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1. © 2010 Pearson Education, Inc.
Lectures by Chris C. Romero, updated by Edward J. Zalisko
PowerPoint® Lectures for
Campbell Essential Biology, Fourth Edition
– Eric Simon, Jane Reece, and Jean Dickey
Campbell Essential Biology with Physiology, Third Edition
– Eric Simon, Jane Reece, and Jean Dickey
Chapter 1
Introduction: Biology Today

2. • We are living in a golden age of biology.
• Biology provides exciting breakthroughs changing our culture.
– Molecular biology is solving crimes and revealing ancestries.
– Ecology helps us address environmental issues.
– Neuroscience and evolutionary biology are reshaping psychology and
sociology.
Biology and Society:
Biology All Around Us
© 2010 Pearson Education, Inc.

3. Figure 1.00

4. © 2010 Pearson Education, Inc.
• Biology is the scientific study of life.
– Life is structured on a size scale ranging from the molecular to
the global.
– Biology’s scope stretches across the enormous diversity of life on
Earth.
THE SCOPE OF LIFE
The Properties of Life

5. a Order b Regulation
c Growth and development d Energy utilization
Figure 1.1a

6. e Response to the environment
f Reproduction
g Evolution
Figure 1.1b

7. a Order
Figure 1.1ba

8. b Regulation
Figure 1.1bb

9. c Growth and development
Figure 1.1bc

10. d Energy utilization
Figure 1.1bd

11. e Response to the environment
Figure 1.1be

12. f Reproduction
Figure 1.1bf

13. g Evolution
Figure 1.1bg

14. © 2010 Pearson Education, Inc.
Video: Seahorse Camouflage

15. © 2010 Pearson Education, Inc.
• Biologists explore life at levels ranging from the biosphere to the
molecules that make up cells.
Life at Its Many Levels

16. Biosphere
Ecosystems
Communities
Populations
Figure 1.2-1

17. Biosphere
Ecosystems
Communities
Populations
Organisms
Organ Systems
and Organs
Tissues
Figure 1.2-2

18. Biosphere
Ecosystems
Communities
Populations
Organisms
Organ Systems
and Organs
Tissues
Cells
Organelles
Molecules and Atoms
Atom
Nucleus
Figure 1.2-3

19. Figure 1.2a
Biosphere

20. Ecosystems
Communities
Figure 1.2b

21. Populations
Organisms
Figure 1.2c

22. Organ Systems and Organs
Figure 1.2d

23. Tissues
Figure 1.2e

24. Organelles
Cells
Nucleus
Figure 1.2f

25. Molecules and Atoms
Atom
Figure 1.2g

26. © 2010 Pearson Education, Inc.
Ecosystems
• Each organism interacts continuously with its environment.
– Organisms interact continuously with the living and nonliving
factors in the environment.
– The interactions between organisms and their environment take
place within an ecosystem.
• The dynamics of any ecosystem depend on two main processes:
– Cycling of nutrients
– Flow of energy

27. Inflow
of light
energy
Chemical
energy
food
Cycling
of
nutrients
Consumers
animals
Producers
plants and other
photosynthetic
organisms
Decomposers
in soil
Loss of
heat
energy
ECOSYSTEM
Figure 1.3

28. © 2010 Pearson Education, Inc.
Cells and Their DNA
• The cell is the lowest level of structure that can perform all
activities required for life.
– All organisms are composed of cells.

29. © 2010 Pearson Education, Inc.
• We can distinguish two major types of cells:
– Prokaryotic
– Eukaryotic

30. © 2010 Pearson Education, Inc.
• The prokaryotic cell is simpler and smaller and contains no
organelles.
• Bacteria have prokaryotic cells.

31. © 2010 Pearson Education, Inc.
• The eukaryotic cell is larger, more complex, and contains
organelles.
• The nucleus is the largest organelle in most eukaryotic cells.
• Plants and animals are composed of eukaryotic cells.
Video: Seahorse Camouflage

32. Prokaryotic cell
Nucleoid
region
Organelles
Nucleus
ColorizedTEM
(bacterium)
•
Simpler structure•
•
•
Smaller
DNA concentrated in
nucleoid region, which
is not enclosed by
membrane
Lacks most organelles
•
Eukaryotic cell
Larger
More complex
structure
Nucleus enclosed
by membrane
Contains many
•
•
•
•
types of organelles
Figure 1.4

33. © 2010 Pearson Education, Inc.
• All cells use DNA as the chemical material of genes.
– Genes are the units of inheritance that transmit information from
parents to offspring.
• The language of DNA contains just four letters:
– A, G, C, T
• The entire book of genetic instructions that an organism inherits
is called its genome.

34. The four
chemical
building blocks
of DNA
A DNA molecule
Figure 1.5

35. © 2010 Pearson Education, Inc.
• Genetic engineering and biotechnology have allowed us to
manipulate the DNA and genes of organisms.
• Bacteria can make insulin because a gene for insulin production
was transplanted into their DNA.

36. Figure 1.6

37. © 2010 Pearson Education, Inc.
Life in Its Diverse Forms
• Diversity is the hallmark of life.
– The diversity of known life includes 1.8 million species.
– Estimates of the total diversity range from 10 million to over 100
million species.

38. © 2010 Pearson Education, Inc.
Grouping Species: The Basic Concept
• Biodiversity can be beautiful but overwhelming.
• Taxonomy is the branch of biology that names and classifies
species.
– It formalizes the hierarchical ordering of organisms.

39. Figure 1.7

40. © 2010 Pearson Education, Inc.
The Three Domains of Life
• The three domains of life are
– Bacteria
– Archaea
– Eukarya

41. © 2010 Pearson Education, Inc.
• Bacteria and Archaea have prokaryotic cells.

42. DOMAIN
BACTERIA
DOMAIN
ARCHAEA
DOMAINEUKARYA
Kingdom Plantae
Kingdom Fungi
Kingdom Animalia
Protists (multiple kingdoms)
TEMColorizedTEM
LM
Figure 1.8

43. DOMAINBACTERIADOMAINARCHAEA
TEMColorizedTEM
Figure 1.8a

44. DOMAIN EUKARYA
Kingdom Plantae Kingdom Fungi
Kingdom Animalia Protists multiple kingdoms
LM
Figure 1.8b

45. Domain Bacteria
ColorizedTEM
Figure 1.8ba

46. Domain Archaea
TEM
Figure 1.8bb

47. Kingdom Plantae
Figure 1.8bc

48. Kingdom Fungi
Figure 1.8bd

49. Kingdom Animalia
Figure 1.8be

50. Protists multiple kingdoms
LM
Figure 1.8bf

51. © 2010 Pearson Education, Inc.
• Eukarya includes
– Kingdom Plantae
– Kingdom Fungi
– Kingdom Animalia
– Protists (multiple kingdoms)
• Protists are generally single celled.
• Most plants, fungi, and animals are multicellular.

52. © 2010 Pearson Education, Inc.
• These three multicellular kingdoms are distinguished by how they
obtain food.
– Plants produce their own sugars and other foods by
photosynthesis.
– Fungi are mostly decomposers, digesting dead organisms.
– Animals obtain food by eating and digesting other organisms.

53. © 2010 Pearson Education, Inc.
Unity in the Diversity of Life
• Underlying the diversity of life is a striking unity, especially at
the lower levels of structure.
– For example, all life uses the genetic language of DNA.
• Biological evolution accounts for this combination of unity and
diversity.

54. © 2010 Pearson Education, Inc.
EVOLUTION: BIOLOGY’S UNIFYING
THEME
• The history of life is a saga of a restless Earth billions of years
old.
– Fossils document this history.

55. Figure 1.9

56. © 2010 Pearson Education, Inc.
• Life evolves.
– Each species is one twig of a branching tree of life extending back
over 3 billion years.
– Species that are very similar, such as brown bears and polar bears,
share a more recent common ancestor.

57. Ancestral
bear
Common ancestor of
polar bear and brown bear
Giant panda
Spectacled bear
Sloth bear
Sun bear
American black bear
Asiatic black bear
Polar bear
Brown bear
30 25 20 15 10 5
Millions of years ago
Figure 1.10

58. © 2010 Pearson Education, Inc.
The Darwinian View of Life
• The evolutionary view of life came into focus in 1859 when
Charles Darwin published The Origin of Species.

59. Figure 1.11

60. Figure 1.11a

61. Figure 1.11b

62. © 2010 Pearson Education, Inc.
• Darwin’s book developed two main points:
– Descent with modification
– Natural selection

63. © 2010 Pearson Education, Inc.
Natural Selection
• Darwin was struck by the diversity of animals on the Galápagos
Islands.
• He thought that adaptation to the environment and the origin of
new species were closely related processes.
– As populations separated by a geographic barrier adapted to local
environments, they became separate species.

64. © 2010 Pearson Education, Inc.
Darwin’s Inescapable Conclusion
• Darwin synthesized the theory of natural selection from two
observations that were neither profound nor original.
– Others had the pieces of the puzzle, but Darwin could see how
they fit together.

65. © 2010 Pearson Education, Inc.
• Observation 1: Overproduction and competition
• Observation 2: Individual variation
• Conclusion: Unequal reproductive success
– It is this unequal reproductive success that Darwin called natural
selection.
– The product of natural selection is adaptation.
• Natural selection is the mechanism of evolution.

66. Population with varied inherited
traits
Elimination of individuals with
certain traits
Reproduction of survivors
Increasing frequency of
traits that enhance survival
and reproductive success
Figure 1.12

67. Population with varied inherited traits
Elimination of individuals with certain traits
Figure 1.12a

68. Reproduction of survivors
Increasing frequency of traits that enhance
survival and reproductive success
Figure 1.12b

69. © 2010 Pearson Education, Inc.
Observing Artificial Selection
• Artificial selection is the selective breeding of domesticated
plants and animals by humans.
• In artificial selection, humans do the selecting instead of the
environment.

70. a Vegetables descended
from wild mustard
Cabbage from
terminal bud
Brussels
sprouts from
lateral buds
Kohlrabi
from stem
Kale from leaves Broccoli from
flower and
stems
Cauliflower
from flower
clusters
Wild mustard
Figure 1.13a

71. b Domesticated dogs descended from wolves
Domesticated dogs Gray wolves
Figure 1.13b

72. Domesticated dogs
Figure 1.13ba

73. Gray wolves
Figure 1.13bb

74. © 2010 Pearson Education, Inc.
Observing Natural Selection
• There are many examples of natural selection in action.
– Galápagos finches change beak size depending upon the size and
shape of available seeds.
– Antibiotic-resistant bacteria have evolved in response to the
overuse of antibiotics.

75. © 2010 Pearson Education, Inc.
• Darwin’s publication of The Origin of Species fueled an
explosion in biological research.
– Evolution is one of biology’s best demonstrated, most
comprehensive, and longest lasting theories.
– Evolution is the unifying theme of biology.

76. © 2010 Pearson Education, Inc.
THE PROCESS OF SCIENCE
• The word science is derived from a Latin verb meaning ―to
know.‖
– Science is a way of knowing.
– Science developed from people’s curiosity about themselves and
the world around them.

77. © 2010 Pearson Education, Inc.
Discovery Science
• Science seeks natural causes for natural phenomena.
– This limits the scope of science to the study of structures and processes
that we can observe and measure.

78. © 2010 Pearson Education, Inc.
• Verifiable observations and measurements are the data of
discovery science.
– In biology, discovery science enables us to describe life at its
many levels.

79. Figure 1.14a

80. Figure 1.14b

81. © 2010 Pearson Education, Inc.
• Discovery science can lead to important conclusions based on a
type of logic called inductive reasoning.
– An inductive conclusion is a generalization that summarizes many
concurrent observations.

82. © 2010 Pearson Education, Inc.
Hypothesis-Driven Science
• As a formal process of inquiry, the scientific method consists of
a series of steps.
– The key element of the scientific method is hypothesis-driven
science.

83. © 2010 Pearson Education, Inc.
• A hypothesis is a proposed explanation for a set of
observations—an idea on trial.
• Once a hypothesis is formed, an investigator can use deductive
logic to test it.
– In deduction, the reasoning flows from the general to the specific.

84. © 2010 Pearson Education, Inc.
• In the process of science, the deduction usually takes the form of
predictions about experimental results.
– Then the hypothesis is tested by performing an experiment to see
whether results are as predicted.
– This deductive reasoning takes the form of ―If…then‖ logic.

85. Observation:
My flashlight
doesn’t work.
Question:
What’s wrong
with my
flashlight?
Hypothesis:
The flashlight’s
batteries
are dead.
Prediction:
If I replace the
batteries, the
flashlight will
work.
Figure 1.15-1

86. Observation:
My flashlight
doesn’t work.
Question:
What’s wrong
with my
flashlight?
Prediction:
If I replace the
batteries, the
flashlight will
work.
Experiment:
I replace the
batteries with
new ones.
Experiment
supports
hypothesis;
make additional
predictions
and test them.
Hypothesis:
The flashlight’s
batteries
are dead.
Figure 1.15-2

87. Observation:
My flashlight
doesn’t work.
Question:
What’s wrong
with my
flashlight?
Prediction:
If I replace the
batteries, the
flashlight will
work.
Experiment:
I replace the
batteries with
new ones.
Experiment
supports
hypothesis;
make additional
predictions
and test them.
Experiment does
not support
hypothesis; revise
hypothesis or
pose new one.
Revise
Hypothesis:
The flashlight’s
batteries
are dead.
Figure 1.15-3

88. The Process of Science:
Is Trans Fat Bad for You?
• One way to better understand how the process of science can be
applied to real-world problems is to examine a case study, an in-
depth examination of an actual investigation.
© 2010 Pearson Education, Inc.

89. © 2010 Pearson Education, Inc.
• Dietary fat comes in different forms.
• Trans fat is a non-natural form produced through manufacturing
processes.
• Trans fat
– Adds texture
– Increases shelf life
– Is inexpensive to prepare

90. © 2010 Pearson Education, Inc.
• A study of 120,000 female nurses found that high levels of trans
fat nearly doubled the risk of heart disease.

91. © 2010 Pearson Education, Inc.
• A hypothesis-driven study published in 2004
– Started with the observation that human body fat retains traces of
consumed dietary fat.
– Asked the question: Would the adipose tissue of heart attack
patients be different from a similar group of healthy patients?
– Formed the hypothesis that healthy patients’ body fat would
contain less trans fat that the body fat in heart attack victims.

92. © 2010 Pearson Education, Inc.
• The researchers set up an experiment to determine the amounts
of fat in the adipose tissue of 79 patients who had a heart attack.
• They compared these patients to the data for 167 patients who had
not had a heart attack.
• This is an example of a controlled experiment, in which the
control and experimental groups differ only in one variable—the
occurrence of a heart attack.

93. © 2010 Pearson Education, Inc.
• The results showed significantly higher levels of trans fat in the
bodies of the heart attack patients.

94. Heart attack
patients
Control
group
Transfatsinadiposetissue
gtransfatper100gtotalfat
2.0
1.5
1.0
0.5
0
1.77
1.48
Figure 1.16

95. © 2010 Pearson Education, Inc.
Theories in Science
• What is a scientific theory, and how is it different from a
hypothesis?
– A theory is much broader in scope than a hypothesis.
– Theories only become widely accepted in science if they are
supported by an accumulation of extensive and varied evidence.

96. © 2010 Pearson Education, Inc.
• Scientific theories are not the only way of ―knowing nature.‖
• Science and religion are two very different ways of trying to make
sense of nature.

97. © 2010 Pearson Education, Inc.
The Culture of Science
• Scientists build on what has been learned from earlier research.
– They pay close attention to contemporary scientists working on the
same problem.
• Cooperation and competition characterize the scientific culture.
– Scientists check the conclusions of others by attempting to repeat
experiments.

98. Figure 1.17

99. © 2010 Pearson Education, Inc.
Science, Technology, and Society
• Science and technology are interdependent.
– New technologies advance science.
– Scientific discoveries lead to new technologies.
– For example, the discovery of the structure of DNA about 50 years
ago led to a variety of DNA technologies.

100. © 2010 Pearson Education, Inc.
– Technology has improved our standard of living in many ways, but
it is a double-edged sword.
– Technology that keeps people healthier has enabled the human
population to double to nearly 7 billion in just the past 40 years.
– The environmental consequences of this population growth may be
devastating.

101. Figure 1.18

102. © 2010 Pearson Education, Inc.
Evolution Connection:
Evolution in Our Everyday Lives
• Antibiotics are drugs that help fight bacterial infections.
• When an antibiotic is taken, most bacteria are typically killed.
• Those bacteria most naturally resistant to the drug can still
survive.
• Those few resistant bacteria can soon multiply and become the
norm and not the exception.

103. © 2010 Pearson Education, Inc.
• The evolution of antibiotic-resistant bacteria is a huge problem in
public health.
• Antibiotics are being used more selectively.
• Many farmers are reducing the use of antibiotics in animal feed.

104. ColorizedSEM
Figure 1.19

105. Figure 1.19a

106. ColorizedSEM
Figure 1.19b

107. Order
Regulation
Growth and
development
Energy
utilization
Response to
the environment Reproduction Evolution
Figure UN1-1

108. Domain
Bacteria
Domain
Archaea Domain Eukarya
Three kingdoms
Plantae Fungi Animalia Protists
Prokaryotes Eukaryotes
Life
Figure UN1-2

109. Observations
ConclusionOverproduction
and competition
Individual variation
Unequal reproductive success
natural selection
Figure UN1-3

110. Observation Question Hypothesis Prediction Experiment
Revise and repeat
Figure UN1-4

111. No reward
Averagetimeto
completemazemin
Day
Food reward
Key
25
20
15
10
5
0
0 1 2 3 4 5 6
Figure UN1-5