01 bio lecture_presentation

Chapter 1
PowerPoint Lectures
Campbell Biology: Concepts & Connections, Eighth Edition
REECE • TAYLOR • SIMON • DICKEY • HOGAN
Lecture by Edward J. Zalisko
Biology: Exploring Life
© 2015 Pearson Education, Inc.

Introduction
Snowy owls are the result of evolution, the process
that has transformed life from its earliest beginnings.
Snowy owls exhibit adaptations for life in their
frozen, barren habitat, including:

Figure 1.0-1
• feathers that provide insulation in subzero weather
• keen vision and acute hearing that help owls locate prey
• feathers the color of the owl’s surroundings
• sharp beaks and talons for catching and eating prey

THEMES IN THE STUDY OF BIOLOGY
THEMES IN THE STUDY OF BIOLOGY
What is biology?
What is life?
How do we know something is living?
the scientific study of life

Intro to the Properties of Life

• How do we know something is living?
• The properties of life include
OGRE RRE
1. Order—the highly ordered structure (including cells)
that typifies life,
2. Growth and development—consistent growth
and development controlled by inherited DNA,
3. Reproduction—the ability of organisms to
reproduce (make more of) their own kind,
4. Energy processing—The use of chemical energy
to power an organism’s activities and chemical
reactions,

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

Figure 1.1-1
1. Order—the highly ordered structure that
typifies life,

2. Growth and development—consistent growth
and development controlled by inherited DNA,

Figure 1.1-2
3. Reproduction—the ability of organisms to
reproduce their own kind,

Figure 1.1-4
4. Energy processing—the use of chemical energy to
power an organism’s activities and chemical reactions,

Figure 1.1-5
5. Regulation—an ability to control an
organism’s internal environment within
limits that sustain life,

Figure 1.1-6
6. Response to the environment—an ability
to respond to environmental stimuli, 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.

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,
• Organism—an individual living thing,

1.2 In life’s hierarchy of organization, new
properties emerge at each level
• Organ system—several organs that cooperate in a
specific function,
• Organ—a structure that is composed of tissues,
• Tissue—a group of similar cells that perform a
specific function,
• Cell—the fundamental unit of life,
• Organelle—a membrane-enclosed structure that
performs a specific function within a cell, and
• Molecule—a cluster of small chemical units called
atoms held together by chemical bonds.
B E C P O Os Or T C O M

Biosphere Biosphere—all of the environments
Tissue—
group
of similar cells that
perform a specific
function, Cell
on Earth that support life,
Ecosystem
Florida
Florida Everglades
Ecosystem—all the organisms
living in a particular area and
the physical components with
which the organisms interact,
Community
(All organisms in this
wetland ecosystem)
Community—the entire array of
organisms living in a particular
ecosystem,
Population
(All alligators living
in the wetlands)
Population—all the individuals of a
species living in a specific area,
Organism
(an American alligator)
Organ system Organism—an individual living thing,
(Nervous system)
Organ system—several organs that
cooperate in a specific function,
Nerve Spinal
cord
Brain Organ
(Brain)
Organ—a structure that is composed
Tissue of tissues,
(Nervous tissue)
(Nerve cell)
Cell—fundamental unit of life,
Nucleus
Organelle
(Nucleus)
Molecule
(DNA)
Atom
Organelle—a membrane-enclosed structure that
performs a specific function within a cell, and
Molecule—a cluster of atoms held together by chemical bonds.

Biosphere
Florida
Ecosystem
(Florida
Everglades)
Community
(All organisms in this
wetland ecosystem)
Population
(All alligators living
in the wetlands)
Organism
all of the environments on
Earth that support life,
all organisms living
in a particular area
+ physical
components
the entire array of organisms living in a
particular ecosystem
all the individuals of a
species living in a
specific area
an individual living
thing

Nerve (Nervous system) Spinal
Organism
Organ system
cord
Brain Organ
(Brain)
Tissue
(Nervous tissue)
Cell
(Nerve cell)
several organs that cooperate in a
specific function
Nucleus
Organelle
(Nucleus)
Molecule
(DNA)
Atom
a structure that is composed of tissues,
group of similar cells that perform a specific function,
fundamental unit of life
a membrane-enclosed structure that performs a
specific function within a cell
cluster of atoms
held together by
chemical bonds
an individual
living thing
basic
unit of
matter

Emergent properties are new properties that arise in each
step upward in the hierarchy of life from the arrangement
and interactions among component parts.
At each level of life’s hierarchy, novel properties arise—
properties that were not present at the previous level.
“We are more than the sum of our parts!”

If you took a dog apart and laid all the pieces out on a
table, you'd still have all the parts to make a fully
functioning dog.
However, none of it would be functioning because the
parts are not interacting with each other. When these parts
interact with each other, certain properties emerge as a
result of this interaction.
A better example: As cells get more complex and make
tissues, emergent properties result. As tissues are built
into organs, certain functions emerge. Organ systems are
created, and so forth.

Emergent Properties: NOT a difficult concept!
• The same analogy of emergent properties can be
used for an engine. You can have all the parts to
build it, but without them interacting with each
other, they're just pieces.
• As you start putting the engine together with the
transmission, the emergent property would be the
ability to have multiple gears. As the axle is
connected, now you can have multiple gears along
with the emergent property of motion through
wheels.
Get it?

1.3 Cells are the structural and functional
units of life
• Cells are the level at which the properties of life
emerge.
• A cell can
• regulate its internal environment,
• take in and use energy,
• respond to its environment,
• develop and maintain its complex organization,
and
• give rise to new cells.

units of life
• All cells
• are enclosed by a membrane that regulates the
passage of materials between the cell and its
surroundings and
• use DNA as their genetic information.

units of life
• There are two basic forms of cells.
1. Prokaryotic cells
• were the first to evolve, are simpler
• have DNA but no nucleus
• are usually smaller than eukaryotic cells.
2. Eukaryotic cells
• are found in plants, animals, fungi, and protists and
• are subdivided by membranes into various functional
compartments, or organelles, including a nucleus
that houses the DNA.

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

Prokaryotes—
bacteria and
blue-green
algae--are
adaptable and
do have a
plasma
membrane and
DNA.
They do not
have
membrane-bound
organelles

units of life
• Cells illustrate another theme in biology: the
correlation of structure and function.
• Structure is related to function at all levels of
biological organization.

1.4 Organisms interact with their
environment, exchanging matter and energy
• Living organisms interact with their environments,
which include
• other organisms and
• physical factors.
• In most ecosystems,
• plants are the producers that provide the food,
• consumers eat plants and other animals, and
• decomposers act as recyclers, changing complex
matter into simpler chemicals that plants can
absorb and use.

Figure 1.4-0
ENERGY FLOW
Sun
Inflow of
light energy
Producers
(plants)
Chemical energy
in food
Consumers
(animals)
Outflow of
heat
Leaves take up
CO2 from air; roots
absorb H2O and
minerals from soil
Decomposers such
as worms, fungi,
and bacteria return
chemicals to soil

1.4 Organisms interact with their
environment, exchanging matter and energy
• The dynamics of ecosystems include two major
processes:
1. the recycling of chemical nutrients from the
atmosphere and soil through producers,
consumers, and decomposers back to the air and
soil and
2. the one-way flow of energy through an
ecosystem, entering as sunlight and exiting as
heat.

EVOLUTION, THE CORE THEME
OF BIOLOGY

1.5 The unity of life is based on DNA and a common
genetic code
• All cells have DNA, the chemical substance of genes.
• Genes
• are the unit of inheritance that transmit information from
parents to offspring,
• are grouped into very long DNA molecules called
chromosomes, and
• control the activities of a cell.
(Genes contain instructions for making proteins)

• A species’ genes are coded in the sequences of
the four kinds of building blocks making up DNA’s
double helix.
• All forms of life use essentially the same code to
translate the information stored in DNA into
proteins.
• The diversity of life arises from differences in DNA
sequences.

Figure 1.5-0
Nucleus
DNA
Cell
C G
C G
G C
G C
C G
C G
G C
C G
C
G
A T
A T
T A
T A
A T
A T
T A
A
T
A 5-Carbon Sugar
Four nitrogen bases
A Phosphate Group
A nucleotide
consists of the
5-carbon sugar,
one or more
phosphate
groups, and a
nitrogenous
base.

Figure 1.5-1
Nucleus
DNA
Cell
C G
C G
G C
G C
T A
A T

1.5 The unity of life is based on DNA and a
common genetic code
• The entire “library” of genetic instructions that an
organism inherits is called its genome.
• In recent years, scientists have determined the
entire sequence of nucleotides in the human
genome.

For the human species, whose genome includes
22 pairs of autosomes and 2 sex chromosomes, a
complete genome sequence will involve 46
separate chromosome sequences.

1.6 The diversity of life can be arranged into
three domains
Systems biology talks about how to integrate all of the
constituent parts. You can study them individually, but also
with an eye toward how they fit together to make a whole.
The VERTICAL SCALE of biology refers to the hierarchy of
biological organizations from molecules to the biosphere.
At each level, EMERGENT PROPERTIES arise from the
interaction and organization of component parts.
The HORIZONTAL SCALE or dimension refers to the
incredible diversity of organisms, past and present,
including 1.8 million species in three domains.

three domains
• Diversity is the hallmark of life.
• Biologists have identified about 1.8 million species.
• Estimates of the actual number of species range
from 10 million to over 100 million.
• Taxonomy is the branch of biology that
• names species and
• classifies species into a hierarchy of broader
groups: genus, family, order, class, phylum, and
kingdom.

three domains
• The diversity of life can be arranged into three
higher levels called domains.
1. Bacteria are the most diverse and widespread
prokaryotes.
2. Archaea are prokaryotes that often live in Earth’s
extreme environments.
3. Eukarya have eukaryotic cells and include
• single-celled protists and
• multicellular fungi, animals, and plants.

Figure 1.6-0
Domain Bacteria Domain Eukarya
Bacteria
Domain Archaea Protists
(multiple kingdoms)
Kingdom Plantae
Archaea
Kingdom Fungi Kingdom Animalia

1.7 Evolution explains the unity and diversity
of life
• Evolution can be defined as the process of
change that has transformed life on Earth from its
earliest beginnings to the diversity of organisms
living today.
• The fossil record documents
• that life has been evolving on Earth for billions of
years and
• the pattern of ancestry.

Fossilized Mammoth Bones

1.7 Evolution explains the unity and diversity
of life
• In 1859, Charles Darwin
published the book On the Origin
of Species by Means of Natural
Selection, which articulated two
main points.
1. Species living today
descended from ancestral
species in what Darwin called
“descent with modification.”
2. Natural selection is a mechanism for evolution.

Evolution in the Galapagos

Galapogas Finches

Natural selection was inferred by connecting two observations.
1. Individual variation: Individuals in a population vary in
their traits, many of which are passed on from parents to
offspring.
2. Overproduction of offspring: High population. A
population can produce far more offspring than the
environment can support.

• From these observations, Darwin drew two
inferences.
1. Unequal reproductive success: Differential
survival. Individuals with heritable traits best
suited to the environment are more likely to
survive and reproduce than less well-suited
individuals.
2. Accumulation of favorable traits over time:
Inheritance. As a result of this unequal
reproductive success over many generations, an
increasing proportion of individuals in a population
will have the advantageous traits.

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

Natural Selection - Peppered Moth

• Darwin realized that numerous small changes in
populations as a result of natural selection could
eventually lead to major alterations of species.
• The fossil record provides evidence of such
diversification of species from ancestral species.

Figure 1.7e-0
34 24 5.5 2 104 0
Millions of
years ago
Deinotherium
Mammut
Platybelodon
Stegodon
Mammuthus
Elephas
maximus
(Asia)
Loxodonta
africana
(Africa)
Loxodonta cyclotis
(Africa)
Years
ago
This
phylogenetic or
evolutionary
tree is a
branching
diagram or
showing the
inferred
evolutionary
relationships
among various
biological
species of
elephant.
Note how the three
living species of
elephant are
descended from
their ancestor, the
mammoth.

Figure 1.7e-1
34 24 5.5 2 104 0
Millions of
years ago
Deinotherium
Mammut
Platybelodon
Stegodon
Years
ago

Figure 1.7e-2
African savannah elephant
(heavier and taller)
34 24 5.5 2 104 0
Millions of
years ago
Mammuthus
Elephas
maximus
(Asia)
Loxodonta
africana
Loxodonta cyclotis
African forest
elephant
Years
ago

THE PROCESS OF SCIENCE

1.8 In studying nature, scientists make
observations and form and test hypotheses
• Science is a way of knowing that stems from our
curiosity about ourselves and the world around us.
• Science is based upon inquiry, the search for
information and explanations of natural
phenomena.
• Scientists typically
• make observations,
• form hypotheses, proposed explanations for a set
of observations, and
• test them.

• Two types of data are frequently collected in
scientific investigations.
1. Qualitative data is descriptive.
2. Quantitative data includes numerical
measurements.

• Scientists use two types of reasoning.
1. Inductive reasoning makes broader
generalizations based on collecting and analyzing
a large number of specific observations. (From
specific to broad generalizations)
Example: Ms. Samfield is a teacher. All teachers I
have observed are nice. Therefore, it can be
assumed that Ms. Samfield is nice.
2. Deductive reasoning flows from general
premises to predicted and specific results.
Example: All dolphins are mammals and all mammals
have kidneys; therefore, all dolphins have kidneys.

• 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?”
• Two reasonable hypotheses are that
1. the batteries are dead or
2. the bulb is burned out.

Figure 1.8-1
Observation:
Flashlight doesn’t work.
Question:
Why doesn’t the
flashlight work?
Hypothesis #1:
Batteries are dead.
Hypothesis #2:
Bulb is burned out.

Figure 1.8-2
Observation:
Question:
Why doesn’t the
flashlight work?
Hypothesis #1:
Batteries are dead.
Hypothesis #2:
Bulb is burned out.
Prediction:
Replacing batteries
will fix problem.
Prediction:
Replacing bulb
will fix problem.
Test of prediction:
Replace batteries.
Test of prediction:
Replace bulb.

Figure 1.8-3
Observation:
Question:
Why doesn’t the
flashlight work?
Hypothesis #1:
Batteries are dead.
Hypothesis #2:
Bulb is burned out.
Prediction:
Replacing batteries
will fix problem.
Prediction:
Replacing bulb
will fix problem.
Test of prediction:
Replace batteries.
Test of prediction:
Replace bulb.
Results:
Hypothesis is contradicted.
Results:
Flashlight works.
Hypothesis is supported.
However,
what if the
bulb was
working,
but simply
loose?
Retest your
hypothesis!

• A scientific theory is
• much broader in scope than a hypothesis and
• supported by a large and usually growing body of
evidence.
• Science is a social activity in which scientists
• work in teams,
• share information through peer-reviewed
publications, meetings, and personal
communication, and
• build on and confirm each other’s work.

1.9 SCIENTIFIC THINKING: Hypotheses can
be tested using controlled field studies
• Scientists conducted a controlled experiment to
test the hypothesis that color patterns have
evolved as adaptations that protect animals from
predation.
• The experiment compared an experimental group
consisting of non-camouflaged mice models, and a
control group consisting of camouflaged models
that matched the mice native to each area.
• The groups differed by only one factor, the
coloration of the mouse models.

Figure 1.9-0
Beach population Inland population

1.9 SCIENTIFIC THINKING: Hypotheses can
be tested using controlled field studies
• Results, as presented in Table 1.9:
• the non-camouflaged models had a much higher
percentage of attacks in the beach and inland
habitats and
• these data fit the key prediction of the camouflage
hypothesis.

Table 1.9

BIOLOGY AND EVERYDAY LIFE

1.10 EVOLUTION CONNECTION: Evolution is
connected to our everyday lives
• Evolution is a core theme of biology.
• Humans selectively breed plants and animals in
the process of artificial selection to produce
• move productive crops,
• better livestock, and
• a great variety of pets that bear little resemblance to
their wild ancestors.

Ancestor crops like the grass teosinte bear little
resemblance to their modern-day genetic cousins.

1.10 EVOLUTION CONNECTION: Evolution is
connected to our everyday lives
• Humans also unintentionally cause
• the evolution of antibiotic-resistant bacteria,
• the evolution of pesticide-resistant pests, and
• the loss of species through habitat loss and global
climate change.
Scientific literacy is "the capacity to use scientific
knowledge, to identify questions, and to draw evidence-based
conclusions in order to understand and help make
decisions about the natural world and the changes made to
it through human activity.” Without it…

1.11 CONNECTION: Biology, technology, and
society are connected in important ways
• Many issues facing society
• are related to biology and
• often 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.

1.11 CONNECTION: Biology, technology, and
society are connected in important ways
• Although their goals differ, science and technology
are interdependent.
• Research benefits from new technologies.
• Technological advances stem from scientific
research.
• Technologies of DNA manipulation are the results
of scientific discovery of the structure of DNA.

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.

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.
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.

12. Describe the structure of a controlled experiment
and give an example.
13. Explain how evolution impacts the lives of all
humans.
14. Compare the goals of science and technology.
Explain why an understanding of science is
essential to our lives.

Review
Life
Evolution
Natural
Selection
Unity of Life
3 Domains
(many kingdoms; 1.8 million species)

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