1. © 2012 Pearson Education, Inc. Lecture by Edward J. Zalisko PowerPoint Lectures for Campbell Biology: Concepts & Connections, Seventh Edition Reece, Taylor, Simon, and Dickey Chapter 1 Biology: Exploring Life

2. Figure 1.0_1 Chapter 1: Big Ideas Themes in the Study of Biology The Process of Science Biology and Everyday Life Evolution, the Core Theme of Biology

3. THEMES IN THE STUDY OF BIOLOGY © 2012 Pearson Education, Inc.

4. 1.1 All forms of life share common properties  Biology is the scientific study of life.  Properties of life include 1.Order—the highly ordered structure of life, 2.Reproduction—the ability of organisms to reproduce their own kind, 3.Growth and development—consistent growth and development controlled by inherited DNA, 4.Energy processing—the use of chemical energy to power an organism’s activities and chemical reactions, © 2012 Pearson Education, Inc.

5. 1.1 All forms of life share common properties 5.Response to the environment—an ability to respond to environmental stimuli, 6.Regulation—an ability to control an organism’s internal environment within limits that sustain life, and 7.Evolutionary adaptation—adaptations evolve over many generations as individuals with traits best suited to their environments have greater reproductive success and pass their traits to offspring. © 2012 Pearson Education, Inc. Video: Sea Horses

6. Figure 1.1 (1) Order (2) Reproduction (3) Growth and development (4) Energy processing (7) Evolutionary adaptation (6) Regulation (5) Response to the environment

7. 1.2 In life’s hierarchy of organization, new properties emerge at each level  Biological organization unfolds as follows: –Biosphere—all of the environments on Earth that support life, –Ecosystem—all the organisms living in a particular area and the physical components with which the organisms interact, –Community—the entire array of organisms living in a particular ecosystem, –Population—all the individuals of a species living in a specific area, © 2012 Pearson Education, Inc.

8. 1.2 In life’s hierarchy of organization, new properties emerge at each level –Organism—an individual living thing, –Organ system—several organs that cooperate in a specific function, –Organ—a structure that is composed of tissues and that provides a specific function for the organism, –Tissues—a group of similar cells that perform a specific function, –Cells—the fundamental unit of life, © 2012 Pearson Education, Inc.

9. 1.2 In life’s hierarchy of organization, new properties emerge at each level –Organelle—a membrane-bound structure that performs a specific function in a cell, and –Molecule—a cluster of small chemical units called atoms held together by chemical bonds. © 2012 Pearson Education, Inc.

10. Figure 1.2 Biosphere Madagascar Ecosystem: Forest in Madagascar Community: All organisms in the forest Population: Group of ring-tailed lemurs Organism: Ring-tailed lemur Organ system: Nervous system Organ: Brain Tissue: Nervous tissue Nerve Spinal cord Brain Organelle: Nucleus Cell: Nerve cell Nucleus Atom Molecule: DNA

11. 1.3 Cells are the structural and functional units of life  There are two basic types of cells. 1.Prokaryotic cells –were the first to evolve, –are simpler, and –are usually smaller than eukaryotic cells. 2.Eukaryotic cells –contain membrane-enclosed organelles, including a nucleus containing DNA, and –are found in plants, animals, and fungi. © 2012 Pearson Education, Inc.

12. Figure 1.3 Eukaryotic cell Membrane Prokaryotic cell DNA (no nucleus) Organelles Nucleus (membrane- enclosed) DNA (throughout nucleus)

13. EVOLUTION, THE CORE THEME OF BIOLOGY © 2012 Pearson Education, Inc.

14. THE PROCESS OF SCIENCE © 2012 Pearson Education, Inc.

15. 1.8 Scientific inquiry is used to ask and answer questions about nature  The word science is derived from a Latin verb meaning “to know.” Science is a way of knowing.  Scientists –use inductive reasoning to draw general conclusions from many observations and –deductive reasoning to come up with ways to test a hypothesis, a proposed explanation for a set of observations.The logic flows from general premises to the specific results we should expect if the premises are true. © 2012 Pearson Education, Inc.

16. 1.8 Scientific inquiry is used to ask and answer questions about nature  How is a theory different from a hypothesis? A scientific theory is –much broader in scope than a hypothesis, –usually general enough to generate many new, specific hypotheses, which can then be tested, and –supported by a large and usually growing body of evidence. © 2012 Pearson Education, Inc.

17. 1.9 Scientists form and test hypotheses and share their results  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?” –Using deductive reasoning we realize that the problem is either (1) the bulb or (2) the batteries. –Further, a hypothesis must be –testable and –falsifiable. –In this example, two hypotheses are tested. © 2012 Pearson Education, Inc.

18. The Scientific Method Steps 1.Observe a problem and ask a question 2.Make a hypothesis –Hypothesis: an explanation to a question or problem (educated guess) that can be tested

19. 3.Conduct an experiment to collect data –Experiment: an investigation that tests a hypothesis –Experiments can involve –A control group: the part of the experiment that receives no experimental treatment –An experimental group: The part of the experiment that receives experimental treatment –In experiments, only one condition is changed at a time, all other conditions must remain the same (controlled variables) –an independent variable: the condition that is tested –a dependent variable: the condition that changes due to the independent variable and is measured 4.Data: information obtained from an investigation (measurements, observations, etc.) –The data is analyzed in order to make conclusions

20. 5.Publish data and conclusions in scientific journals for other scientists to read 6.Form a theory –Theory: a hypothesis that is supported by a large body of evidence 7.Develop new hypotheses based on the theory 8.Revise the theory as new experiments are done

21. Different kinds of data  Quantitative data: numbers from measurements, counting, etc. –In biology, we use the metric system to make measurements –meter: length –gram: mass –liter: volume –second: time –degree Celsius: temperature  Qualitative data: written description from observations 

22. Figure 1.9A_s1 Observation Question Hypothesis  1: Dead batteries Hypothesis  2: Burned-out bulb

23. Figure 1.9A_s2 Observation Question Hypothesis  1: Dead batteries Hypothesis  2: Burned-out bulb Prediction: Replacing batteries will fix problem. Replacing bulb will fix problem. Experiment: Test prediction by replacing batteries. Test prediction by replacing bulb.

24. Figure 1.9A_s3 Test falsifies hypothesis. Revise hypothesis or pose new one. Observation Question Hypothesis  1: Dead batteries Hypothesis  2: Burned-out bulb Prediction: Replacing batteries will fix problem. Replacing bulb will fix problem. Experiment: Test prediction by replacing batteries. Test prediction by replacing bulb. Test does not falsify hypothesis. Make additional predictions and test them.

25. 1.9 Scientists form and test hypotheses and share their results  An actual research project demonstrates the process of science.  Scientists began with a set of observations and generalizations that –poisonous animals are brightly colored and –imposters resemble poisonous species but are actually harmless.  They then tested the hypothesis that mimics benefit because predators confuse them with the harmful species. © 2012 Pearson Education, Inc.

26. 1.9 Scientists form and test hypotheses and share their results  The scientists conducted a controlled experiment, comparing –an experimental group consisting of artificial king snakes and –a control group consisting of artificial brown snakes. –The groups differed only by one factor, the coloration of the artificial snakes. –The data fit the key prediction of the mimicry hypothesis. © 2012 Pearson Education, Inc.

27. Figure 1.9B

28. Figure 1.9C

29. Figure 1.9D

30. Figure 1.9D_1

31. Figure 1.9D_2

32. Figure 1.9E Coral snakes present Artificial king snakes Artificial brown snakes 84% 0 20 40 60 80 100 Coral snakes absent 17% 16% Percent of total attacks on artificial snakes 83%

33. 1.9 Scientists form and test hypotheses and share their results  Science is a social activity with most scientists working in teams.  Scientists share information in many ways.  Science seeks natural causes for natural phenomena. –The scope of science is limited to the study of structures and processes that we can directly observe and measure. –Hypotheses about supernatural forces or explanations are outside the bounds of science, because they generate hypotheses that cannot be tested by science. © 2012 Pearson Education, Inc.

34. BIOLOGY AND EVERYDAY LIFE © 2012 Pearson Education, Inc.

35. 1.10 CONNECTION: Biology, technology, and society are connected in important ways  Many issues facing society are related to biology. Most 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. © 2012 Pearson Education, Inc.

36. 1.10 CONNECTION: Biology, technology, and society are connected in important ways  Although their goals differ, science and technology are interdependent. –Technological advances stem from scientific research. –Research benefits from new technologies. © 2012 Pearson Education, Inc.

37. Figure 1.10

38. 1.11 EVOLUTION CONNECTION: Evolution is connected to our everyday lives  Evolution is a core theme of biology.  Evolutionary theory is useful in –medicine, –agriculture, –forensics, and –conservation. © 2012 Pearson Education, Inc.

39. 1.11 EVOLUTION CONNECTION: Evolution is connected to our everyday lives  Human-caused environmental changes are powerful selective forces that affect the evolution of many species, including –antibiotic-resistant bacteria, –pesticide-resistant pests, –endangered species, and –increasing rates of extinction. © 2012 Pearson Education, Inc.

40. You should now be able to 1.Describe seven properties common to all life. 2.Describe the levels of biological organization from molecules to the biosphere, noting the interrelationships between levels. 3.Define the concept of emergent properties and describe an example of it. 4.Explain why cells are a special level in biological organization. Compare prokaryotic and eukaryotic cells. 5.Compare the dynamics of nutrients and energy in an ecosystem. © 2012 Pearson Education, Inc.

41. You should now be able to 6.Explain how DNA encodes a cell’s information. 7.Compare the three domains of life. 8.Describe the process and products of natural selection. Explain why individuals cannot evolve. 9.Distinguish between quantitative and qualitative data. 10.Compare the definitions and use of inductive and deductive reasoning in scientific investigations. 11.Distinguish between a scientific theory and a hypothesis. © 2012 Pearson Education, Inc.

42. You should now be able to 12.Distinguish between the scientific definition and common use of the word theory. 13.Describe the structure of a controlled experiment and give an example. 14.Compare the goals of science and technology. Explain why an understanding of science is essential to our lives. 15.Explain how evolution impacts the lives of all humans. © 2012 Pearson Education, Inc.

43. Figure 1.UN01 Sunlight Water and minerals taken up by tree roots Chemical energy (food) Cycling of chemical nutrients Decomposers (in soil) Heat O2O2 O2O2 CO 2 Producers (such as plants) Consumers (such as animals)

44. Figure 1.UN02

45. Figure 1.UN03 ObservationsInferences Natural selection: Unequal reproductive success leads to evolution of adaptations in populations. Heritable variations Overproduction of offspring

46. Figure 1.UN04 Biology is the study of has changed through the process of (a) (b) (c) mechanism is accounts for depends on leads to codes for is evidence of accounts for diversity of life DNA (genetic code) seen in seen in variations in seen in (d) (e) cells as basic units of life common properties of living organisms

47. Figure 1.UN05 No reward Food reward Day Average time to complete maze (min) 25 20 15 10 5 0 0 12 3 4 56