introduction: biology today
TRANSCRIPT
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© 2010 Pearson Education, Inc.
Lectures by Chris C. Romero, updated by Edward J. Zalisko
PowerPoint® Lectures for
Campbell Essential Biology, Fourth Edition
– Eric Simon, Jane Reece, and Jean Dickey
Campbell Essential Biology with Physiology, Third Edition
– Eric Simon, Jane Reece, and Jean Dickey
Chapter 1
Introduction: Biology Today
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• We are living in a golden age of biology.
• Biology provides exciting breakthroughs changing our culture.
– Molecular biology is solving crimes and revealing ancestries - using DNA.
– Ecology helps us address environmental issues - BP oil spill in the Gulf.
– Neuroscience and evolutionary biology are reshaping psychology and
sociology - behavior and mental health.
Biology and Society:
Biology All Around Us
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Figure 1.00
Biology is Everywhere!
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• Biology is the scientific study of life.
– Life is structured on a size scale ranging from the molecular to
the global.
– Biology’s scope stretches across the enormous diversity of life on
Earth.
THE SCOPE OF LIFE
The Properties of Life
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a Order – complex organization b Regulation - homeostasis
c Growth and development –
information in our genes d Energy utilization – life needs energy
Figure 1.1a
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e Response to the environment
f Reproduction – of their own kind
g Evolution – population change
over time
Figure 1.1b
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Biosphere
Ecosystems
Communities
Populations
Figure 1.2-1
• Biologists explore life at levels ranging from the biosphere to the
molecules that make up cells.
Life at Its Many Levels
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Biosphere
Ecosystems
Communities
Populations
Organisms
Organ Systems
and Organs
Tissues
Figure 1.2-2
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Biosphere
Ecosystems
Communities
Populations
Organisms
Organ Systems
and Organs
Tissues
Cells
Organelles
Molecules and Atoms
Atom
Nucleus
Figure 1.2-3
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Ecosystems
• Each organism interacts continuously with its environment.
– Organisms interact continuously with the living and nonliving
factors in the environment.
– The interactions between organisms and their environment take
place within an ecosystem.
• The dynamics of any ecosystem depend on two main processes:
– Cycling of nutrients
– Flow of energy
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Inflow
of light energy
Chemical
energy
food
Cycling
of
nutrients
Consumers
animals
Producers
plants and other photosynthetic
organisms
Decomposers
in soil
Loss of
heat
energy
ECOSYSTEM
Figure 1.3
Nutrient and Energy Flow in an Ecosystem
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Cells and Their DNA
• The cell is the lowest level of structure that can perform all
activities required for life.
– All organisms are composed of cells.
• We can distinguish two major types of cells:
– Prokaryotic
– Eukaryotic
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• The prokaryotic cell is simpler and smaller and contains no
organelles.
• Bacteria have prokaryotic cells.
• The eukaryotic cell is larger, more complex, and contains
organelles.
• The nucleus is the largest organelle in most eukaryotic cells.
• Plants and animals are composed of eukaryotic cells.
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Prokaryotic cell
Nucleoid
region
Organelles
Nucleus
Co
lori
zed
TE
M
(bacterium)
•
Simpler structure •
•
•
Smaller
DNA concentrated in nucleoid region, which is not enclosed by membrane
Lacks most organelles
•
Eukaryotic cell
Larger
More complex structure
Nucleus enclosed by membrane
Contains many
•
•
•
•
types of organelles
Figure 1.4
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• All cells use DNA as the chemical material of genes.
– Genes are the units of inheritance that transmit information from
parents to offspring.
• The language of DNA contains just four letters:
– A, G, C, T
• The entire book of genetic instructions that an organism inherits
is called its genome.
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The four
chemical building blocks of DNA
A DNA molecule Figure 1.5
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• Genetic engineering and biotechnology have allowed us to
manipulate the DNA and genes of organisms.
• Bacteria can make insulin because a gene for insulin production
was transplanted into their DNA.
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Figure 1.6
DNA technology in the drug industry – bacteria are producing human proteins
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Life in Its Diverse Forms
• Diversity is the hallmark of life.
– The diversity of known life includes 1.8 million species.
– Estimates of the total diversity range from 10 million to over 100
million species.
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Grouping Species: The Basic Concept
• Biodiversity can be beautiful but overwhelming.
• Taxonomy is the branch of biology that names and classifies
species.
– It formalizes the hierarchical ordering of organisms.
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Figure 1.7
A small sample of biodiversity
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The Three Domains of Life
• The three domains of life are
– Bacteria
– Archaea
– Eukarya
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DO
MA
IN
BA
CT
ER
IA
DO
MA
IN
AR
CH
AE
A
DO
MA
IN E
UK
AR
YA
Kingdom Plantae
Kingdom Fungi
Kingdom Animalia
Protists (multiple kingdoms)
TE
M
Co
lori
zed
TE
M
LM
Figure 1.8
Domains Bacteria and
Archaea have prokaryotic cells.
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• Eukarya includes
– Kingdom Plantae - multicellular
– Kingdom Fungi - multicellular
– Kingdom Animalia - multicellular
– Protists (multiple kingdoms) – single cells
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• These three multicellular kingdoms are distinguished by how they
obtain food.
– Plants produce their own sugars and other foods by
photosynthesis.
– Fungi are mostly decomposers, digesting dead organisms.
– Animals obtain food by eating and digesting other organisms.
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Unity in the Diversity of Life
• Underlying the diversity of life is a striking unity, especially at
the lower levels of structure.
– For example, all life uses the genetic language of DNA.
• Biological evolution accounts for this combination of unity and
diversity.
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EVOLUTION: BIOLOGY’S UNIFYING
THEME
• The history of life is a saga of a restless Earth billions of years
old.
– Fossils document this history.
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Figure 1.9
A paleontologist digs into the past.
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• Life evolves.
– Each species is one twig of a branching tree of life extending back
over 3 billion years.
– Species that are very similar, such as brown bears and polar bears,
share a more recent common ancestor.
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Ancestral
bear
Common ancestor of
polar bear and brown bear
Giant panda
Spectacled bear
Sloth bear
Sun bear
American black bear
Asiatic black bear
Polar bear
Brown bear
30 25 20 15 10 5
Millions of years ago Figure 1.10
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Figure 1.11
The Darwinian View of Life
• The evolutionary view of life came into focus in 1859 when
Charles Darwin published The Origin of Species.
Darwin’s book developed two main
points: 1. Descent with modification
2. Natural selection
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Natural Selection
• Darwin was struck by the diversity of animals on the Galápagos
Islands.
• He thought that adaptation to the environment and the origin of
new species were closely related processes.
– As populations separated by a geographic barrier adapted to local
environments, they became separate species.
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Darwin’s Inescapable Conclusion
• Darwin synthesized the theory of natural selection from two
observations that were neither profound nor original.
– Others had the pieces of the puzzle, but Darwin could see how
they fit together.
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• Observation 1: Overproduction and competition – more consumers
of food than the environment can support
• Observation 2: Individual variation – inherited traits vary in species
• Conclusion: Unequal reproductive success – those with the “best”
traits survive and produce more progeny
– It is this unequal reproductive success that Darwin called natural
selection.
– The product of natural selection is adaptation.
• Natural selection is the mechanism of evolution.
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Population with varied inherited
traits
Elimination of individuals with
certain traits
Reproduction of survivors
Increasing frequency of
traits that enhance survival
and reproductive success
Figure 1.12
Natural selection
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Observing Artificial Selection
• Artificial selection is the selective breeding of domesticated
plants and animals by humans.
• In artificial selection, humans do the selecting instead of the
environment.
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a Vegetables descended
from wild mustard
Cabbage from
terminal bud
Brussels
sprouts from
lateral buds
Kohlrabi
from stem
Kale from leaves Broccoli from
flower and
stems
Cauliflower
from flower
clusters
Wild mustard
Figure 1.13a
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b Domesticated dogs descended from wolves
Domesticated dogs Gray wolves
Figure 1.13b
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Domesticated dogs
Figure 1.13ba
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Gray wolves Figure 1.13bb
Different dog breeds descended from wolves
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Observing Natural Selection
• There are many examples of natural selection in action.
– Galápagos finches change beak size depending upon the size and
shape of available seeds.
– Antibiotic-resistant bacteria have evolved in response to the
overuse of antibiotics.
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• Darwin’s publication of The Origin of Species fueled an
explosion in biological research.
– Evolution is one of biology’s best demonstrated, most
comprehensive, and longest lasting theories.
– Evolution is the unifying theme of biology.
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THE PROCESS OF SCIENCE
• The word science is derived from a Latin verb meaning “to
know.”
– Science is a way of knowing.
– Science developed from people’s curiosity about themselves and
the world around them.
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Discovery Science
• Science seeks natural causes for natural phenomena.
– This limits the scope of science to the study of structures and processes
that we can observe and measure.
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• Verifiable observations and measurements are the data of
discovery science.
– In biology, discovery science enables us to describe life at its
many levels.
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Figure 1.14a
Careful observation and measurement: the raw data for discovery science
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Figure 1.14b
Jane’s observation of the chimps recorded in her notebook
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• Discovery science can lead to important conclusions based on a
type of logic called inductive reasoning.
– An inductive conclusion is a generalization that summarizes many
concurrent observations.
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Hypothesis-Driven Science
• As a formal process of inquiry, the scientific method consists of
a series of steps.
– The key element of the scientific method is hypothesis-driven
science.
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• A hypothesis is a proposed explanation for a set of
observations—an idea on trial.
• Once a hypothesis is formed, an investigator can use deductive
logic to test it.
– In deduction, the reasoning flows from the general to the specific.
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• In the process of science, the deduction usually takes the form of
predictions about experimental results.
– Then the hypothesis is tested by performing an experiment to see
whether results are as predicted.
– This deductive reasoning takes the form of “If…then” logic.
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Observation:
My flashlight doesn’t work.
Question: What’s wrong
with my flashlight?
Hypothesis:
The flashlight’s
batteries
are dead.
Prediction: If I replace the batteries, the flashlight will
work.
Figure 1.15-1
Applying the scientific method
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Observation:
My flashlight doesn’t work.
Question: What’s wrong
with my flashlight?
Prediction: If I replace the batteries, the flashlight will
work.
Experiment: I replace the
batteries with new ones.
Experiment supports
hypothesis;
make additional predictions
and test them.
Hypothesis:
The flashlight’s
batteries
are dead.
Figure 1.15-2
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Observation:
My flashlight doesn’t work.
Question: What’s wrong
with my flashlight?
Prediction: If I replace the batteries, the flashlight will
work.
Experiment: I replace the
batteries with new ones.
Experiment supports
hypothesis;
make additional predictions
and test them.
Experiment does
not support hypothesis; revise
hypothesis or pose new one.
Revise
Hypothesis:
The flashlight’s
batteries
are dead.
Figure 1.15-3
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The Process of Science:
Is Trans Fat Bad for You?
• One way to better understand how the process of science can be
applied to real-world problems is to examine a case study, an in-
depth examination of an actual investigation.
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• Dietary fat comes in different forms.
• Trans fat is a non-natural form produced through manufacturing
processes.
• Trans fat
– Adds texture
– Increases shelf life
– Is inexpensive to prepare
A study of 120,000 female nurses found that high levels of trans fat
nearly doubled the risk of heart disease.
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• A hypothesis-driven study published in 2004
– Started with the observation that human body fat retains traces of
consumed dietary fat.
– Asked the question: Would the adipose tissue of heart attack
patients be different from a similar group of healthy patients?
– Formed the hypothesis that healthy patients’ body fat would
contain less trans fat that the body fat in heart attack victims.
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• The researchers set up an experiment to determine the amounts
of fat in the adipose tissue of 79 patients who had a heart attack.
• They compared these patients to the data for 167 patients who had
not had a heart attack.
• This is an example of a controlled experiment, in which the
control and experimental groups differ only in one variable—the
occurrence of a heart attack.
• The results showed significantly higher levels of trans fat in the
bodies of the heart attack patients.
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Heart attack
patients
Control
group
Tra
ns
fa
ts in
ad
ipo
se
tis
su
e
g t
ran
s f
at
pe
r 1
00
g t
ota
l fa
t
2.0
1.5
1.0
0.5
0
1.77
1.48
Figure 1.16
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Theories in Science
• What is a scientific theory, and how is it different from a
hypothesis?
– A theory is much broader in scope than a hypothesis.
– Theories only become widely accepted in science if they are
supported by an accumulation of extensive and varied evidence.
• Scientific theories are not the only way of “knowing nature.”
• Science and religion are two very different ways of trying to make
sense of nature.
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The Culture of Science
• Scientists build on what has been learned from earlier research.
– They pay close attention to contemporary scientists working on the
same problem.
• Cooperation and competition characterize the scientific culture.
– Scientists check the conclusions of others by attempting to repeat
experiments.
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Figure 1.17
Science is a social process – explaining observations, sharing knowledge
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Science, Technology, and Society
• Science and technology are interdependent.
– New technologies advance science.
– Scientific discoveries lead to new technologies.
– For example, the discovery of the structure of DNA about 50 years
ago led to a variety of DNA technologies.
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– Technology has improved our standard of living in many ways, but
it is a double-edged sword.
– Technology that keeps people healthier has enabled the human
population to double to nearly 7 billion in just the past 40 years.
– The environmental consequences of this population growth may be
devastating.
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Figure 1.18
Examining DNA from a crime scene
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Evolution Connection:
Evolution in Our Everyday Lives
• Antibiotics are drugs that help fight bacterial infections.
• When an antibiotic is taken, most bacteria are typically killed.
• Those bacteria most naturally resistant to the drug can still
survive.
• Those few resistant bacteria can soon multiply and become the
norm and not the exception.
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• The evolution of antibiotic-resistant bacteria is a huge problem in
public health.
• Antibiotics are being used more selectively.
• Many farmers are reducing the use of antibiotics in animal feed.
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Figure 1.19
Antibiotic resistant strains of TB. The bacteria are highlighted in red.
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