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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Making Observations
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g
Biologists describe natural structures andprocesses
This approach is based on observation and the
analysis of data
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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
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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
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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
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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
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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:
Dead batteriesHypothesis #2:
Burnt-out bulb
Figure 1.24b
Hypothesis #1:
Dead batteriesHypothesis #2:
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)
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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
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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
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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
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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
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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
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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
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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
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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
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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)
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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
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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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