01 Lecture Presentation (3)

8/12/2019 01 Lecture Presentation (3)

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LECTURE PRESENTATIONS

For CAMPBELL BIOLOGY, NINTH EDITIONJane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, Robert B. Jackson

2011 Pearson Education, Inc.

Lectures by

Erin Barley

Kathleen Fitzpatrick

Introduction: Themes in theStudy of Life

Chapter 1


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Overview: Inquiring About Life

An organisms adaptations to its environment arethe result of evolution

For example, the ghost plant is adapted toconserving water; this helps it to survive in the

crevices of rock walls

Evolution is the process of change that hastransformed life on Earth



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Figure 1.1


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Biology is the scientific study of life Biologists ask questions such as

How does a single cell develop into an organism?

How does the human mind work?

How do living things interact in communities?

Life defies a simple, one-sentence definition

Life is recognized by what living things do


Video: Seahorse Camouflage
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Figure 1.3

Order

Evolutionary adaptation

Response tothe environment

Reproduction

Growth anddevelopment

Energy processing

Regulation


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Figure 1.3a

Evolutionary adaptation


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Figure 1.3b

Response to the environment


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Figure 1.3c

Reproduction


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Figure 1.3d

Growth and development


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Figure 1.3e

Energy processing


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Figure 1.3f

Regulation


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Figure 1.3g

Order


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Concept 1.1: The themes of this book make

connections across different areas of biology

Biology consists of more than memorizing factual

details

Themes help to organize biological information



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Theme: New Properties Emerge at Each

Level in the Biological Hierarchy

Life can be studied at different levels, from

molecules to the entire living planet

The study of life can be divided into differentlevels of biological organization



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The biosphere

Ecosystems

Tissues

Organs and

organ systems

Communities

Populations

Organisms

Organelles

Cells

Atoms

Molecules

Figure 1.4


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Figure 1.4a

The biosphere

Fi 1 4b


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Figure 1.4b

Ecosystems

Fi 1 4


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Figure 1.4c

Communities

Fi 1 4d


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Figure 1.4d

Populations

Figure 1 4e


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Figure 1.4e

Organisms

Figure 1 4f


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Figure 1.4f

Organs andorgan systems

Figure 1 4g


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Figure 1.4g

Tissues

50 m

Figure 1 4h


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Figure 1.4h

Cell

Cells

10 m

Figure 1 4i


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Figure 1.4i

Chloroplast

1 m

Organelles

Figure 1 4j


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Figure 1.4j

Molecules

Atoms

Chlorophyllmolecule


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Emergent Properties

Emergent properties result from the arrangementand interaction of parts within a system

Emergent properties characterize nonbiological

entities as well

For example, a functioning bicycle emerges only

when all of the necessary parts connect in the

correct way



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The Power and Limitations of Reductionism

Reductionism is the reduction of complexsystems to simpler components that are more

manageable to study

For example, studying the molecular structure

of DNA helps us to understand the chemical

basis of inheritance



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An understanding of biology balancesreductionism with the study of emergent

properties

For example, new understanding comes from

studying the interactions of DNA with other

molecules



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Systems Biology

A system is a combination of components thatfunction together

Systems biology constructs models for the

dynamic behavior of whole biological systems

The systems approach poses questions such as

How does a drug for blood pressure affect other

organs?

How does increasing CO2alter the biosphere?



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Theme: Organisms Interact with Other

Organisms and the Physical Environment

Every organism interacts with its environment,

including nonliving factors and other organisms

Both organisms and their environments areaffected by the interactions between them

For example, a tree takes up water and minerals

from the soil and carbon dioxide from the air; the

tree releases oxygen to the air and roots helpform soil


Figure 1.5


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Animals eatleaves and fruit

from the tree.

Leaves take incarbon dioxidefrom the air

and releaseoxygen.

Sunlight

CO2

O2

Cycling

of

chemical

nutrients

Leaves fall tothe ground andare decomposedby organismsthat returnminerals to thesoil.

Water andminerals inthe soil aretaken up bythe treethroughits roots.

Leaves absorblight energy fromthe sun.

g

Figure 1.5a


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g


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Humans have modified our environment For example, half the human-generated CO2

stays in the atmosphere and contributes to globalwarming

Global warming is a major aspect of globalclimate change

It is important to understand the effects of globalclimate change on the Earth and its populations



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Theme: Life Requires Energy Transfer

and Transformation

A fundamental characteristic of living organisms is

their use of energy to carry out lifes activities

Work, including moving, growing, and reproducing,requires a source of energy

Living organisms transform energy from one form

to another

For example, light energy is converted to chemicalenergy, then kinetic energy

Energy flows throughan ecosystem, usually

entering as light and exiting as heat 2011 Pearson Education, Inc.

Figure 1.6


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Heat

Producers absorb lightenergy and transform it intochemical energy.

Chemicalenergy

Chemical energy infood is transferredfrom plants toconsumers.

(b) Using energy to do work(a) Energy flow from sunlight toproducers to consumers

Sunlight

An animals musclecells convertchemical energyfrom food to kineticenergy, the energyof motion.

When energy is usedto do work, someenergy is converted tothermal energy, whichis lost as heat.

A plants cells usechemical energy to dowork such as growingnew leaves.

Figure 1.6a


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Chemicalenergy

(a) Energy flow from sunlight toproducers to consumers

Sunlight

Producers absorb lightenergy and transform it into

chemical energy.

Chemical energy in

food is transferredfrom plants toconsumers.

Figure 1.6b


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Heat

(b) Using energy to do work

When energy is usedto do work, some

energy is converted tothermal energy, whichis lost as heat.

An animals musclecells convertchemical energyfrom food to kineticenergy, the energyof motion. A plants cells use

chemical energy to do

work such as growingnew leaves.

Figure 1.6c


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Figure 1.6d


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Theme: Structure and Function Are

Correlated at All Levels of Biological

Organization

Structure and function of living organisms are

closely related For example, a leaf is thin and flat, maximizing

the capture of light by chloroplasts

For example, the structure of a birds wing is

adapted to flight


Figure 1.7


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(a) Wings(b) Wing bones

Figure 1.7a


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(a) Wings

Figure 1.7b


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(b) Wing bones

Figure 1.7c


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Theme: The Cell Is an Organisms Basic

Unit of Structure and Function

The cell is the lowest level of organization that

can perform all activities required for life

All cellsAre enclosed by a membrane

Use DNA as their genetic information



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A eukaryotic cell has membrane-enclosedorganelles, the largest of which is usually the

nucleus

By comparison, a prokaryotic cell is simpler and

usually smaller, and does not contain a nucleus orother membrane-enclosed organelles


Prokaryotic cellFigure 1.8


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Eukaryotic cell

y

Cytoplasm

DNA(no nucleus)

Membrane

Nucleus

(membrane-

enclosed)

Membrane

Membrane-

enclosed organelles

DNA (throughout

nucleus) 1 m

Eukaryotic cellFigure 1.8a


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y

Cytoplasm

Nucleus(membrane-

enclosed)

Membrane

Membrane-

enclosed organelles

DNA (throughout

nucleus)1 m

Figure 1.8b


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Prokaryotic cell

DNA

(no nucleus)

Membrane

1 m


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Theme: The Continuity of Life Is Based on

Heritable Information in the Form of DNA

Chromosomes contain most of a cells genetic

material in the form of DNA (deoxyribonucleic

acid)

DNA is the substance of genes

Genes are the units of inheritance that transmit

information from parents to offspring

The ability of cells to divide is the basis of allreproduction, growth, and repair of multicellular

organisms


Figure 1.9


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25 m

Figure 1.9a


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Figure 1.9b


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25 m


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DNA Structure and Function

Each chromosome has one long DNA moleculewith hundreds or thousands of genes

Genes encode information for building proteins

DNA is inherited by offspring from their parents

DNA controls the development and maintenance

of organisms


Figure 1.10


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Sperm cell

Nuclei

containing

DNA

Egg cell

Fertilized egg

with DNA from

both parents

Embryos cells with

copies of inherited DNA

Offspring with traits

inherited from

both parents

Figure 1.10a


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Each DNA molecule is made up of two long chainsarranged in a double helix

Each link of a chain is one of four kinds of

chemical building blocks called nucleotides and

nicknamed A, G, C, and T


N l A

Figure 1.11


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Nucleus

DNA

Cell

Nucleotide

(b) Single strand of DNA

A

C

T

T

A

A

T

C

C

G

T

A

G

T

(a) DNA double helix

A

Figure 1.11a


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Genes control protein production indirectly DNA is transcribed into RNA then translated into

a protein

Gene expressionis the process of converting

information from gene to cellular product



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Genomics: Large-Scale Analysis of DNA

Sequences

An organisms genome is its entire set of geneticinstructions

The human genome and those of many other

organisms have been sequenced using DNA-sequencing machines

Genomicsis the study of sets of genes withinand between species


Figure 1.12


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The genomics approach depends on High-throughput technology, which yields

enormous amounts of data

Bioinformatics, which is the use of computational

tools to process a large volume of data

Interdisciplinary research teams

2011 Pearson Education, Inc. 2011 Pearson Education, Inc.


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Theme: Feedback Mechanisms Regulate

Biological Systems

Feedback mechanisms allow biological processes

to self-regulate

Negative feedbackmeans that as more of a

product accumulates, the process that creates it

slowsand lessof the product is produced

Positive feedbackmeans that as more of a product

accumulates, the process that creates it speeds upand moreof the product is produced


Animation: Negative

Feedback

Animation: Positive

Feedback

Figure 1.13

NegativeA
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feedback

B

C

D

C

Enzyme 1

Enzyme 2

Enzyme 3

D

W

Enzyme 4

X

DDExcess Dblocksa step.

(a) Negative feedback

Positivefeedback

Excess Z

stimulatesa

step.

Y

Z

Z

Z

Z

(b) Positive feedback

Enzyme 5

Enzyme 6

A

Figure 1.13a


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Negative

feedback

A

B

D

C

Enzyme 2

Enzyme 3

D

DDExcess Dblocksa step.

(a) Negative feedback

Enzyme 1

W

Figure 1.13b


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W

Enzyme 4

XPositive

feedback

Excess Z

st imulatesa

step.

Y

Z

Z

Z

Z

(b) Positive feedback

Enzyme 5

Enzyme 6


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Evolution, the Overarching Theme of

Biology

Evolution makes sense of everything we

know about biology

Organisms are modified descendants of

common ancestors



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Evolution explains patterns of unity anddiversity in living organisms

Similar traits among organisms are explained

by descent from common ancestors

Differences among organisms are explained

by the accumulation of heritable changes



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Concept 1.2: The Core Theme: Evolution

accounts for the unity and diversity of life

Nothing in biology makes sense except in the

light of evolutionTheodosius Dobzhansky

Evolution unifies biology at different scales of size

throughout the history of life on Earth



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Classifying the Diversity of Life

Approximately 1.8 million species have beenidentified and named to date, and thousands more

are identified each year

Estimates of the total number of species that

actually exist range from 10 million to over 100million



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Grouping Species: The Basic I dea

Taxonomy is the branch of biology that namesand classifies species into groups of increasing

breadth

Domains, followed by kingdoms, are the

broadest units of classification


Species Genus Family Order Class Phylum Kingdom DomainFigure 1.14


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Ursus

Ursidae

Carnivora

Mammalia

Ursus americanus

(American black bear)

Chordata

Animalia

Eukarya


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The Three Domains of L ife

Organisms are divided into three domains DomainBacteria and domainArchaea compose

the prokaryotes

Most prokaryotes are single-celled and

microscopic


Figure 1.15

(a) Domain Bacteria (b) Domain Archaea


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(a) Domain Bacteria (b) Domain Archaea

(c) Domain Eukarya

2m

2m

100 m

Kingdom Plantae

Kingdom Fungi

Protists

Kingdom Animalia

Figure 1.15a


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(a) Domain Bacteria

2m

Figure 1.15b


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(b) Domain Archaea

2m


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Domain Eukaryaincludes all eukaryoticorganisms

Domain Eukarya includes three multicellular

kingdoms

Plants, which produce their own food by

photosynthesis

Fungi, which absorb nutrients

Animals, which ingest their food



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Other eukaryotic organisms were formerlygrouped into the Protist kingdom, though these

are now often grouped into many separate groups


Figure 1.15c


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(c) Domain Eukarya

100 m

Kingdom Plantae

Kingdom Fungi

Protists

Kingdom Animalia

Figure 1.15ca


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Kingdom Plantae

Figure 1.15cb


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Kingdom Fungi

Figure 1.15cc


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Kingdom Animalia

Figure 1.15cd


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100 m

Protists

U i t i th Di it f L if


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Uni ty in the Diversity of L ife

A striking unity underlies the diversity of life; forexample

DNA is the universal genetic language common

to all organisms

Unity is evident in many features of cell structure


Figure 1.16


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Cilia ofParamecium

15 m

Cross section of a cilium, as viewedwith an electron microscope

0.1 m

Cilia ofwindpipecells

5 m

Figure 1.16a

15


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Cilia of Paramecium

15 m

Figure 1.16b


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Figure 1.16c


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Cross section of a cilium, as viewedwith an electron microscope

0.1 m

Charles Darwin and the Theory of


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Charles Darwin and the Theory of

Natural Selection

Fossils and other evidence document the

evolution of life on Earth over billions of years


Figure 1.17


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Charles Darwin published On the Origin ofSpecies by Means of Natural Selection in 1859

Darwin made two main points

Species showed evidence of descent with

modification from common ancestors

Natural selection is the mechanism behind

descent with modification

Darwins theory explained the duality of unity anddiversity


Figure 1.18


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Figure 1.19


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Figure 1.19a


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Figure 1.19b


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Figure 1.19c


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Darwin observed that Individuals in a population vary in their traits,

many of which are heritable

More offspring are produced than survive, and

competition is inevitable Species generally suit their environment



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Darwin inferred that Individuals that are best suited to their

environment are more likely to survive and

reproduce

Over time, more individuals in a population willhave the advantageous traits

Evolution occurs as the unequal reproductive

success of individuals



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In other words, the environment selects for thepropagation of beneficial traits

Darwin called this process natural selection


Video: Soaring Hawk

Figure 1.20
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Population with

varied inherited

traits

Elimination of

individuals with

certain traits

Reproduction of

survivors

Increasingfrequency oftraits thatenhancesurvival andreproductivesuccess

1 2 3 4


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Natural selection results in the adaptation oforganisms to their environment

For example, bat wings are an example of

adaptation



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The Tree of Life


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The Tree of Life

Unity in diversity arises from descent withmodification

For example, the forelimb of the bat, human, and

horse and the whale flipper all share a common

skeletal architecture Fossils provide additional evidence of anatomical

unity from descent with modification



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Darwin proposed that natural selection couldcause an ancestral species to give rise to two or

more descendent species

For example, the finch species of the Galpagos

Islands are descended from a common ancestor Evolutionary relationships are often illustrated with

treelike diagrams that show ancestors and their

descendants


COMMON

Green warbler finch

Certhidea olivacea

Gray warbler finch

Insect-eate

Warblerfinch

Figure 1.22


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COMMON

ANCESTOR

Gray warbler finch

Certhidea fusca

Sharp-beaked

ground finch

Geospiza dif f ic i l is

Vegetarian finchPlatyspiza crassirostr is

Mangrove finch

Cactospiza hel iobates

Woodpecker finch

Cactospiza pal l ida

Medium tree finch

Camarhynchus pauper

Large tree finch

Camarhynchus psit tacula

Small tree finch

Camarhynchus parvulus

Large cactus

ground finch

Geospiza conirostr is

Cactus ground finch

Geospiza scandens

Small ground finchGeospiza ful iginos a

Medium ground finch

Geospiza fort is

Large ground finch

Geospiza

magnirostr is

ers

Seed-eater

Bud-eater

Insect-eaters

Treefinches

Gro

undfinches

S

eed-eaters

Cactus-flower-

eaters

hes

Figure 1.22a


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Green warbler finch

Certhidea olivacea

Gray warbler finch

Certhidea fusc a

Sharp-beaked

ground finch

Geospiza dif f ic i l is

Vegetarian finch

Platysp iza crassiro str is

Insect-eaters

S

eed-eater

Bud-eater

Warblerfinches

Figure 1.22b


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Mangrove finch

Cactosp iza hel iobates

Woodpecker finch

Cactosp iza pal l ida

Medium tree finch

Camarhynchu s pauper

Large tree finch

Camarhyn chu s psi t tacula

Small tree finch

Camarhynchus parvu lus

Insect-eaters

Treefinches

Figure 1.22c


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Large cactus

ground finchGeospiza co nirost r is

Cactus ground finch

Geosp iza sc andens

Small ground finch

Geosp iza ful ig inos a

Medium ground finch

Geospiza fort is

Large ground finch

Geospizamagnirost r is

Groundfinches

Seed-eaters

Cactus-flower-

eaters
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Video: Albatross Courtship Ritual

Video: Blue-Footed Booby Courtship Ritual

Video: Galpagos Islands Overview

Video: Galpagos Marine Iguana

Video: Galpagos Sea Lion

Video: Galpagos Tortoise

Concept 1.3: In studying nature, scientists
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Co cep .3: s udy g u e, sc e s s

make observations and then form and test

hypotheses

The wordscienceis derived from Latin and

means to know

Inquiry is the search for information and

explanation

The scientific process includes making

observations, forming logical hypotheses, andtesting them


Making Observations


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g

Biologists describe natural structures andprocesses

This approach is based on observation and the

analysis of data


Types of Data


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yp

Data are recorded observations or items ofinformation; these fall into two categories

Qualitative data, or descriptions rather than

measurements

For example, Jane Goodalls observations ofchimpanzee behavior

Quantitative data, or recorded measurements,

which are sometimes organized into tables and

graphs


Figure 1.23


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Figure 1.23a


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Figure 1.23b


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I nductive Reasoning


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g

Inductive reasoning draws conclusions throughthe logical process of induction

Repeating specific observations can lead to

important generalizations

For example, the sun always rises in the east


Forming and Testing Hypotheses


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g g yp

Observations and inductive reasoning can lead usto ask questions and propose hypothetical

explanations called hypotheses


The Role of Hypotheses in I nquiry


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yp q y

A hypothesisis a tentative answer to a well-framed question

A scientific hypothesis leads to predictions that

can be tested by observation or experimentation



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For example, Observation: Your flashlight doesnt work

Question: Why doesnt your flashlight work?

Hypothesis 1: The batteries are dead

Hypothesis 2: The bulb is burnt out

Both these hypotheses are testable


Figure 1.24

Observations


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Question

Hypothesis #1:

Dead batteriesHypothesis #2:

Burnt-out bulb

Prediction:

Replacing bulb

will fix problem

Test of prediction Test of prediction

Test falsifies hypothesis Test does not falsify hypothesis

Prediction:

Replacing batteries

will fix problem

Figure 1.24a


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Observations

Question

Hypothesis #1:


Burnt-out bulb

Figure 1.24b

Hypothesis #1:


Burnt-out bulb


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Prediction:

Replacing bulbwill fix problem

Test of prediction

Test falsifies hypothesis Test does not falsify hypothesis

Prediction:

Replacing batterieswill fix problem

Test of prediction

Deductive Reasoning and Hypothesis Testing


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Deductive reasoning uses general premises tomake specific predictions

For example, if organisms are made of cells

(premise 1), and humans are organisms

(premise 2), then humans are composed of cells(deductive prediction)



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Hypothesis-based science often makes use

of two or more alternative hypotheses

Failure to falsify a hypothesis does not prove

that hypothesis

For example, you replace your flashlight bulb,and it now works; this supports the hypothesis

that your bulb was burnt out, but does not

prove it (perhaps the first bulb was inserted

incorrectly)


Questions That Can and Cannot Be


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Addressed by Science

A hypothesis must be testableand falsifiable

For example, a hypothesis that ghosts fooled

with the flashlight cannot be tested

Supernatural and religious explanations areoutside the bounds of science


The Flexibility of the Scientific Method


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The scientific methodis an idealized process of

inquiry

Hypothesis-based science is based on the

textbook scientific method but rarely follows all

the ordered steps


A Case Study in Scientific Inquiry:


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Investigating Mimicry in Snake Populations

Many poisonous species are brightly colored,

which warns potential predators

Mimics are harmless species that closely

resemble poisonous species

Henry Bates hypothesized that this mimicry

evolved in harmless species as an evolutionary

adaptation that reduces their chances of beingeaten



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This hypothesis was tested with the venomous

eastern coral snake and its mimic the

nonvenomous scarlet kingsnake

Both species live in the Carolinas, but the

kingsnake is also found in regions withoutvenomous coral snakes

If predators inherit an avoidance of the coral

snakes coloration, then the colorful kingsnake will

be attacked less often in the regions where coral

snakes are present


Figure 1.25Scarlet kingsnake (nonvenomous)

Key


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Range of scarlet

kingsnake only

Overlapping ranges ofscarlet kingsnake and

eastern coral snake

Eastern coral snake

(venomous)

Scarlet kingsnake (nonvenomous)

North

CarolinaSouth

Carolina

Figure 1.25a


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Scarlet kingsnake

Figure 1.25b


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Eastern coral snake

(venomous)

F ield Exper iments with Artif icial Snakes


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To test this mimicry hypothesis, researchers made

hundreds of artificial snakes:

An experimental group resembling kingsnakes

A control group resembling plain brown snakes

Equal numbers of both types were placed at fieldsites, including areas without poisonous coral

snakes


Figure 1.26


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(a) Artificial kingsnake

(b) Brown artificial snake that has been attacked

Figure 1.26a


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(a) Artificial kingsnake

Figure 1.26b


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(b) Brown artificial snake that has been attacked


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After four weeks, the scientists retrieved the

artificial snakes and counted bite or claw marks

The data fit the predictions of the mimicry

hypothesis: the ringed snakes were attacked less

frequently in the geographic region where coralsnakes were found


Figure 1.27

Artificial100

RESULTS


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kingsnakes

Brownartificial

snakes

Percento

ftotalattac

ks

onartificialsnakes

83% 84%

80

60

40

20

0Coral snakes

absentCoral snakes

present

17% 16%

Exper imental Controls and Repeatabi l i ty


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A controlled experiment compares anexperimental group (the artificial kingsnakes) witha control group (the artificial brown snakes)

Ideally, only the variable of interest (the effect ofcoloration on the behavior of predators) differsbetween the control and experimental groups

A controlled experiment means that control groupsare used to cancel the effects of unwantedvariables

A controlled experiment does notmean that allunwanted variables are kept constant



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In science, observations and experimental results

must be repeatable


Theories in Science


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In the context of science, a theoryis

Broader in scope than a hypothesis

General, and can lead to new testable hypotheses

Supported by a large body of evidence in

comparison to a hypothesis


Concept 1.4: Science benefits from a

ti h d di


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cooperative approach and diverse

viewpoints

Most scientists work in teams, which often include

graduate and undergraduate students

Good communication is important in order to share

results through seminars, publications, and

websites


Figure 1.28


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Building on the Work of Others


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Scientists check each others claims by performing

similar experiments

It is not unusual for different scientists to work on

the same research question

Scientists cooperate by sharing data about modelorganisms(e.g., the fruit fly Drosophila

melanogaster)


Science, Technology, and Society


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The goal of science is to understand natural

phenomena

The goal of technology is to applyscientific

knowledge for some specific purpose

Science and technology are interdependent Biology is marked by discoveries, while

technology is marked by inventions



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The combination of science and technology has

dramatic effects on society

For example, the discovery of DNA by James

Watson and Francis Crick allowed for advances in

DNA technology such as testing for hereditarydiseases

Ethical issues can arise from new technology, but

have as much to do with politics, economics, and

cultural values as with science and technology


Figure 1.29


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The Value of Diverse Viewpoints in Science


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Many important inventions have occurred

where different cultures and ideas mix

For example, the printing press relied on

innovations from China (paper and ink) and

Europe (mass production in mills) Science benefits from diverse views from

different racial and ethnic groups, and from

both women and men

Figure 1.UN01


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Figure 1.UN02


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Cycling

ofchemicalnutrients

Figure 1.UN03


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Sunlight Heat

Chemicalenergy

Figure 1.UN04


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Figure 1.UN05


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Figure 1.UN06


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Figure 1.UN07


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Figure 1.UN08


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Figure 1.UN09

Population

of organisms


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Hereditary

variations

Overproduction of off-

spring and competition

Environmental

factors

Differences in

reproductive success

of individuals

Evolution of adaptations

in the population

Figure 1.UN10


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01 Lecture Presentation (3)

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