. A delay in studying is called "procrastination." If you procrastinate for any reason, you will find it difficult to get everything done when you need to. You may rush to make up the time you wasted getting started, resulting in careless work and errors.
Work on the assignment they find most difficult first. Your most difficult assignment will require the most effort. Start with your most difficult assignment since this is when you have the most mental energy.
Review their notes before beginning an assignment. Reviewing your notes can help you make sure you are doing an assignment correctly. Also, your notes may include information that will help you complete an assignment.
Tell their friends not to call them during their study times. Two study problems can occur if your friends call you during your study times. First, your work is interrupted. It is not that easy to get back to what you were doing. Second, your friends may talk about things that will distract you from what you need to do. Here's a simple idea - turn off your cell phone during your study times.
Call another student when they have difficulty with an assignment. This is a case where "two heads may be better than one."
Review their schoolwork over the weekend. Yes, weekends should be fun time. But there is also time to do some review. This will help you be ready to go on Monday morning when another school week begins.

40. Read Chapter 2 and 3 for Friday. Bring Textbook to class everyday
Read Chapter 2 and 3 for Friday. Bring Textbook to class everyday. Bring Lab book on Friday.

41. How Do Living Things Differ From Nonliving Things? (cont’d.)

42. 1.1 How Do Living Things Differ From Nonliving Things?
Life is more than the sum of its parts
Biology: study of life, past and present
Defining “life” is a challenge
Complex properties, including life, emerge from the interactions of simple parts
Emergent property: characteristic of a system that does not appear in any of the system’s component parts

43. Life’s Organization Atom: fundamental building block of matter
Molecule: association of two or more atoms
Cell: smallest unit of life
Organism: consists of one or more cells

44. Life’s Organization (cont’d.)
Tissue: specialized cells organized in a pattern; performs a collective function
Organ: grouping of tissues engaged in a collective task
Organ system: set of organs engaged in a collective task that keeps the body functioning properly

45. Life’s Organization (cont’d.)
Population: group of interbreeding individuals of the same species that live in a given area
Community: all populations of all species in a given area
Ecosystem: a community interacting with its environment
Biosphere: all regions of Earth where organisms live

46. Organisms Require Energy and Nutrients
Nutrient: substance that an organism needs for growth and survival but cannot make for itself
Producers: organism that makes its own food using energy and nonbiological raw materials
Photosynthesis: producers use light energy to make sugars from carbon dioxide and water

47. Organisms Require Energy and Nutrients (cont’d.)
Consumers: organism that gets energy and nutrients by feeding on tissues, wastes, or remains of other organisms
Energy is not cycled
It flows through the world of life in one direction: from the environment through organisms, and back to the environment

48. Organisms Require Energy and Nutrients (cont’d.)
ENERGY IN
SUNLIGHT
Producers harvest energy from the environment. Some of that energy flows from producers to consumers. 3
PRODUCERS
plants and other self-feeding organisms
Nutrients that get
incorporated into the cells
of producers and consumers
are eventually released back into
the environment (by decomposition,
for example). Producers
then take up some of the
released nutrients. 4
Figure 1.2 The one-way flow of energy and cycling of materials through the world of life.
CONSUMERS
animals, most fungi, many protists, bacteria
All of the energy that enters the world of life eventually flows out of it, mainly as heat released back to the environment. 5

49. Organisms Sense and Respond to Change (cont’d.)
FIGURE 1.3 Living things sense and respond to their environment. This baby orangutan is laughing in response to being tickled. Apes and humans make different sounds when being tickled, but the airflow patterns are so similar that we can say apes really do laugh.

50. How Are Living Things Different? (cont’d.)
A Prokaryotes are single-celled, and have no nucleus.
As a group, they are the most diverse organisms.
Figure 1.4 A few representatives of life’s diversity: A some prokaryotes; B some eukaryotes.
bacteria are the most numerous organisms on Earth. Top, this bacterium has a row of iron crystals that functions like a tiny compass; bottom, a resident of human intestines.
archaea resemble bacteria, but they are more closely related to eukaryotes. Top: two types from a hydrothermal vent on the seafloor. Bottom, a type that grows in sulfur hot springs.

51. How Are Living Things Different? (cont’d.)
B Eukaryotes consist of cells that have a nucleus. Eukaryotic cells are typically larger and more complex than prokaryotes.
Figure 1.4 A few representatives of life’s diversity: A some prokaryotes; B some eukaryotes.
protists are a group of extremely diverse eukaryotes that range from microscopic single cells (top) to giant multicelled seaweeds (bottom).
fungi are eukaryotic consumers that secrete substances to break down food outside their body. Most are multicelled (top), but some are single-celled (bottom).

52. How Are Living Things Different? (cont’d.)
Figure 1.4 A few representatives of life’s diversity: A some prokaryotes; B some eukaryotes.
plants are multicelled eukaryotes. Most are photosynthetic, and have roots, stems, and leaves.
animals are multicelled eukaryotes that ingest tissues or juices of other organisms. All actively move about during at least part of their life.

53. How Are Living Things Different? (cont’d.)
Bacteria: most diverse and well-known group of single-celled organisms that lack a nucleus
Archaea: group of single-celled organisms that lack a nucleus but are more closely related to eukaryotes than to bacteria

54. How Are Living Things Different? (cont’d.)
Protist: diverse group of simple eukaryotes
Fungus: single-celled or multicelled eukaryotic consumer
Breaks down material outside itself, then absorbs nutrients released from the breakdown

55. How Are Living Things Different? (cont’d.)
Plant: multicelled, typically photosynthetic producer
Animal: multicelled consumer that develops through a series of stages and moves about during part or all of its life

56. 1.4 What Is a Species? Species: unique type of organism
Taxonomy: the science of naming and classifying species
Genus: a group of species that share a unique set of traits
Specific epithet: second part of a species name
Together, the genus name and the specific epithet designate one species

57. A Rose by Any Other Name . . .
Trait: an observable characteristic of an organism or species
Taxon: group of organisms that share a unique set of traits

58. A Rose by Any Other Name . . . (cont’d.)
domain
Eukarya
kingdom
Plantae
phylum
Magnoliophyta
class
Magnoliopsida
order
Apiales
Rosales
family
Apiaceae
Cannabaceae
Rosaceae
genus
Daucus
Cannabis
Malus
Rosa
species
carota
sativa
domestica
acicularis
canina
common name
wild carrot
marijuana
apple
prickly rose
dogrose
Figure 1.5 Linnaean classification of five species that are related at different levels. Each species has been assigned to ever more inclusive
groups, or taxa: in this case, from genus to domain.

59. A Rose by Any Other Name . . . (cont’d.)
Bacteria
Archaea
Protists
Plants
Fungi
Animals A
Figure 1.6 Two ways to see the big picture of life. The lines in such diagrams indicate evolutionary connections.
A Six-kingdom classification system. The protist kingdom includes the most ancient multicelled and all single-celled eukaryotes.
B Three-domain classification system. The Eukarya domain includes protists, plants, fungi, and animals.
Bacteria
Archaea
Eukarya B

60. A Rose by Any Other Name . . . (cont’d.)
Figure 1.7 Four butterflies, two species: Which are which?

61. The Scientific Method (cont’d.)
Figure 1.8 Tierney Thys travels the world’s oceans to study the giant sunfish (mola). This mola is carrying a satellite tracking device.

62. Butterflies and Birds
Researchers investigated whether certain peacock butterfly behaviors defend them against predatory birds
Initial observations:
When a peacock butterfly rests, it folds its wings, so only the dark underside shows
When a butterfly sees a predator approaching, it flicks its wings open, producing a hissing sound and a series of clicks

63. Butterflies and Birds (cont’d.)
Figure 1.10 Testing peacock butterfly defenses. Researchers painted out the spots of some butterflies, cut the sound-making part of the wings on others, and did both to a third group; then exposed each butterfly to a hungry blue tit. Results, listed in Table 1.4, support the hypotheses that peacock butterfly spots and sounds can deter predatory birds.
A With wings folded, a resting peacock butterfly resembles a dead leaf.
B When a bird approaches, a butterfly repeatedly flicks its wings open. This behavior exposes brilliant spots and also produces hissing and clicking sounds.
C Researchers tested whether peacock butterfly wing flicking and hissing reduce predation by blue tits. B

64. Butterflies and Birds (cont’d.)
First hypothesis: wing-flicking exposes brilliant spots that resemble owl eyes
Second hypothesis: hissing and clicking sounds may be an additional defense that deters predatory birds

65. Butterflies and Birds (cont’d.)
Experimental design:
Paint the wing spots of some butterflies black
Remove sound-making wing part of others
Place butterfly into cage with a hungry blue tit
Observe for 30 minutes

66. Butterflies and Birds (cont’d.)
Table 1.4 Results of Peacock Butterfly Experiment

67. Butterflies and Birds (cont’d.)
The test results supported the hypotheses
Predatory birds are indeed deterred by peacock butterfly sounds, and even more so by wing spots

68. What Are Some Potential Pitfalls in Scientific Inquiry? (cont’d.)
Still blindfolded, Natalie
randomly picks out 50 jelly beans
from the jar. She ends up choosing
10 green and 40 black ones.
The larger sample leads Natalie to
assume that one-fifth of the jar’s
jelly beans are green (20 percent)
and four-fifths are black (80
percent). The larger sample more
closely approximates the jar’s
actual green-to-black ratio of 30
percent to 70 percent.
The more times Natalie repeats
the sampling, the greater the
chance she has of guessing the
actual ratio. B
Figure 1.11 Demonstration of sampling error, and the effect of sample size on it.

69. What Are Some Potential Pitfalls in Scientific Inquiry? (cont’d.)
Sampling error (cont’d.)
Probability: chance that a particular outcome of an event will occur
Statistically significant: a result is very unlikely to have occurred by chance alone

70. What Are Some Potential Pitfalls in Scientific Inquiry? (cont’d.)
Figure 1.12 Example of error bars in a graph. This graph was adapted from the peacock butterfly research described in Section 1.6.
The researchers recorded the number of times each butterfly flicked its wings in response to an attack by a bird. The dots represent average frequency of wing flicking for each sample set of butterflies. The error bars that extend above and below the dots indicate the range of values—the sampling error.

71. The Limits of Science Science does not address: Subjective questions
Example: “Why do I exist?”
Supernatural
Science neither assumes nor denies that supernatural phenomena occur