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

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

3. 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.

4. (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

5. 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.

6. 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.

7. (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

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

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

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

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

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

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

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

15. 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
Copyright © 2009 Pearson Education, Inc.

16. 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.

17. 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

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

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

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

21. Figure 1.5B The three domains of life.
Kingdom Plantae

22. Figure 1.5B The three domains of life.
Kingdom Fungi

23. Figure 1.5B The three domains of life.
Kingdom Animalia

24. 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:
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
c. Details about Charles Darwin’s home are located at
d. An extensive usenet newsgroup devoted to the discussion and debate of biological and physical origins is at
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.

25. 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.

26. Figure 1.6A Charles Darwin in 1859.

27. 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:
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
c. Details about Charles Darwin’s home are located at
d. An extensive usenet newsgroup devoted to the discussion and debate of biological and physical origins is at
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.

28. 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:
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
c. Details about Charles Darwin’s home are located at
d. An extensive usenet newsgroup devoted to the discussion and debate of biological and physical origins is at
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.

29. Population with varied inherited traits1
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

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

31. Figure 1.6C Examples of adaptations to different environments.
Pangolin

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