chapter 1 the study of life lecture outline see powerpoint image slides for all figures and tables...
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Chapter 1The Study of LifeLecture Outline
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Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
planet Earth
mushroom on northernforest floor
male peacockdisplaying feathershumans in a city
giant sequoia
Masai giraffes
monarch butterflyfeeding on nectar
(sequoia): © Robert Glusic/Getty RF; (mushroom): © IT Stock/Age Fotostock RF; (peacock): © Brand X Pictures/PunchStock RF; (humans): © Heath Korvola/UpperCut Images/Getty RF; (giraffes): © Dr. Sylvia S. Mader; (butterfly): © Creatas/PunchStock RF; (Earth): © Ingram Publishing/Alamy RF
1.1 The Characteristics of Life
• Life exists almost everywhere on the planet Earth.
• Earth possesses a great variety of diverse life forms.
• All living things have certain characteristics in common.
Living Things:
• Are organized• Acquire materials and energy• Reproduce• Respond to stimuli• Are homeostatic• Grow and develop• Have the capacity to adapt
• Living things are organized in a hierarchy of levels.
• A cell is the smallest unit of life.
• A tissue is a group of similar cells that perform a particular function.
• Several tissues join together to form an organ.
• Organs work together to form an organ system.
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nerve cellplant cell
nerve tissue
tree
Organisms
Organ Systems
organ system
Organs
Tissues
Cells
human
leaf tissues
Atoms
Molecules
leaf brain
DNA molecule
• Living things need an outside source of materials and energy to maintain their organization and carry on life’s other activities.
• Energy – capacity to do work
• Growth – increase is size or number of cells
• Development – changes that take place from conception to death
1.2 The Classification of Living Things
• Living organisms are assigned to groups based upon their similarities.
• Systematics is the discipline of identifying and classifying organisms.
Domains
• Domains are the largest classification category.
• Biologists assign organisms to one of three domains based on biochemical and genetic evidence.
• Prokaryotes lack a membrane-bounded nucleus.
• Eukaryotes have a membrane-bounded nucleus.
Domain Archaea
• Archaea are unicellular prokaryotes.
• Archaea can be found in environments that are too hostile for other life forms.
Domain Bacteria• Bacteria are unicellular
prokaryotes.
• Bacteria are found almost everywhere on the planet Earth.
• Some bacteria cause disease but many are beneficial.
Domain Eukarya
• The cells of all eukaryotes have a membrane-bound nucleus.
• Members of the Domain Eukarya are further categorized into one of four Kingdoms.
• Kingdom Protista – may be several kingdoms• Kingdom Fungi• Kingdom Plantae• Kingdom Animalia
Representative Organisms
black bread mold yeast mushroom bracket fungus
sea star earthworm finch raccoon
moss fern pine tree
paramecium euglenoid slime mold dinoflagellate
Kingdom Organization Type of Nutrition
Protista
Fungi
Plantae
Animalia
Absorb food
Ingest food
c. Eukaryotes are divided into four kingdoms.
DOMAIN EUKARYA
Complex single cell,some multicellular
Some unicellular,most multicellularfilamentous formswith specializedcomplex cells
Multicellular formwith specializedcomplex cells
Multicellular formwith specializedcomplex cells
Absorb,photosynthesize,or ingest food
Photosynthesizefood
nonwoodyflowering plant
Protozoans,algae, water molds,and slime molds
Molds, yeasts,and mushrooms
Mosses, ferns,nonwoody andwoody floweringplants
Invertebrates,fishes, reptiles,amphibians, birds,and mammals
Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Representative Organisms
black bread mold yeast mushroom bracket fungus
sea star earthworm finch raccoon
moss fern pine tree
paramecium euglenoid slime mold dinoflagellate
Kingdom Organization Type of Nutrition
Protista
Fungi
Plantae
Animalia
Absorb food
Ingest food
Methanosarcina mazei
1.6 m 1.5 m
DOMAIN BACTERIA
Escherichia coli
a. Archaea are capable of living in extreme environments. b. Bacteria are found nearly everywhere.
c. Eukaryotes are divided into four kingdoms.
DOMAIN ARCHAEA
DOMAIN EUKARYA
Complex single cell,some multicellular
Some unicellular,most multicellularfilamentous formswith specializedcomplex cells
Multicellular formwith specializedcomplex cells
Multicellular formwith specializedcomplex cells
Absorb,photosynthesize,or ingest food
Photosynthesizefood
nonwoodyflowering plant
Protozoans,algae, water molds,and slime molds
Molds, yeasts,and mushrooms
Mosses, ferns,nonwoody andwoody floweringplants
Invertebrates,fishes, reptiles,amphibians, birds,and mammals
(bacteria): © A.B. Dowsett/SPL/Photo Researchers, Inc.; (archaean): © Ralph Robinson/Visuals Unlimited
Categories of Classification
DomainKingdomPhylumClassOrderFamilyGenusSpecies Least inclusive
Most inclusive
Categories of Classification
Scientific Names
• Taxonomy is the assignment of a binomial to each species.
• Binomial (two name)– Genus name, species name– Genus capitalized, both words in italics
–Examples: »Homo sapiens»Pisum sativum»Felis domesticus
1.3 The Organization of the Biosphere
• Biosphere – The zone of air, land, and water at the surface
of the Earth where living organisms are found.
• Population– All the members of a species within a
particular area
• Community– All the different populations in the same area
1.3 The Organization of the Biosphere
• Ecosystem– Community interact among themselves and
with the physical environment (soil, atmosphere, etc.)
– Characterized by• Chemical cycling – chemicals move from 1 species
to another• Energy flow – energy flows from the sun, through
plants, through the food chain
heat
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Chemical cycling
heat
heat
heat
heat
heat
Energy flowWASTE MATERIAL,DEATH,
AND DECOMPOSITION
solarenergy
• Climate largely determines where different ecosystems are found around the globe
• The two most biologically diverse ecosystems—tropical rain forests and coral reefs—occur where solar energy is most abundant.
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detritus
phytoplankton
corals
sponges
white shark
bar jack
queen angelfish
parrotfish
surgeonfish
sea grass
greatbarracuda
attachedalgae
greenmoray
yellowtailsnapper
Spanishhogfish
yellowjack
seastar
Bermudachub
yellowtaildamselfish
foureyebutterfly fish
seaurchin
zooplankton
spinylobster
The Human Species
• The human species tends to modify existing ecosystems for its own purposes.
• Tropical rain forests and coral reefs are severely threatened as global human population increases.
• Human begins depends on healthy ecosystems for food, medicine, and raw materials.
Biodiversity
• Ecompasses– Total number of species– The variability in their genes– The ecosystems in which they live
• As many as 5-30 million species on Earth
• Human activities cause the extinction of about 400 species per day.
1.4 The Process of Science
• Biology is the scientific study of life.
• Biologists—and all scientists—generally test hypotheses using the scientific method.
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Observation
Hypothesis
Experiment/Observations
New observationsare made, and previous
data are studied.
Input from various sourcesis used to formulate a
testable statement.
The hypothesis istested by experiment
or further observations.
Many experiments andobservations support a
theory.
Scientific Theory
Conclusion
The results are analyzed,and the hypothesis issupported or rejected.
Courtesy Leica Microsystems, Inc.
The Process of Science
• Inductive reasoning occurs whenever a person uses creative thinking to combine isolated f– A scientist comes up with a hypothesis, a
tentative explanation for the natural event. acts into a cohesive whole.
• To determine how to test a hypothesis, a scientist uses deductive reasoning.– Involves “if, then” logic
Scientific theory
• Concepts that join together well-supported and related hypotheses.
• In science, a theory is supported by a broad range of observations, experiments, and data.– Examples – Cell , homeostasis, gene,
ecosystem, and evolution
• The theory of evolution is the unifying concept of biology.
A Controlled Study
• Experiments in controlled studies have two types of groups:
• Control Group – receives no treatment• Experimental Group – receives treatment
The Experiment
• HYPOTHESIS: A pigeon pea/winter wheat rotation will cause winter wheat production to increase as well as or better than the use of nitrogen fertilizer.
• PREDICTION: Wheat production (biomass) following the growth of pigeon peas will surpass wheat biomass following nitrogen fertilizer treatment.
90 kg of nitrogen/ha Pigeon pea/winter wheat rotation
Control pot
no fertilization treatment
Test pot
45 kg of nitrogen/ha
a. Control pot and three types of test pots
Test pot Test pot
Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Courtesy Jim Bidlack
• Control – no fertilization treatment• Tests
– Winter wheat in soil treated with nitrogen fertilizer (45kg/ha)
– Winter wheat in soil treated with nitrogen fertilizer (90kg/ha)
– Pigeon pea plants tilled into soil and then winter wheat planted
• All other conditions the same in all pots
Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
b. Results
20
10
5
0year 1 year 2 year 3
= no fertilization treatment
= 45 kg of nitrogen/ha
Control Pots
= 90 kg of nitrogen/ha
= Pigeon pea/winter wheat rotation
Wh
eat
Bio
ma
ss (
gra
ms/
po
t)15
Test Pots
90 kg of nitrogen/ha Pigeon pea/winter wheat rotation
Control pot
no fertilization treatment
Test pot
45 kg of nitrogen/ha
b. Results
20
10
5
0year 1 year 2 year 3
= no fertilization treatment
= 45 kg of nitrogen/ha
Control Pots
= 90 kg of nitrogen/ha
= Pigeon pea/winter wheat rotation
Wh
ea
t B
iom
ass
(g
ram
s/p
ot)
15
a. Control pot and three types of test pots
Test pot Test pot
Test Pots
Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display.
Courtesy Jim Bidlack
The Experiment
• Conclusion: The hypothesis was supported. At the end of two years, the yield of winter wheat following a pigeon pea/winter wheat rotation was better than for the other type pots.
1.5 Science and Social Responsibility
• Technology is the application of knowledge for a practical purpose.
• Technology has both benefits and drawbacks.
• Ethical and moral issues surrounding the use of technology must be decided by everyone. – Responsibility for how to use scientific technology must
reside with people from all walks of life, not with scientists alone