Ch 1: Themes in the Study of Life
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Transcript of Ch 1: Themes in the Study of Life
LECTURE PRESENTATIONSFor CAMPBELL BIOLOGY, NINTH EDITION
Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, Robert B. Jackson
© 2011 Pearson Education, Inc.
Lectures byErin Barley
Kathleen Fitzpatrick
Introduction: Themes in the Study of Life
Chapter 1
Overview: Inquiring About Life
• An organism’s adaptations to its environment are the result of evolution
– For example, the ghost plant is adapted to conserving water; this helps it to survive in the crevices of rock walls
• Evolution is the process of change that has transformed life on Earth
© 2011 Pearson Education, Inc.
Figure 1.1
Figure 1.2
• 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
© 2011 Pearson Education, Inc.
Video: Seahorse Camouflage
Figure 1.3
Order
Evolutionary adaptation
Response tothe environment
Reproduction
Growth anddevelopment
Energy processing
Regulation
Figure 1.3a
Evolutionary adaptation
Figure 1.3b
Response to the environment
Figure 1.3c
Reproduction
Figure 1.3d
Growth and development
Figure 1.3e
Energy processing
Figure 1.3f
Regulation
Figure 1.3g
Order
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
© 2011 Pearson Education, Inc.
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 different levels of biological organization
© 2011 Pearson Education, Inc.
The biosphere
EcosystemsTissues
Organs andorgan systems
Communities
Populations
Organisms
OrganellesCells
Atoms
Molecules
Figure 1.4
Figure 1.4a
The biosphere
Figure 1.4b
Ecosystems
Figure 1.4c
Communities
Figure 1.4d
Populations
Figure 1.4e
Organisms
Figure 1.4f
Organs andorgan systems
Figure 1.4g
Tissues
50 µm
Figure 1.4h
Cell
Cells
10 µm
Figure 1.4i
Chloroplast
1 µm
Organelles
Figure 1.4j
Molecules
Atoms
Chlorophyllmolecule
Emergent Properties
• Emergent properties result from the arrangement and 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
© 2011 Pearson Education, Inc.
The Power and Limitations of Reductionism
• Reductionism is the reduction of complex systems 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
© 2011 Pearson Education, Inc.
• An understanding of biology balances reductionism with the study of emergent properties– For example, new understanding comes from
studying the interactions of DNA with other molecules
© 2011 Pearson Education, Inc.
Systems Biology
• A system is a combination of components that function 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 CO2 alter the biosphere?
© 2011 Pearson Education, Inc.
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 are affected 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 help form soil
© 2011 Pearson Education, Inc.
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
Figure 1.5a
• Humans have modified our environment– For example, half the human-generated CO2 stays
in the atmosphere and contributes to global warming
• Global warming is a major aspect of global climate change
• It is important to understand the effects of global climate change on the Earth and its populations
© 2011 Pearson Education, Inc.
Theme: Life Requires Energy Transfer and Transformation
• A fundamental characteristic of living organisms is their use of energy to carry out life’s 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 chemical
energy, then kinetic energy
• Energy flows through an ecosystem, usually entering as light and exiting as heat
© 2011 Pearson Education, Inc.
Figure 1.6
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.
Figure 1.6a
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.
Figure 1.6b
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 use
chemical energy to dowork such as growingnew leaves.
Figure 1.6c
Figure 1.6d
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 bird’s wing is adapted to flight
© 2011 Pearson Education, Inc.
Figure 1.7
(a) Wings(b) Wing bones
Figure 1.7a
(a) Wings
Figure 1.7b
(b) Wing bones
Figure 1.7c
Theme: The Cell Is an Organism’s Basic Unit of Structure and Function
• The cell is the lowest level of organization that can perform all activities required for life
• All cells– Are enclosed by a membrane
– Use DNA as their genetic information
© 2011 Pearson Education, Inc.
• 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
© 2011 Pearson Education, Inc.
Eukaryotic cellProkaryotic cell
Cytoplasm
DNA(no nucleus)
Membrane
Nucleus(membrane-enclosed)
Membrane
Membrane-enclosed organelles
DNA (throughoutnucleus) 1 µm
Figure 1.8
Eukaryotic cell
Cytoplasm
Nucleus(membrane-enclosed)
Membrane
Membrane-enclosed organelles
DNA (throughoutnucleus) 1 µm
Figure 1.8a
Figure 1.8b
Prokaryotic cell
DNA(no nucleus)
Membrane
1 µm
Theme: 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
© 2011 Pearson Education, Inc.
Figure 1.9
25 µm
Figure 1.9a
Figure 1.9b
25 µm
DNA Structure and Function
• Each chromosome has one long DNA molecule with 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
© 2011 Pearson Education, Inc.
Figure 1.10
Sperm cell
NucleicontainingDNA
Egg cell
Fertilized eggwith DNA fromboth parents
Embryo’s cells withcopies of inherited DNA
Offspring with traitsinherited fromboth parents
Figure 1.10a
• Each DNA molecule is made up of two long chains arranged 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
© 2011 Pearson Education, Inc.
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 1.11
Figure 1.11a
• Genes control protein production indirectly• DNA is transcribed into RNA then translated into
a protein• Gene expression is the process of converting
information from gene to cellular product
© 2011 Pearson Education, Inc.
Genomics: Large-Scale Analysis of DNA Sequences
• 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
© 2011 Pearson Education, Inc.
Figure 1.12
• 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.
Theme: Feedback Mechanisms Regulate Biological Systems
• Feedback mechanisms allow biological processes to self-regulate
• Negative feedback means that as more of a product accumulates, the process that creates it slows and less of the product is produced
• Positive feedback means that as more of a product accumulates, the process that creates it speeds up and more of the product is produced
© 2011 Pearson Education, Inc.
Animation: Negative Feedback
Animation: Positive Feedback
Figure 1.13
Negativefeedback
A
B
C
D
C
Enzyme 1
Enzyme 2
Enzyme 3
D
W
Enzyme 4
X
DD
Excess Dblocks a step.
(a) Negative feedback
Positive feedback
Excess Zstimulates a step.
Y
Z
+
Z
Z
Z
(b) Positive feedback
Enzyme 5
Enzyme 6
Negativefeedback
A
B
D
C
Enzyme 2
Enzyme 3
D
DD
Excess Dblocks a step.
(a) Negative feedback
Enzyme 1
Figure 1.13a
W
Enzyme 4
XPositive feedback
Excess Zstimulates a step.
Y
Z
+
ZZ
Z
(b) Positive feedback
Enzyme 5
Enzyme 6
Figure 1.13b
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 and diversity 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
© 2011 Pearson Education, Inc.
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 evolution”—Theodosius Dobzhansky
• Evolution unifies biology at different scales of size throughout the history of life on Earth
© 2011 Pearson Education, Inc.
Classifying the Diversity of Life
• Approximately 1.8 million species have been identified 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 100 million
© 2011 Pearson Education, Inc.
Grouping Species: The Basic Idea
• Taxonomy is the branch of biology that names and classifies species into groups of increasing breadth
• Domains, followed by kingdoms, are the broadest units of classification
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Species
Ursus
Ursidae
Carnivora
Mammalia
Ursus americanus(American black bear)
Chordata
Animalia
Eukarya
Genus Family Order Class Phylum Kingdom DomainFigure 1.14
The Three Domains of Life
• Organisms are divided into three domains • Domain Bacteria and domain Archaea compose
the prokaryotes• Most prokaryotes are single-celled and
microscopic
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Figure 1.15
(a) Domain Bacteria (b) Domain Archaea
(c) Domain Eukarya
2 µ
m
2 µ
m
100 µm
Kingdom Plantae
Kingdom Fungi
Protists
Kingdom Animalia
Figure 1.15a
(a) Domain Bacteria
2 µ
m
Figure 1.15b
(b) Domain Archaea
2 µ
m
• Domain Eukarya includes all eukaryotic organisms
• 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 formerly grouped into the Protist kingdom, though these are now often grouped into many separate groups
© 2011 Pearson Education, Inc.
Figure 1.15c
(c) Domain Eukarya
100 µm
Kingdom Plantae
Kingdom Fungi
Protists
Kingdom Animalia
Figure 1.15ca
Kingdom Plantae
Figure 1.15cb
Kingdom Fungi
Figure 1.15cc
Kingdom Animalia
Figure 1.15cd
100 µm
Protists
Unity in the Diversity of Life
• A striking unity underlies the diversity of life; for example
– 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
Cilia ofParamecium
15 µm
Cross section of a cilium, as viewedwith an electron microscope
0.1 µm
Cilia ofwindpipecells
5 µm
Figure 1.16a
Cilia of Paramecium
15 µm
Figure 1.16b
Figure 1.16c
Cross section of a cilium, as viewedwith an electron microscope
0.1 µm
Charles Darwin and the Theory of Natural Selection
• Fossils and other evidence document the evolution of life on Earth over billions of years
© 2011 Pearson Education, Inc.
Figure 1.17
• Charles Darwin published On the Origin of Species 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”
• Darwin’s theory explained the duality of unity and diversity
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Figure 1.18
Figure 1.19
Figure 1.19a
Figure 1.19b
Figure 1.19c
• 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 will have the advantageous traits
• Evolution occurs as the unequal reproductive success of individuals
© 2011 Pearson Education, Inc.
• In other words, the environment “selects” for the propagation of beneficial traits
• Darwin called this process natural selection
© 2011 Pearson Education, Inc.
Video: Soaring Hawk
Figure 1.20
Population withvaried inheritedtraits
Elimination ofindividuals withcertain traits
Reproduction ofsurvivors
Increasing frequency oftraits thatenhancesurvival andreproductivesuccess
1 2 3 4
• Natural selection results in the adaptation of organisms to their environment
– For example, bat wings are an example of adaptation
© 2011 Pearson Education, Inc.
Figure 1.21
The Tree of Life
• “Unity in diversity” arises from “descent with modification”
– 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 could cause an ancestral species to give rise to two or more descendent species
– For example, the finch species of the Galápagos Islands are descended from a common ancestor
• Evolutionary relationships are often illustrated with treelike diagrams that show ancestors and their descendants
© 2011 Pearson Education, Inc.
COMMONANCESTOR
Green warbler finchCerthidea olivacea
Gray warbler finchCerthidea fusca
Sharp-beakedground finchGeospiza difficilis
Vegetarian finchPlatyspiza crassirostris
Mangrove finchCactospiza heliobates
Woodpecker finchCactospiza pallida
Medium tree finchCamarhynchus pauper
Large tree finchCamarhynchus psittacula
Small tree finchCamarhynchus parvulus
Large cactusground finchGeospiza conirostrisCactus ground finchGeospiza scandens
Small ground finchGeospiza fuliginosa
Medium ground finchGeospiza fortis
Large ground finchGeospiza magnirostris
Insec
t-eaters
Seed
-eate
r Bu
d-eate
r
Inse
ct-eaters
Tree fin
ches
Gro
un
d fin
che
s
See
d-ea
ters
Cactu
s-flow
er -ea
ters
Warb
ler finch
es
Figure 1.22
Figure 1.22a
Green warbler finchCerthidea olivacea
Gray warbler finchCerthidea fusca
Sharp-beakedground finchGeospiza difficilisVegetarian finchPlatyspiza crassirostris
Ins
ect-e
ate
rs
Se
ed-e
ate
r Bu
d-e
a ter
Wa
rble
r finch
e s
Figure 1.22b
Mangrove finchCactospiza heliobates
Woodpecker finchCactospiza pallida
Medium tree finchCamarhynchus pauper
Large tree finchCamarhynchus psittacula
Small tree finchCamarhynchus parvulus
Ins
ec
t-ea
ters
Tre
e fin
ch
es
Figure 1.22c
Large cactusground finchGeospiza conirostrisCactus ground finchGeospiza scandens
Small ground finchGeospiza fuliginosa
Medium ground finchGeospiza fortis
Large ground finchGeospiza magnirostris
Gro
un
d fin
ch
es
Se
ed
-ea
ters
Ca
ctu
s- flo
we
r-ea
ters
© 2011 Pearson Education, Inc.
Video: Albatross Courtship Ritual
Video: Blue-Footed Booby Courtship Ritual
Video: Galápagos Islands Overview
Video: Galápagos Marine Iguana
Video: Galápagos Sea Lion
Video: Galápagos Tortoise
Concept 1.3: In studying nature, scientists make observations and then form and test hypotheses
• The word science is derived from Latin and means “to know”
• Inquiry is the search for information and explanation
• The scientific process includes making observations, forming logical hypotheses, and testing them
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Making Observations
• Biologists describe natural structures and processes
• This approach is based on observation and the analysis of data
© 2011 Pearson Education, Inc.
Types of Data
• Data are recorded observations or items of information; these fall into two categories
– Qualitative data, or descriptions rather than measurements• For example, Jane Goodall’s observations of
chimpanzee behavior
– Quantitative data, or recorded measurements, which are sometimes organized into tables and graphs
© 2011 Pearson Education, Inc.
Figure 1.23
Figure 1.23a
Figure 1.23b
Inductive Reasoning
• Inductive reasoning draws conclusions through the 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
• Observations and inductive reasoning can lead us to ask questions and propose hypothetical explanations called hypotheses
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The Role of Hypotheses in Inquiry
• A hypothesis is a tentative answer to a well-framed question
• A scientific hypothesis leads to predictions that can be tested by observation or experimentation
© 2011 Pearson Education, Inc.
• For example,– Observation: Your flashlight doesn’t work– Question: Why doesn’t your flashlight work?– Hypothesis 1: The batteries are dead
– Hypothesis 2: The bulb is burnt out
• Both these hypotheses are testable
© 2011 Pearson Education, Inc.
Figure 1.24
Observations
Question
Hypothesis #1:Dead batteries
Hypothesis #2:Burnt-out bulb
Prediction:Replacing bulbwill fix problem
Test of prediction Test of prediction
Test falsifies hypothesis Test does not falsify hypothesis
Prediction:Replacing batterieswill fix problem
Figure 1.24a
Observations
Question
Hypothesis #1:Dead batteries
Hypothesis #2:Burnt-out bulb
Figure 1.24b
Hypothesis #1:Dead batteries
Hypothesis #2:Burnt-out bulb
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
• Deductive reasoning uses general premises to make 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)
© 2011 Pearson Education, Inc.
Questions That Can and Cannot Be Addressed by Science
• A hypothesis must be testable and falsifiable– For example, a hypothesis that ghosts fooled
with the flashlight cannot be tested
• Supernatural and religious explanations are outside the bounds of science
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The Flexibility of the Scientific Method
• The scientific method is 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: 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 being eaten
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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 without venomous coral snakes
• If predators inherit an avoidance of the coral snake’s coloration, then the colorful kingsnake will be attacked less often in the regions where coral snakes are present
© 2011 Pearson Education, Inc.
Figure 1.25
Scarlet kingsnake (nonvenomous)
Key
Range of scarletkingsnake onlyOverlapping ranges ofscarlet kingsnake andeastern coral snake
Eastern coral snake(venomous)
Scarlet kingsnake (nonvenomous)
NorthCarolina
SouthCarolina
Figure 1.25a
Scarlet kingsnake
Figure 1.25b
Eastern coral snake(venomous)
Field Experiments with Artificial Snakes
• 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 field sites, including areas without poisonous coral snakes
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Figure 1.26
(a) Artificial kingsnake
(b) Brown artificial snake that has been attacked
Figure 1.26a
(a) Artificial kingsnake
Figure 1.26b
(b) Brown artificial snake that has been attacked
• 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 coral snakes were found
© 2011 Pearson Education, Inc.
Figure 1.27
Artificialkingsnakes
Brownartificialsnakes
Per
cen
t o
f to
tal
atta
cks
on
art
ific
ial
snak
es83% 84%
100
80
60
40
20
0Coral snakes
absentCoral snakes
present
17% 16%
RESULTS
Experimental Controls and Repeatability
• A controlled experiment compares an experimental group (the artificial kingsnakes) with a control group (the artificial brown snakes)
• Ideally, only the variable of interest (the effect of coloration on the behavior of predators) differs between the control and experimental groups
• A controlled experiment means that control groups are used to cancel the effects of unwanted variables
• A controlled experiment does not mean that all unwanted variables are kept constant
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• In science, observations and experimental results must be repeatable
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• In the context of science, a theory is– 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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Theories in Science
Concept 1.4: Science benefits from a 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
© 2011 Pearson Education, Inc.
Figure 1.28
Building on the Work of Others
• 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 model organisms (e.g., the fruit fly Drosophila melanogaster)
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Science, Technology, and Society
• The goal of science is to understand natural phenomena
• The goal of technology is to apply scientific 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 hereditary diseases
• Ethical issues can arise from new technology, but have as much to do with politics, economics, and cultural values as with science and technology
© 2011 Pearson Education, Inc.
Figure 1.29
The Value of Diverse Viewpoints in Science
© 2011 Pearson Education, Inc.
• 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
Figure 1.UN02
Cyclingof
chemicalnutrients
Figure 1.UN03
Sunlight Heat
Chemicalenergy
Figure 1.UN04
Figure 1.UN05
Figure 1.UN06
Figure 1.UN07
Figure 1.UN08
Figure 1.UN09
Populationof organisms
Hereditaryvariations
Overproduction of off-spring and competition
Environmentalfactors
Differences inreproductive success
of individuals
Evolution of adaptationsin the population
Figure 1.UN10