Chapter 1 Scientific Study of Life - saddleback.edu reproduction or distribution without the prior written consent of McGraw-Hill Education. © 2012 Pearson Education, Inc. Biology,

© 2012 Pearson Education, Inc.

Chapter 1

Scientific Study of Life

Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Biology, Science, and Society


Figure 1.CI2

Mandatory childhood vaccines?

•Whooping cough

•Polio

•Measles

•MMR & Autism?

•Wakefield falsified 1998 study

•2010 - Lancet retracts study

•Are you for or against mandatory

childhood vaccines?

•If you had children, will you vaccinate

them?


Figure 1.1

Jane Goodall has dedicated her life to studyingthe needs and behaviors of chimpanzees.The DNA of humans and chimps is almost thesame, yet important physical and behavioraldifferences are obvious. Evolution examines howthese differences arose.

Studying unusual speciessuch as this deep seaglass squid allows biologiststo understand the processesby which a speciessuccessfully survives. Manydifferent environments exist inthe world, but the samephysical and chemical lawsgovern them all.

The natural worldcomprises all matter andenergy. An erupting volcanospewing liquid rock and heatis the result of energy thatstill remains from thecreation of Earth nearly 4.6billion years ago.

Photo taken from the Hubble Space Telescopeshowing a tiny portion of the universe. Studies byastronomers have shown that all matter on Earthoriginated inside stars or with the Big Bang.

What is Science?


What is Biology?


Branches of Biology


Human Biology


What is Life?


7 Attributes of Life

1. Order


Atom

Figure 1.7-1

Order


Atom

Molecule

Figure 1.7-2

Order

4 classes of biological molecules• Carbohydrates (sugars)• Proteins• Nucleic acids• Lipids


Atom

Molecule

Cell

Figure 1.7-3

Order

Cellular Basis of Life

• Basic unit of life

• Come from other cells

• Composed of one or more cells

• Transforms energy

• Contains genes (DNA)

• Enclosed by a membrane


Atom

Molecule

Tissue Cell

Figure 1.7-4

Order


• Basic unit of life

• Come from other cells

• Composed of one or more cells

• Transforms energy

• Contains genes (DNA)

• Enclosed by a membrane


Organ

Atom

Molecule

Tissue Cell

Figure 1.7-5

Order


Endothelial

cell

Sheet of

Endothelial

cells

Red blood

cell

Endothelial

cell

Capillary

Figure 1.3

Cells

Tissues

Organ

ORDER

Emergent Properties


Organ system

Organ

Atom

Molecule

Tissue Cell

Figure 1.7-6

Order


Organ system

Organism

Organ

Atom

Molecule

Tissue Cell

Figure 1.7-7

Order


Figure 1.15

Atom Molecule

Organelle

Cell

Tissue

Organ

Organ system

Multicellular

organism

Too small to see with the

unaided eye

Visible with the

unaided eye

Multicellular

organism

Organ systems

Organs

Tissues

Cells

Organelles

Molecules

Atoms

ORDER


Organ system

OrganismPopulation

Organ

Atom

Molecule

Tissue Cell

Order

Biological Order above the organism


Organ system

OrganismPopulation

Organ

Atom

Molecule

Community

Tissue Cell

Order

Biological Order above the organism


Organ system

OrganismPopulation

Organ

Atom

Molecule

Community

Tissue Cell

Ecosystem

Figure 1.7-10

Order

Biological

Order above

the organism


Organ system

OrganismPopulation

Organ

Atom

Molecule

Community

Biosphere

Tissue Cell

Ecosystem

Order

Biological

Order above

the organism


ATOM

The smallest chemical

unit of a type of pure

substance (element).

Example: Carbon atom

POPULATION

A group of the same species of organism

living in the same place and time.

Example: Multiple acacia trees

COMMUNITY

All populations that occupy

the same region.

Example: All populations in

a savanna

ECOSYSTEM

The living and nonliving

components of an area.

Example: The savanna

BIOSPHERE

The global ecosystem;

the parts of the planet

and its atmosphere

where life is possible.

ORGAN SYSTEM

Organs connected

physically or chemically

that function together.

(Multicellular life only.)

Example: Aboveground

part of a plant

ORGANISM

A single living individual.

Example: One acacia tree

ORGAN

A structure consisting

of tissues organized to

interact and carry

out specific functions.

(Multicellular life only.)

Example: Leaf

TISSUE

A collection of specialized cells

that function in a coordinated

fashion. (Multicellular life only.)

Example: Epidermis of leaf MOLECULE

A group of joined atoms.

Example: DNA

ORGANELLE

A membrane-bounded

structure that has a specific

function within a cell.

Example: Chloroplast

CELL

The fundamental

unit of life. Multicellular

organisms consist of many

cells; unicellular organisms

consist of one cell.

Example: Leaf cell

Figure 1.2


Life’s Hierarchy of Organization




1. Order

2. Reproduction


Sperm cell

Nuclei

containing

DNA

Egg cell

Fertilized egg

with DNA from

both parents

Embryo’s cells with

copies of inherited DNA

Offspring with traits

inherited from

both parents

Heritable Information continuity of life

• From pre-existing cells

Asexual reproduction or Mitosis

Sexual Reproduction

or Meiosis


Figure 1.6

a. b.

Asexual Reproduction Sexual Reproduction


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

Cellular reproduction

• DNA DNA (copying)

• Mitosis (clones)

• Meiosis (variation)

Protein Synthesis

• DNARNA Protein


Universal Genetic Code


Universal Genetic Code Examples

Naturally produced

Gene inserted to produce



1. Order

2. Reproduction

3. Growth &

Development



1. Order

2. Reproduction

3. Growth &

Development

4. Energy Processing

& Utilization


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 animal’s 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 plant’s cells usechemical energy to dowork such as growingnew leaves.

Energy Transfer and Transformation• Potential & kinetic energy

• Producers & consumers



1. Order

2. Reproduction

3. Growth &

Development

4. Energy Processing

& Utilization

Metabolism• Catabolism

breakdown/releases NRG

• Anabolism builds

up/requires NRG

Catabolism

Anabolism



1. Order

2. Reproduction

3. Growth &

Development

4. Energy

Processing &

Utilization

5. Respond to

Environment

Stimuli



1. Order

2. Reproduction

3. Growth & Development

4. Energy Processing &

Utilization

5. Respond to Environment

Stimuli

6. Regulation

(Homeostasis)


Regulation

• Negative Feedback • Positive Feedback• More, more, more

https://www.youtube.com/watch?v=kczErPNrKp4


Positive Feedback1. Action potentials –

nerve communication

(Na+)

2. Blood clotting &

platelets

3. Birth

4. Breast feeding


Figure 1.5

a. b.


Negative Feedback




1. Order

2. Reproduction

3. Growth & Development

4. Energy Processing &

Utilization

5. Respond to Environmental

Stimuli

6. Regulation

7. Evolutionary Adaptations



1. Basic unit of Life

2. Composed of one or more cells

3. Arises from pre-existing cells

Asexual (Mitosis)/Sexual (Meiosis)

4. Transform energy

5. Information retention (genes)

6. Surrounded by a membrane

Cell Theory


a) Several Staphylococcus aureus, the bacterium that causes food poisoning (SEM X 50,000).

b) Some of the many cells that line the inner surface of the human stomach (SEM X 500).

Figure 1.2


Prokaryote (1 – 10 um) Eukaryote (10 – 100 um)

Membrane bound organelles


Figure 1.8

Eukaryotic cellProkaryotic cell

Cytoplasm

DNA(no nucleus)

Membrane

Nucleus

(membrane-

enclosed)

Membrane

Membrane-

enclosed organelles

DNA (throughout

nucleus) 1 m



Methilcillin resistant Staphylococcus auerus (MRSA)


Animals eat

leaves and fruit

from the tree.

Leaves take incarbon dioxidefrom the airand 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.

Interaction with the Environment (Biotic & Abiotic Factors)


Monerans (prokaryotic, unicellular)

Fungi(decomposers)

Plants(photosynthesis)

Animals(ingestion)

EUKARYA

Animals

Plants

Protists

ARCHAEAArchaebacteria

BACTERIA

Unknown ancestor

b) Three-domain system.a) Five-kingdom system.

Fungi

Protists(eukaryotic,mostlyunicellular)

Where do we fit into

the natural world?

Whitiker’s classification

Taxonomy

Unity

in

diversity


From: Woese et al, 1990

Phylogenetic Tree of Life based on ribosomal RNA


Figure 1.9

DOMAIN

BACTERIA DOMAIN

ARCHAEA

Animals

Fungi

Plants

Protista

Prokaryotes DOMAIN EUKARYA

TEM (false color) 1 μm

DOMAIN BACTERIA

• Cells lack nuclei (prokaryotic)

• Most are unicellular

DOMAIN ARCHAEA

• Cells lack nuclei (prokaryotic)

• Most are unicellular

SEM (false color)1 μm

DOMAIN EUKARYA

• Cells contain nuclei (eukaryotic)

• Unicellular or multicellular

Protista (multiple kingdoms)

• Unicellular or multicellular

• Autotrophs or heterotrophs

Kingdom Animalia

• Heterotrophs (by ingestion)

• Multicellular

LM200 μm

Kingdom Fungi

• Most are multicellular

• Heterotrophs (by external

digestion)

Kingdom Plantae

• Multicellular

• Autotrophs

Common ancestor of all life

Domains of Life


Evolutionary adaptation What’s an acceptable definition of evolution?

What’s changing through time?


Charles Darwin

• Descent with modification

• Natural selection


Descent with modification


Population

of organisms

Hereditary

variations

Overproduction of off-

spring and competition

Environmental

factors

Differences in

reproductive success

of individuals

Evolution of adaptations

in the population

Natural Selection


Figure 1.20

Population with

varied inherited

traits

Elimination of

individuals with

certain traits

Reproduction of

survivors

Increasing frequency oftraits thatenhancesurvival andreproductivesuccess

1 2 3 4

Natural selection


Figure 1.8

Generation 1 Generation 2 Multiple generations later

Antibiotic present

TimeReproduction

and

Selection

Staphylococcus aureus

before mutation

Mutation

occurs (red)

Hair

Bacterial

cell

SEM (false color)10 μm

Antibiotic absent

a. b.

Natural Selection


Publish

Peer

reviewMake

observations

Ask a question

Consult prior

knowledge

Formulate

a hypothesis

Make

predictions

Collect and

interpret data

Draw

conclusions

Consult prior

knowledge

Figure 1.10

Scientific Method


Figure 1.8

Observeand

generalize

Formulatea

hypothesis

Make a testableprediction


Experimentor

observe

Experimentor

observe

Modifyhypothesis

asnecessaryand repeat

steps3 and 4

Modifyhypothesis

asnecessaryand repeat

steps3 and 4

Direction ofIncreasingconfidence

inhypothesis

12 5 5

44

3

3

3


Scientific Method


Figure 1.11

a.

b.

•Observations

•Questions

Scientific Method


Scientific Method

•Observations

•Questions

•Hypothesis

•Educated guest – why?

•Background research

•Tentative explanation

•Null hypothesis = no difference

•Alternative hypothesis

http://www.youtube.com/watch?v=EWtO33LWGWE


Scientific Method

•Observations

•Questions

•Hypothesis

•Educated guest – why?

•Background research

•Tentative explanation

•Predictions

•For experimental design

http://www.youtube.com/watch?v=EWtO33LWGWE


Scientific Method

•Observations

•Questions

•Hypothesis

•Predictions


•Experimentation

•Qualitative

•Quantitative

•Control grp

•Experimental grp

•Sample size


Select a large number

of appropriate subjects.

Randomly divide the subjects into two groups.

Group 1 Group 2

Treat the groups equally

in all ways but one.Experimental group:receives treatment

Control group:

receives placebo

Observe or make

measurements.

Are blood pressures lowerin the experimental group?

Compare results. Yes No

Hypothesis received support.

Modify hypothesis to fit the new findings.

Figure 1.9-5


Scientific Method

•Observations

•Questions

•Hypothesis

•Predictions


•Experimentation

•Analysis - statistics


a) A scatter plot b) A line graph c) A bar graph

Fre

sh

man

en

rollm

en

t

Fre

sh

man

en

rollm

en

t

Fre

sh

man

en

rollm

en

t

10,000 10,00020,000 20,000

Standard

error bar

0–10,000 10,000–20,000 20,000–30,00030,000 30,000

1000 1000 1000

2000 2000 2000

0 0 0

3000 3000 3000

4000 4000 4000

Total student enrollment Total student enrollment Total student enrollment

0 0

Types of graphs


Any rotavirus illness

Severe rotavirus illness25.86

14.46

2.15 2.15

6.19 6.86

Placebo

(control)

0 0

Low Medium High

Incid

en

ce

of ill

ne

ss

(# c

ase

s/1

00

ch

ild-y

ea

rs)

30

25

20

15

10

5

0

Figure 1.12


Figure 1.A

Male rats Female rats

Saccharin-fed

Controls

% w

ith

tu

mo

rs

Parents Offspring Parents Offspring

% w

ith

tu

mo

rs

30

25

20

15

10

5

0

30

25

20

15

10

5

0

19

3

27

0 00

4

0


Scientific Method

•Observations

•Questions

•Hypothesis

•Predictions


•Experimentation

•Analysis – statistics

•Interpretation/Conclusion

•Presentation


Figure 1.CI2

Mandatory childhood vaccines?

•Whooping cough

•Polio

•Measles

•MMR & Autism?

•Wakefield falsified 1998 study

•2010 - Lancet retracts study

•Are you for or

against mandatory

childhood vaccines?

•If you had children,

will you vaccinate

them?

Thimerosal

http://www.vox.com/2014/6/16/5813810/why-you-should-vaccinate-your-kids-in-two-minutes

http://www.pbs.org/wgbh/nova/body/autism-vaccine-myth.html

http://www.fda.gov/BiologicsBloodVaccines/SafetyAvailability/VaccineSafety/UCM096228


Documents

Chapter 1 Scientific Study of Life - saddleback.edu reproduction or distribution without the prior written consent of McGraw-Hill Education. © 2012 Pearson Education, Inc. Biology,