Biology: Exploring Life Chapter 1 Biology: Exploring Life Slides 20-50 Lecture by Richard L. Myers

EVOLUTION, THE CORE THEME OF BIOLOGY Copyright © 2009 Pearson Education, Inc.

1.4 The unity of life: All forms of life have common features DNA is the genetic (hereditary) material of all cells A gene is a discrete unit of DNA The chemical structure of DNA accounts for its function The diversity of life results from differences in DNA structure from individual to individual Teaching Tips 1. 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 caboose). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.) 2. The seven characteristics of life described in Module 1.4 can easily become another list to memorize. Exercises that require reflection and analysis of these significant traits can help to make this list more meaningful. Consider creating examples of each of these properties for students to analyze and identify. Copyright © 2009 Pearson Education, Inc.

(b) Single strand of DNA Nucleus DNA Nucleotide Cell Campbell, Neil, and Jane Reece, Biology, 8th ed., Figure 1.10 DNA: The genetic material; (a) DNA double helix, (b) Single strand of DNA. (a) DNA double helix (b) Single strand of DNA

1.4 The unity of life: All forms of life have common features All living things share common properties Order—the complex organization of living things Regulation—an ability to maintain an internal environment consistent with life Growth and development—consistent growth and development controlled by DNA Energy processing—acquiring energy and transforming it to a form useful for the organism Teaching Tips 1. 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 caboose). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.) 2. The seven characteristics of life described in Module 1.4 can easily become another list to memorize. Exercises that require reflection and analysis of these significant traits can help to make this list more meaningful. Consider creating examples of each of these properties for students to analyze and identify. Copyright © 2009 Pearson Education, Inc.

1.4 The unity of life: All forms of life have common features Common properties continued Response to the environment—an ability to respond to environmental stimuli Reproduction—the ability to perpetuate the species Evolutionary adaptation—acquisition of traits that best suit the organism to its environment These common properties separate life forms from Earth’s other forms. Viruses, for example, are very important infectious agents but, because they do not share all of the properties listed here, are not considered “living.” Not all viruses have DNA; some use RNA as their genetic information. Viruses cannot generate energy through metabolism, but rather depend upon host cells for their energy needs. Teaching Tips 1. 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 caboose). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.) 2. The seven characteristics of life described in Module 1.4 can easily become another list to memorize. Exercises that require reflection and analysis of these significant traits can help to make this list more meaningful. Consider creating examples of each of these properties for students to analyze and identify. Video: Sea Horses Copyright © 2009 Pearson Education, Inc.

(3) Growth and development (4) Energy processing (1) Order (2) Regulation (3) Growth and development (4) Energy processing Figure 1.4B Some important properties of life. (5) Response to the environment (6) Reproduction (7) Evolutionary adaptation

Figure 1.4B Some important properties of life. (1) Order

Figure 1.4B Some important properties of life. (2) Regulation

(3) Growth and development Figure 1.4B Some important properties of life. (3) Growth and development

Figure 1.4B Some important properties of life. (4) Energy processing

(5) Response to the environment Figure 1.4B Some important properties of life. (5) Response to the environment

Figure 1.4B Some important properties of life. (6) Reproduction

(7) Evolutionary adaptation Figure 1.4B Some important properties of life. (7) Evolutionary adaptation

1.5 The diversity of life can be arranged into three domains The three domains (groups) of life Bacteria—prokaryotic, and most are unicellular and microscopic Archaea—like bacteria, are prokaryotic, and most are unicellular and microscopic Eukarya—are eukaryotic and contain a nucleus and organelles Archaea live in unusual places, such as thermal vents in deep oceans, in hot springs and even in places where they are continually exposed to an extreme pH. Some scientists believe that these environments mimic early Earth and suggest that Archaea may be reminiscent of early forms of life. You may want to give a brief definition of species, which is discussed in detail in Chapter 14. Teaching Tips 1. An excellent introduction to the domains and kingdoms of life is presented at http://www.ucmp.berkeley.edu/exhibits/historyoflife.php. Copyright © 2009 Pearson Education, Inc.

Figure 1.5A Drawers of diversity: some of the tens of thousands of species in the moth and butterfly collection at the National Museum of Natural History in Washington, D.C.

Domain Eukarya Domain Bacteria Domain Archaea Bacteria (multiple kingdoms) Protists (multiple kingdoms) Kingdom Plantae Domain Archaea Figure 1.5B The three domains of life. Archaea (multiple kingdoms) Kingdom Fungi Kingdom Animalia

Bacteria (multiple kingdoms) Figure 1.5B The three domains of life. Bacteria (multiple kingdoms)

Archaea (multiple kingdoms) Figure 1.5B The three domains of life. Archaea (multiple kingdoms)

Protists (multiple kingdoms) Figure 1.5B The three domains of life. Protists (multiple kingdoms)

Figure 1.5B The three domains of life. Kingdom Plantae

Figure 1.5B The three domains of life. Kingdom Fungi

Figure 1.5B The three domains of life. Kingdom Animalia

1.6 Evolution explains the unity and diversity of life In 1859, Charles Darwin published On the Origin of Species by Means of Natural Selection The book accomplished two things Presented evidence to support the idea of evolution Proposed a mechanism for evolution called natural selection Student Misconceptions and Concerns 1. 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. 2. 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 1. Many resources related to Charles Darwin are available on the Internet. a. General evolution resources: http://evolution.berkeley.edu/ www.natcenscied.org/ http://nationalacademies.org/evolution/ b. Texts of The Voyage of the Beagle, The Origin of Species (first and sixth editions), and The Descent of Man can be found at www.literature.org/authors/darwin-charles/. c. Details about Charles Darwin’s home are located at http://williamcalvin.com/bookshelf/down_hse.htm. d. An extensive usenet newsgroup devoted to the discussion and debate of biological and physical origins is at www.talkorigins.org/. 2. 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 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 or in another location, such as a parking lot. Video: Galapágos Island Overview Video: Galapágos Sea Lion Video: Galapágos Marine Iguana Video: Galapágos Tortoise Copyright © 2009 Pearson Education, Inc.

Campbell, Neil, and Jane Reece, Biology, 8th ed. , Figure 1 Campbell, Neil, and Jane Reece, Biology, 8th ed., Figure 1.18 Charles Darwin as a young man.

Figure 1.6A Charles Darwin in 1859.

1.6 Evolution explains the unity and diversity of life Natural selection was inferred by connecting two observations Individuals within a population inherit different characteristics and vary from other individuals A particular population of individuals produces more offspring than will survive to produce offspring of their own Student Misconceptions and Concerns 1. 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. 2. 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 1. Many resources related to Charles Darwin are available on the Internet. a. General evolution resources: http://evolution.berkeley.edu/ www.natcenscied.org/ http://nationalacademies.org/evolution/ b. Texts of The Voyage of the Beagle, The Origin of Species (first and sixth editions), and The Descent of Man can be found at www.literature.org/authors/darwin-charles/. c. Details about Charles Darwin’s home are located at http://williamcalvin.com/bookshelf/down_hse.htm. d. An extensive usenet newsgroup devoted to the discussion and debate of biological and physical origins is at www.talkorigins.org/. 2. 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 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 or in another location, such as a parking lot. Video: Blue-footed Boobies Courtship Ritual Video: Albatross Courtship Ritual Video: Soaring Hawk Copyright © 2009 Pearson Education, Inc.

1.6 Evolution explains the unity and diversity of life Natural selection is an editing mechanism It results from exposure of heritable variations to environmental factors that favor some individuals over others Over time this results in evolution of new species adapted to particular environments Evolution is biology’s core theme and explains unity and diversity of life Student Misconceptions and Concerns 1. 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. 2. 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 1. Many resources related to Charles Darwin are available on the Internet. a. General evolution resources: http://evolution.berkeley.edu/ www.natcenscied.org/ http://nationalacademies.org/evolution/ b. Texts of The Voyage of the Beagle, The Origin of Species (first and sixth editions), and The Descent of Man can be found at www.literature.org/authors/darwin-charles/. c. Details about Charles Darwin’s home are located at http://williamcalvin.com/bookshelf/down_hse.htm. d. An extensive usenet newsgroup devoted to the discussion and debate of biological and physical origins is at www.talkorigins.org/. 2. 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 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 or in another location, such as a parking lot. Copyright © 2009 Pearson Education, Inc.

Population with varied inherited traits 1 Population with varied inherited traits 2 Elimination of individuals with certain traits Figure 1.6B An example of natural selection in action. 3 Reproduction of survivors

Figure 1.6C Examples of adaptations to different environments. Killer whale Pangolin

Figure 1.6C Examples of adaptations to different environments. Pangolin

Figure 1.6C Examples of adaptations to different environments. Killer whale