Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Welcome to BIO 110

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings WHAT DOES IT MEAN TO STUDY LIFE (AND HOW DO I KNOW IF I’M DOING IT?)

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.2 Some properties of life (c) Response to the environment (a) Order (d) Regulation (g) Reproduction (f) Growth and development (b) Evolutionary adaptation (e) Energy processing

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.3 Exploring Levels of Biological Organization 1 The biosphere 2 Ecosystems 3 Communities 4 Populations 5 Organisms

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings 8 Cells 6 Organs and organ systems 7 Tissues 10 Molecules 9 Organelles 50 µm 10 µm 1 µm Cell Atoms

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.14 Classifying life Species Genus Family Order Class Phylum Kingdom Domain Mammalia Ursus ameri- canus (American black bear) Ursus Ursidae Carnivora Chordata Animalia Eukarya

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.15 Exploring Life’s Three Domains Bacteria are the most diverse and widespread prokaryotes, and are now divided among multiple kingdoms. Each of the rod-shaped structures in this photo is a bacterial cell. Protists (multiple kingdoms) are unicellular eukaryotes and their relatively simple multicellular relatives. Pictured here is an assortment of protists inhabiting pond water. Scientists are currently debating how to split the protists into several kingdoms that better represent evolution and diversity. Kingdom Plantae consists of multicellular eukaryotes that carry out photosynthesis, the conversion of light energy to food. Many of the prokaryotes known as archaea live in Earth‘s extreme environments, such as salty lakes and boiling hot springs. Domain Archaea includes multiple kingdoms. The photo shows a colony composed of many cells. Kindom Fungi is defined in part by the nutritional mode of its members, such as this mushroom, which absorbs nutrients after decomposing organic material. Kindom Animalia consists of multicellular eukaryotes that ingest other organisms. 100 µm 0.5 µm 4 µm

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.4 Basic scheme for energy flow through an ecosystem Producers (plants and other photosynthetic organisms) Consumers (including animals) Sunlight Chemical energy Heat Ecosystem

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.6 Inherited DNA directs development of an organism Sperm cell Nuclei containing DNA Egg cell Fertilized egg with DNA from both parents Embyro’s cells with copies of inherited DNA Offspring with traits inherited from both parents

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.7 DNA: The genetic material Nucleus DNA Cell Nucleotide A C T A T A C C G G T A T A (b) Single strand of DNA. These geometric shapes and letters are simple symbols for the nucleotides in a small section of one chain of a DNA molecule. Genetic information is encoded in specific sequences of the four types of nucleotides (their names are abbreviated here as A, T, C, and G). (a) DNA double helix. This model shows each atom in a segment of DNA. Made up of two long chains of building blocks called nucleotides, a DNA molecule takes the three-dimensional form of a double helix.

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.8 Contrasting eukaryotic and prokaryotic cells in size and complexity EUKARYOTIC CELL Membrane Cytoplasm Organelles Nucleus (contains DNA) 1 µm PROKARYOTIC CELL DNA (no nucleus) Membrane

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.9 Modern biology as an information science

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.16 An example of unity underlying the diversity of life: the architecture of cilia in eukaryotes Cilia of Paramecium. The cilia of Paramecium propel the cell through pond water. Cross section of cilium, as viewed with an electron microscope 15 µm 1.0 µm 5 µm Cilia of windpipe cells. The cells that line the human windpipe are equipped with cilia that help keep the lungs clean by moving a film of debris-trapping mucus upward.

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.18 Charles Darwin in 1859, the year he published The Origin of Species

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.20 Summary of natural selection Population of organisms Hereditary variations Differences in reproductive success Evolution of adaptations in the population Overproduction and struggle for existence

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.21 Natural selection 1 Populations with varied inherited traits 2 Elimination of individuals with certain traits. 3 Reproduction of survivors. 4 Increasing frequency of traits that enhance survival and reproductive success.

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.22 Form fits function

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.25 A campground example of hypothesis- based inquiry Observations Questions Hypothesis # 1: Dead batteries Hypothesis # 2: Burnt-out bulb Prediction: Replacing batteries will fix problem Prediction: Replacing bulb will fix problem Test prediction Test does not falsify hypothesis Test prediction Test falsifies hypothesis

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Inquiry: Does the presence of poisonous coral snakes affect predation rates on their mimics, king snakes? 1.What was the observation on which this question is based? 2.State the most obvious hypothesis you would derive from this question 3.What is the dependent and what is the independent variable in this hypothesis? 4.Design an experiment to test the hypothesis. What are hallmarks of a well-designed experiment? 5.How would you determine if the experiment supported or refuted the the hypothesis? 6.What’s the next step in the scientific method? 7.How does the scientific method differ from other modes of enquiry?

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings The field experiments support the mimicry hypothesis by not falsifying the key prediction that imitation of coral snakes is only effective where coral snakes are present. The experiments also tested an alternative hypothesis that predators generally avoid all snakes with brightly colored rings, whether or not poisonous snakes with that coloration live in the environment. That alternative hypothesis was falsified by the data showing that the ringed coloration failed to repel predators where coral snakes were absent. CONCLUSION

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.31 Science is a social process with societal relevance

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings Figure 1.32 DNA technology and crime scene investigation

Copyright © 2005 Pearson Education, Inc. publishing as Benjamin Cummings