1 Evolution, the Themes of Biology, and Scientific Inquiry Lecture Presentation by Nicole Tunbridge and Kathleen Fitzpatrick

Figure 1.1 How is the dandelion adapted to its environment?

Figure 1.3 Explain why life is an emergent property. 7 Tissues 1 The Biosphere 6 Organs and Organ Systems 2 Ecosystems 10 Mole- cules 3 Communities 8 Cells 5 Organisms Figure 1.3 Exploring levels of biological organization 9 Organelles 4 Populations

Figure 1.UN01 Explain how the phrase “form=function “applies to the flower and the hummingbird. Figure 1.UN01 In-text figure, hummingbird, p. 4

Nucleus (membrane- enclosed) Figure 1.4 Compare and contrast a prokaryotic cell and eukaryotic cell. DNA (no nucleus) Eukaryotic cell Prokaryotic cell Membrane Membrane Cytoplasm Figure 1.4 Contrasting eukaryotic and prokaryotic cells in size and complexity Nucleus (membrane- enclosed) Membrane- enclosed organelles DNA (throughout nucleus) 1 µm

Figure 1.5 How is the transmission of genetic information accomplished in this figure? Figure 1.5 A lung cell from a newt divides into two smaller cells that will grow and divide again

Fertilized egg with DNA from both parents Figure 1.6 What is the purpose of the genetic material inherited by our parents? Nuclei containing DNA Sperm cell Egg cell Fertilized egg with DNA from both parents Figure 1.6 Inherited DNA directs development of an organism Embryo’s cells with copies of inherited DNA Offspring with traits inherited from both parents

Figure 1.7 What are the four types of nucleotides that comprise DNA? Nucleus C DNA Nucleotide T A Cell T A C C G T Figure 1.7 DNA: The genetic material A G T A (a) DNA double helix (b) Single strand of DNA

(a). Lens cells are. tightly packed. with transparent. proteins called (a) Lens cells are tightly packed with transparent proteins called crystallin. Lens cell A C C A A A C C G A G T DNA T G G T T T G G C T C A TRANSCRIPTION Figure 1.8 Gene expression involves the ____________________ of DNA into mRNA, ________________________ of mRNA into a chain of amino acids, and folding of the amino acid chain into a _______________. mRNA U G G U U U G G C U C A TRANSLATION Chain of amino acids Figure 1.8 Gene expression: The transfer of information from a gene results in a functional protein PROTEIN FOLDING Protein Crystallin protein

Figure 1.9 Describe the difference between the movement of energy and the movement of chemicals in an ecosystem. ENERGY FLOW Chemicals pass to organisms that eat the plants. Light energy Chemical energy Heat Plants take up chemicals from the soil and air. Figure 1.9 Energy flow and chemical cycling Decomposers return chemicals to the soil. Chemicals

Leaves absorb light energy from the sun. Figure 1.10 Describe three ways in which organisms in this figure interact with each other or with their environment . Sunlight Leaves absorb light energy from the sun. Leaves take in carbon dioxide from the air and release oxygen. CO2 O2 Leaves fall to the ground and are decomposed by organisms that return minerals to the soil. Figure 1.10 Interactions of an African acacia tree with other organisms and the physical environment Water and minerals in the soil are taken up by the tree through its roots. Animals eat leaves and fruit from the tree, returning nutrients and minerals to the soil in their waste products.

STIMULUS: High blood glucose level Figure 1.11 Define feedback regulation. Compare and contrast negative and positive feedback. STIMULUS: High blood glucose level Insulin-producing cell in pancreas Insulin Circulation throughout body via blood Negative feedback Liver and muscle cells Figure 1.11 Feedback regulation RESPONSE: Glucose uptake by liver and muscle cells

Animation: Negative Feedback

Animation: Positive Feedback

Figure 1. 12 Which level contains the greatest diversity of organisms Figure 1.12 Which level contains the greatest diversity of organisms? Least diversity? Explain your reasoning. Ursus americanus SPECIES GENUS FAMILY ORDER CLASS PHYLUM KINGDOM DOMAIN Ursus Ursidae Carnivora Mammalia Figure 1.12 Classifying life Chordata Animalia Eukarya

Figure 1.13 Why is the classification of protists so challenging? (a) Domain Bacteria (b) Domain Archaea 2 µm 2 µm (c) Domain Eukarya Kingdom Animalia 100 µm Figure 1.13 The three domains of life Kingdom Plantae Kingdom Fungi Protists

Cross section of a cilium Figure 1.14 What can be inferred by the similarity in cilia structure of distantly related organism? 5 µm Cross section of a cilium 15 µm Cilia of Paramecium Cilia of windpipe cells Figure 1.14 An example of unity underlying the diversity of life: the architecture of cilia in eukaryotes 0.1 µm

Figure 1.15 Why do scientists “dig into the past” by excavating fossils from the Earth? Figure 1.15 Digging into the past

European robin American flamingo Gentoo penguin Figure 1.17 Explain how the two main points articulated in The Origin of Species applies to the phrase “duality of life’s unity and diversity.” European robin Figure 1.17 Unity and diversity among birds American flamingo Gentoo penguin

Population with varied inherited traits Figure 1.18-4 Explain why “editing” is an appropriate metaphor for how natural selection acts on a population’s heritable variation. 1 Population with varied inherited traits 2 Elimination of individuals with certain traits 3 Reproduction of survivors 4 Increasing frequency of traits that enhance survival Figure 1.18-4 Natural selection (step 4)

Figure 1.19 Explain how the wings of the bat exemplify how adaptations aid in survival. Figure 1.19 Evolutionary adaptation

Cactus-flower- eaters Figure 1.20 What is indicated by each twig? What do the branch points represent? Green warbler finch Warbler finches Certhidea olivacea Insect-eaters Gray warbler finch COMMON ANCESTOR Certhidea fusca Seed- eater Sharp-beaked ground finch Geospiza difficilis Bud- eater Vegetarian finch Platyspiza crassirostris Mangrove finch Cactospiza heliobates Woodpecker finch Cactospiza pallida Tree finches Insect-eaters Medium tree finch Camarhynchus pauper Large tree finch Camarhynchus psittacula Small tree finch Camarhynchus parvulus Large cactus ground finch Figure 1.20 Descent with modification: adaptive radiation of finches on the Galápagos Islands Cactus-flower- eaters Geospiza conirostris Cactus ground finch Geospiza scandens Ground finches Seed-eaters Small ground finch Geospiza fuliginosa Medium ground finch Geospiza fortis Large ground finch Geospiza magnirostris

Figure 1.21 Provide an example of qualitative and quantitative data Jane Goodall might have collected during her time with chimpanzees. Figure 1.21 Jane Goodall collecting qualitative data on chimpanzee behavior

Figure 1.21b Collecting and analyzing data can lead to conclusions based upon two types of logic: inductive and deductive reasoning. Explain why the statement “If red meat has iron in it and beef is red meat, then beef has iron in it” is considered an example of deductive reasoning rather than inductive reasoning. Figure 1.21b Jane Goodall collecting qualitative data on chimpanzee behavior (part 2: notebook)

Observation: Flashlight doesn’t work. Figure 1.22 What is a hypothesis? Use the figure to demonstrate the two important qualities of a hypothesis. Observation: Flashlight doesn’t work. Question: Why doesn’t the flashlight work? Hypothesis #1: Batteries are dead. Hypothesis #2: Bulb is burnt out. Prediction: Replacing batteries will fix problem. Prediction: Replacing bulb will fix problem. Figure 1.22 A simplified view of the scientific process Test of prediction: Replace batteries. Test of prediction: Replace bulb. Result: Flashlight doesn’t work. Hypothesis is contradicted. Result: Flashlight works. Hypothesis is supported.

Figure 1.23 Use the figure to explain why a scientific hypothesis is never proven but can be supported by data collected from experiments. EXPLORATION AND DISCOVERY FORMING AND TESTING HYPOTHESES COMMUNITY ANALYSIS AND FEEDBACK SOCIETAL BENEFITS AND OUTCOMES Figure 1.23 The process of science: a more realistic model

Figure 1.23g Theory building is a continuous social scientific endeavor. Compare and contrast a theory, hypothesis, and mere speculation. Figure 1.23g The process of science: a more realistic model (part 7: analysis and feedback photo)

Percentage of attacked models Figure 1.25 Do the results of the experiment support the camouflage hypothesis? Justify your answer using data from the graph. Results Beach habitat Inland habitat 100 Percentage of attacked models 50 Light models Dark models Light models Dark models Figure 1.25 Inquiry: Does camouflage affect predation rates on two populations of mice? Camouflaged Non-camouflaged Non-camouflaged Camouflaged (control) (experimental) (experimental) (control)

Figure 1.26 Using the figure below, explain how science differs from technology. Figure 1.26 DNA technology and crime scene investigation