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Science Warm-up 8/11/2014□Complete the claim and justification
activity found inside of your folders.
□Attempt this on your own first, and then compare your results with a neighbor in the room.
□After you have completed that, please finish the student inventory.
Chapter 1: Introduction
A.WoodEHS
Campbell 9e
Concept 1.1□The themes of this book make
connections across different areas of biology.
Theme 1□New properties emerge at each level
in the biological hierarchy
□Emergent property:□Results from the arrangement and
interaction of parts within a system
□Reductionism□Breaking a complex concept into
smaller, and more easily understandable, parts.
□Ex) Studying the molecular structure of DNA helps us to understand the chemical basis of inheritance
□You have to balance emergent and reductionist approaches to a topic
□Systems Biology□Approach that attempts to model the
dynamic behavior of the whole biological system based on a study of the interactions among the systems parts.
□Ex) How does a change in _______ affect _________?
Theme 2□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 are affected by the interactions between them
Animals eatleaves and fruitfrom the tree.
Leaves take incarbon dioxidefrom the airand releaseoxygen.
Sunlight
CO2
O2
Cyclingof
chemicalnutrients
Leaves fall tothe ground andare decomposedby organismsthat returnminerals to thesoil.
Water andminerals inthe soil aretaken up bythe treethroughits roots.
Leaves absorblight energy fromthe sun.
Figure 1.5
Theme 3□Life requires energy transfer and
transformation.
□Most common pathway:
□SunlightProducerConsumerHeat
Chemicalenergy
(a) Energy flow from sunlight toproducers to consumers
Sunlight
Producers absorb lightenergy and transform it intochemical energy.
Chemical energy infood is transferredfrom plants toconsumers.
□ Heat
□ (b) Using energy to do work
□ When energy is usedto do work, someenergy is converted tothermal energy, whichis lost as heat.
□ An animal’s musclecells convertchemical energyfrom food to kineticenergy, the energyof motion.
□ A plant’s cells usechemical energy to dowork such as growingnew leaves.
Theme 4□Structure and function are correlated
at all levels of biological organization.
□The form of biological structure suits its function and vice versa
Theme 5□The cell is an organism’s basic unit
of structure and function
□All cells have a cell membrane and DNA
□Eukaryotic vs prokaryotic
□A eukaryotic cell has membrane-enclosed organelles, the largest of which is usually the nucleus
□By comparison, a prokaryotic cell is simpler and usually smaller, and does not contain a nucleus or other membrane-enclosed organelles
Eukaryotic cell
Cytoplasm
Nucleus(membrane-enclosed)
Membrane
Membrane-enclosed organelles
DNA (throughoutnucleus) 1 m
Prokaryotic cellDNA(no nucleus)
Membrane
1 m
Theme 6□The Continuity of Life Is Based on
Heritable Information in the Form of DNA
□Chromosomes contain most of a cell’s 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 all reproduction, growth, and repair of multicellular organisms
Sperm cell
NucleicontainingDNA
Egg cell
Fertilized eggwith DNA fromboth parents
Embryo’s cells withcopies of inherited DNA
Offspring with traitsinherited fromboth parents
Nucleus
DNA
Cell
Nucleotide
(b) Single strand of DNA
ACT
TA
AT
CCGT
A
GT
(a) DNA double helix
A
Figure 1.11
□Genes control protein production indirectly
□DNA is transcribed into RNA then translated into a protein □(Central Dogma)
□Gene expression is the process of converting information from gene to cellular product
Genomics: Large Scale□An organism’s genome is its entire
set of genetic instructions□The human genome and those of
many other organisms have been sequenced using DNA-sequencing machines
□Genomics is the study of sets of genes within and between species
Theme 7□Feedback Mechanisms Regulate
Biological Systems
□Two versions:□Positive □Negative
Positive or Negative?□For example, insulin... high levels of
glucose in the blood trigger the release of this hormone. It triggers cells (especially in the liver and skeletal muscle) to take up and store sugar from the blood. Result? Less sugar in the blood.
Positive or Negative□A prime example is the hormone
oxytocin. Its release is stimulated by a baby's suckling at a mother's breast. It causes the "letdown" reflex, so milk is released to the baby. The baby tastes the milk, thinks, "Yum! That's good!" and suckles more... which causes more oxytocin release, which causes more milk release... etc.
Figure 1.13
Negativefeedback
A
B
C
D
C
Enzyme 1
Enzyme 2
Enzyme 3
D
W
Enzyme 4
X
DDExcess Dblocks a step.
(a) Negative feedback
Positive feedback
Excess Zstimulates a step.
Y
Z
Z
ZZ
(b) Positive feedback
Enzyme 5
Enzyme 6