1PowerPoint® Lectures created by Edward J. Zalisko forCa.docx

1
PowerPoint® Lectures created by Edward J. Zalisko for
Campbell Essential Biology, Sixth Edition, and
Campbell Essential Biology with Physiology, Fifth Edition
– Eric J. Simon, Jean L. Dickey, Kelly A. Hogan, and Jane B.
Reece
Chapter
1
Introduction:
Biology Today
© 2016 Pearson Education, Inc.
Biology and Society: An Innate Passion for Life
• Most of us have an inherent interest in life, an
inborn curiosity of the natural world that leads us to
explore and study animals and plants and their
habitats.
Figure 1.0-1

Why Biology Matters
2
Figure 1.0-1a
Figure 1.0-1b
Figure 1.0-1c
3
Figure 1.0-2
Biology All Around Us
Biology and Society: An Innate Passion for Life
• Life is relevant and important to you, no matter
your background or goals.
• The subject of biology is woven into the fabric of
society.

The Scientific Study of Life
• Biology is the scientific study of life. But
• what is a scientific study and
• what does it mean to be alive?
4
The Process of Science
• How do we tell the difference between science and
other ways of trying to make sense of nature?
• Science is an approach to understanding the
natural world that is based on inquiry:
• a search for information,
• explanations, and
• answers to specific questions.

• This basic human drive to understand our natural
world is manifest in two main scientific approaches:
• discovery science, which is mostly about describing
nature, and
• hypothesis-driven science, which is mostly about
explaining nature.
• Most scientists practice a combination of these two
forms of inquiry.
5
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
• verifiably observe and
• measure directly or indirectly with the help of tools
and technology, such as microscopes.

Figure 1.1
Light Micrograph (LM)
TYPES OF MICROGRAPHS
Scanning Electron
Micrograph (SEM)
Transmission Electron
Micrograph (TEM)
Figure 1.1-1
Light Micrograph (LM)
6
Figure 1.1-2
Scanning Electron
Micrograph (SEM)
Figure 1.1-3
Transmission Electron
Micrograph (TEM)

Discovery Science
• Recorded observations are called data, and data
are the items of information on which scientific
inquiry is based.
• This dependence on verifiable data
• demystifies nature and
• distinguishes science from supernatural beliefs.
7
Discovery Science
• Science can neither prove nor disprove that angels,
ghosts, deities, or spirits, whether benevolent or
evil, cause storms, eclipses, illnesses, or cure
diseases, because such explanations are not
measurable and are therefore outside the bounds
of science.
Discovery Science
• Verifiable observations and measurements are the
data of discovery science.
• Charles Darwin’s careful description of the diverse

plants and animals he observed in South America is
an example of discovery science.
• Jane Goodall spent decades observing and
recording the behavior of chimpanzees living in the
jungles of Tanzania.
Figure 1.2
8
Figure 1.2-1
Figure 1.2-2
Hypothesis-Driven Science
• The observations of discovery science motivate us
to ask questions and seek explanations.
• As a formal process of inquiry, the scientific
method consists of a series of steps that provide a
loose guideline for scientific investigations.

9
• There is no single formula for successfully
discovering something new.
• Instead, the scientific method suggests a broad
outline for how discovery might proceed.
Figure 1.3-s1 Applying the scientific method to a common
problem (step 1)
Question
What’s
wrong?
Observation
The remote
doesn’t
work.
problem (step 2)
Observation
The remote
doesn’t

work.
Question
What’s
wrong?
Hypothesis
The
batteries
are dead.
10
problem (step 3)
Observation
The remote
doesn’t
work.
Question
What’s
wrong?
Hypothesis
The
batteries
are dead.

Prediction
With new
batteries, it
will work.
problem (step 4)
Observation
The remote
doesn’t
work.
Question
What’s
wrong?
Hypothesis
The
batteries
are dead.
Prediction
With new
batteries, it
will work.
Experiment
Replace
batteries.

Experiment
supports
hypothesis;
make more
predictions
and test.
problem (step 5)
Observation
The remote
doesn’t
work.
Question
What’s
wrong?
Hypothesis
The
batteries
are dead.
Prediction
With new
batteries, it
will work.

Experiment
Replace
batteries.
Experiment
supports
hypothesis;
make more
predictions
and test.
Revise.
Experiment
does not
support
hypothesis.
11
• Most modern scientific investigations can be
described as hypothesis-driven science.
• A hypothesis is
• a tentative answer to a question or
• a proposed explanation for a set of observations.

• A good hypothesis immediately leads to predictions
that can be tested by experiments.
problem (step 1)
Question
What’s
wrong?
Observation
The remote
doesn’t
work.
problem (step 2)
Observation
The remote
doesn’t
work.
Question
What’s
wrong?
Hypothesis
The

batteries
are dead.
12
problem (step 3)
Observation
The remote
doesn’t
work.
Question
What’s
wrong?
Hypothesis
The
batteries
are dead.
Prediction
With new
batteries, it
will work.

problem (step 4)
Observation
The remote
doesn’t
work.
Question
What’s
wrong?
Hypothesis
The
batteries
are dead.
Prediction
With new
batteries, it
will work.
Experiment
Replace
batteries.
Experiment
supports
hypothesis;
make more
predictions

and test.
problem (step 5)
Observation
The remote
doesn’t
work.
Question
What’s
wrong?
Hypothesis
The
batteries
are dead.
Prediction
With new
batteries, it
will work.
Experiment
Replace
batteries.
Experiment
supports

hypothesis;
make more
predictions
and test.
Revise.
Experiment
does not
support
hypothesis.
13
• Once a hypothesis is formed, an investigator can
make predictions about what results are expected if
that hypothesis is correct.
• We then test the hypothesis by performing an
experiment to see whether or not the results are as
predicted.
• The scientific method is therefore just a
formalization of how you already think and act.
• Having a firm grasp of science as a process of

inquiry can therefore help you in many ways in your
life outside the classroom.
• Scientific investigations are not the only way of
knowing nature.
• Science and religion are two very different ways of
trying to make sense of nature.
• Art is yet another way to make sense of the world
around us.
• A broad education should include exposure to all
these different ways of viewing the world.
14
Theories in Science
• Accumulating facts is not the primary goal of
science.
• Facts are
• verifiable observations and repeatable experimental
results and
• the prerequisites of science.

Theories in Science
• But what really advances science are new theories
that tie together a number of observations that
previously seemed unrelated.
• The cornerstones of science are the explanations
that apply to the greatest variety of phenomena.
Theories in Science
• People like Isaac Newton, Charles Darwin, and
Albert Einstein stand out in the history of science
not because they discovered a great many facts
but because their theories had such broad
explanatory power.
15
Theories in Science
• What is a scientific theory, and how is it different
from a hypothesis?
• A scientific theory is much broader in scope than a
hypothesis.

• A theory
• is a comprehensive explanation
supported by abundant evidence, and
• is general enough to spin off many new testable
hypotheses.
Theories in Science
• For example, these are two hypotheses.
1. “White fur is an adaptation that helps polar bears
survive in an Arctic habitat.”
2. “The unusual bone structure in a hummingbird’s
wings is an evolutionary adaptation that provides
an advantage in gathering nectar from flowers.”
• In contrast, the following theory ties together those
seemingly unrelated hypotheses:
• “Adaptations to the local environment evolve by
natural selection.”
Theories in Science
• Theories only become widely accepted by
scientists if they
• are supported by an accumulation of extensive and
varied evidence and

• have not been contradicted by any scientific data.
16
Theories in Science
• The use of the term theory by scientists contrasts
with our everyday usage, which implies untested
speculation (“It’s just a theory!”).
• We use the word “theory” in our everyday speech
the way that a scientist uses the word “hypothesis.”
The Nature of Life
• What is life?
• What distinguishes living things from nonliving
things?
• The phenomenon of life seems to defy a simple,
one-sentence definition.
• We recognize life mainly by what living things do.
The Properties of Life

• Figure 1.4 highlights seven of the properties and
processes associated with life.
17
Figure 1.4-1
(a) Order (b) Regulation
(c) Growth and development (d) Energy processing
Figure 1.4-1a
(a) Order
Figure 1.4-1b
(b) Regulation
18
Figure 1.4-1c

(c) Growth and development
Figure 1.4-1d
(d) Energy processing
Figure 1.4-2
(f) Reproduction
(e) Response to the environment (g) Evolution
19
Figure 1.4-2a
(e) Response to the environment
Figure 1.4-2b
(f) Reproduction
Figure 1.4-2c

(g) Evolution
20
The Properties of Life
• The Mars rover Curiosity
• has been exploring the surface of the red planet
since 2012 and
• contains several instruments designed to identify
biosignatures, substances that provide evidence of
past or present life.
• As of yet, no definitive signs of the properties of life
have been detected, and the search continues.
Figure 1.5
Life in Its Diverse Forms
• The tarsier shown in Figure 1.6 is just one of about
1.8 million identified species on Earth that displays
all of the properties outlined in Figure 1.4.

21
Figure 1.6
• The diversity of known life—all the species that
have been identified and named—includes
• at least 290,000 plants,
• 52,000 vertebrates (animals with backbones), and
• 1 million insects (more than half of all known forms
of life).
• Biologists add thousands of newly identified
species to the list each year.
• Estimates of the total number of species range
from 10 million to more than 100 million.
22
Grouping Species: The Basic Concept

• To make sense of nature, people tend to group
diverse items according to similarities.
• A species is generally defined as a group of
organisms that
• live in the same place and time and
• have the potential to interbreed with one another in
nature to produce healthy offspring.
Grouping Species: The Basic Concept
• We may even sort groups into broader categories,
such as
• rodents (which include squirrels) and
• insects (which include butterflies).
• Taxonomy, the branch of biology that names and
classifies species, is the arrangement of species
into a hierarchy of broader and broader groups.
The Three Domains of Life
• The three domains of life are
1. Bacteria,
2. Archaea, and

3. Eukarya.
• Bacteria and Archaea have prokaryotic cells.
• Eukarya have eukaryotic cells.
23
Figure 1.7
D
O
M
A
IN
B
A
C
T
E
R
IA
D

O
M
A
IN
A
R
C
H
A
E
A
Kingdom Plantae
Kingdom Fungi
Kingdom Animalia
Protists (multiple kingdoms)
D
O
M
A
IN
E
U

K
A
R
Y
A
Figure 1.7-1
D
O
M
A
IN
B
A
C
T
E
R
IA
D
O
M
A

IN
A
R
C
H
A
E
A
Figure 1.7-1a
Domain Bacteria
24
Figure 1.7-1b
Domain Archaea
Figure 1.7-2
DOMAIN EUKARYA
Kingdom Plantae Kingdom Animalia

Kingdom Fungi Protists (multiple kingdoms)
Figure 1.7-2a
Kingdom Plantae
25
Figure 1.7-2b
Kingdom Fungi
Figure 1.7-2c
Kingdom Animalia
Figure 1.7-2d
Protists (multiple kingdoms)
26

• The Domain Eukarya in turn includes three smaller
divisions called kingdoms:
1. Kingdom Plantae,
2. Kingdom Fungi, and
3. Kingdom Animalia.
• Most members of the three kingdoms are
multicellular.
• These three multicellular kingdoms are
distinguished partly by how the organisms obtain
food.
• Plants produce their own sugars and other foods by
photosynthesis.
• Fungi are mostly decomposers, digesting dead
organisms and organic wastes.
• Animals obtain food by ingesting (eating) and
digesting other organisms.
• Those eukaryotes that do not fit into any of the
three kingdoms fall into a catch-all group called the
protists.

• Most protists are single-celled; they include
microscopic organisms such as amoebas.
• But protists also include certain multicellular forms,
such as seaweeds.
• Scientists are in the process of organizing protists
into multiple kingdoms, although they do not yet
agree on exactly how to do this.
27
Major Themes in Biology
• Five unifying themes will serve as touchstones
throughout our investigation of biology.
Figure 1.8
Evolution
Structure/
Function
Information
Flow
Energy

Transformations
Interconnections
within Systems
MAJOR THEMES IN BIOLOGY
Figure 1.8-1
Evolution
28
Figure 1.8-2
Structure/Function
Figure 1.8-3
Information Flow
Figure 1.8-4
Energy
Transformations

29
Figure 1.8-5
Interconnections
within Systems
Evolution
• What do a tree, a mushroom, and a human have in
common?
• At the cellular level, all life bears striking similarities.
• Despite the amazing diversity of life, there is also
striking unity.
• What can account for this combination of unity and
diversity in life?
• The scientific explanation is the biological process
called evolution.
Evolution
• Evolution is
• the fundamental principle of life and
• the core theme that unifies all of biology.

• The theory of evolution by natural selection, first
described by Charles Darwin more than 150 years
ago, is the one idea that makes sense of
everything we know about living organisms.
30
Evolution
• Life evolves.
• Each species is one twig of a branching tree of life
extending back in time through ancestral species
more and more remote.
• Species that are very similar, such as the brown
bear and polar bear, share a more recent common
ancestor that represents a relatively recent branch
point on the tree of life.
Figure 1.9
Ancestral
bear
Common
ancestor of all

modern bears
Common
ancestor of polar bear
and brown bear
Giant panda bear
Spectacled bear
Sloth bear
Sun bear
American black bear
Asiatic black bear
Polar bear
Brown bear
Evolution
• Through an ancestor that lived much farther back
in time,
• all bears are also related to squirrels, humans, and
all other mammals and
• all have hair and milk-producing mammary glands.

31
The Darwinian View of Life
• The evolutionary view of life came into focus in
1859 when Charles Darwin published On the Origin
of Species by Means of Natural Selection.
• Darwin’s book developed two main points:
• Species living today descended from a succession
of ancestral species in what Darwin called “descent
with modification,” capturing the duality of life’s
1. unity (descent) and
2. diversity (modification).
• Natural selection is the mechanism for descent with
modification.
Figure 1.10
32

Figure 1.10-1
Figure 1.10-2
• In the struggle for existence, those individuals with
heritable traits best suited to the local environment
are more likely to survive and leave the greatest
number of healthy offspring.
33
• Therefore, these passed-down traits that enhance
survival and reproductive success will be
represented in greater numbers the next
generation.
• It is this unequal reproductive success that Darwin
called natural selection because the environment
“selects” only certain heritable traits from those
already existing.
• The product of natural selection is adaptation, the
accumulation of variations in a population over
time.

• We now recognize many examples of natural
selection in action.
• A classic example involves the finches (a kind of
bird) of the Galápagos Islands.
• Over two decades, researchers measured changes
in beak size in a population of a species of ground
finch that eats mostly small seeds.
• In dry years, when the preferred small seeds are in
short supply, the birds must eat large seeds.
• Birds with larger, stronger beaks have a feeding
advantage and greater reproductive success, and
the average beak depth for the population
increases.
34
• During wet years, small seeds become more

abundant.
• Smaller beaks are more efficient for eating the
plentiful small seeds, and thus the average beak
depth decreases.
• Such changes are measurable evidence of natural
selection in action.
Figure 1.11
• Antibiotic resistance in bacteria evolves in
response to the overuse of antibiotics when dairy
and cattle farmers add antibiotics to feed.
• The members of the bacteria population will,
through random chance, vary in their susceptibility
to the antibiotic.
• Once the environment changes by the addition of
antibiotics,
• some bacteria will succumb quickly and die,
• while others will tend to survive.

35
• Those bacteria that survive will multiply, producing
offspring that will likely inherit the traits that
enhance survival.
• Over many bacterial generations, feeding
antibiotics to cows may promote the evolution of
antibiotic-resistant bacteria that, if transferred to the
human food supply, could cause infections that are
not susceptible to standard drug treatments.
Figure 1.12
Bacterium with
antibiotic
resistance
Bacteria
Population with varied inherited traits
Antibiotic
added
Reproduction of survivors
Many generations
Elimination of individuals with certain traits Increasing

frequency of traits that enhance
survival and reproductive success
Figure 1.12-1
Bacterium with
antibiotic
resistance
Bacteria
Population with varied inherited traits
36
Figure 1.12-2
Antibiotic
added
Elimination of individuals with certain traits
Figure 1.12-3
Reproduction of survivors

Figure 1.12-4
Many generations
Increasing frequency of traits that enhance
survival and reproductive success
37
Observing Artificial Selection
• Artificial selection is the purposeful breeding of
domesticated plants and animals by humans.
• Humans have customized crop plants through
many generations of artificial selection by selecting
different parts of the plant to accentuate as food.
• All the vegetables shown in Figure 1.13 have a
common ancestor in one species of wild mustard
(shown in the center of the figure).
Figure 1.13
Cabbage
from

end buds
Brussels
sprouts
from side
buds
Kohlrabi
from
stems
Kale
from
leaves
Broccoli
from flowers
and stems
Cauliflower
from flower
clusters
Wild
mustard
38
• The power of selective breeding is also apparent in
our pets, which have been bred for looks and
usefulness.

• For example, people in different cultures have
customized hundreds of dog breeds as different as
basset hounds and Saint Bernards, all descended
from wolves.
Figure 1.14
Gray wolves
Artificial
selection
Domesticated dogs
Figure 1.14-1
Gray wolves
39
Figure 1.14-2
Domesticated dogs
Structure/Function: The Relationship of

Structure to Function
• Within biological systems, structure (the shape of
something) and function (what it does) are often
related, with each providing insight into the other.
• The correlation of structure and function can be
seen at every level of biological organization.
• Consider your lungs, which function to exchange
gases with the environment:
• oxygen (O2) in,
• carbon dioxide (CO2) out.
40
• The structure of your lungs correlates with this
function.
• Increasingly smaller branches end in millions of tiny
sacs in which the gases cross from the air to your
blood and vice versa.

• This structure provides a tremendous surface area
over which a very high volume of air may pass.
Figure 1.15
• Cells, too, display a correlation of structure and
function.
• As oxygen enters the blood in the lungs, it diffuses
into red blood cells.
• The shape of red blood cells provides a large
surface area over which oxygen can diffuse.
41
Figure 1. 16
Information Flow
• For life’s functions to proceed in an orderly manner,
information must be

• stored,
• transmitted, and
• used.
Information Flow
• Every cell in your body was created when a
previous cell transmitted information (in the form of
DNA) to it.
• Even your very first cell, the zygote, or fertilized
egg, contains information passed on from the
previous generation.
42
Information Flow
• In this way, information flows from generation to
generation, passed down encoded within
molecules of DNA.
Information Flow
• All cells use DNA as the chemical material of

genes, the units of inheritance that transmit
information from parent to offspring.
• The language of life has an alphabet of just four
letters.
• The chemical names of DNA’s four molecular
building blocks are abbreviated as A, G, C, and T.
Information Flow
• A gene’s meaning to a cell is encoded in its specific
sequence of these letters, just as the message of
this sentence is encoded in its arrangement of the
26 letters of the English alphabet.
43
Figure 1.17
The four
chemical
building
blocks of
DNA
A DNA molecule

Information Flow
• The entire set of genetic information that an
organism inherits is called its genome.
• The nucleus of each human cell contains a
genome that is about 3 billion chemical letters long.
Information Flow
• At any given moment, your genes are producing
thousands of different proteins that control your
body’s processes.
• For example, the information in one of your genes
translates to “Make insulin.”
• Insulin
• is produced by cells within the pancreas and
• is a chemical that helps regulate your body’s use of
sugar as a fuel.
44
Information Flow
• Some people with diabetes regulate their sugar
levels by injecting themselves with insulin produced

by genetically engineered bacteria.
Figure 1.18
Energy Transformations: Pathways That
Transform Energy and Matter
• Various cellular activities of life are work, such as
movement, growth, and reproduction, and work
requires energy.
• Life is made possible by
• the input of energy, primarily from the sun, and
• the transformation of energy from one form to
another.
45
• Most ecosystems are solar powered.
• Plants and other photosynthetic organisms
(“producers”)

• capture the energy that enters an ecosystem as
sunlight and
• convert it, storing it as chemical bonds within sugars
and other complex molecules.
Figure 1.19
Inflow
of light
energy
Outflow
of heat
energy
ECOSYSTEM
Consumers
(animals)
Chemical
energy
(food)

Decomposers
(in soil)
Producers
(plants and other
photosynthetic
organisms)
Cycling
of
nutrients
• Chemical energy is then passed through a series of
“consumers” that break the bonds,
• releasing the stored energy and
• putting it to use.
46

• In the process of these energy conversions
between and within organisms, some energy is
converted to heat, which is then lost from the
system.
• Thus, energy flows through an ecosystem,
• entering as light and
• exiting as heat.
• Every object in the universe, both living and
nonliving, is composed of matter.
• In contrast to energy flowing through an
ecosystem, matter is recycled within an ecosystem.
Energy Transformations: Pathways that
• Within all living cells, a vast network of
interconnected chemical reactions (collectively
referred to as metabolism) continually converts
energy from one form to another as matter is
recycled.

47
Interconnections within Biological Systems
• The study of life extends
• from the microscopic scale of the molecules and
cells that make up organisms
• to the global scale of the entire living planet.
Figure 1.20-s1
Ecosystems
Communities
Populations
Organisms
Biosphere
2
3
4
51

6
7
Figure 1.20-s2
Ecosystems
Communities
Populations
Organisms
Biosphere
Organ
Systems
and
Organs
Tissues
2
3
4
51

6
7
48
Figure 1.20-s3
Ecosystems
Communities
Populations
Organisms
Biosphere
2
3
4
51
Organ
Systems
and

Organs
Tissues
6
78 Cells
9 Organelles
Nucleus
Atom
10 Molecules and Atoms
Figure 1.20-1
1 Biosphere
Figure 1.20-2
2 Ecosystems
3 Communities
49

Figure 1.20-3
4 Populations
5 Organisms
Figure 1.20-4
Organ Systems and Organs6
Figure 1.20-5
Tissues7
50
Figure 1.20-6
8
9
Cells
Organelles
Nucleus

Figure 1.20-7
10 Molecules and Atoms
Atom
• The biosphere consists of
• all the environments on Earth that support life,
including soil, oceans, lakes, and other bodies of
water, and the lower atmosphere.
• At the other extreme of biological size and
complexity are microscopic molecules such as
DNA, the chemical responsible for inheritance.
51
• At each new level, novel properties emerge that
are absent from the preceding one.
• These emergent properties are due to the specific
arrangement and interactions of parts in an
increasingly complex system.

• Such properties are called emergent because they
emerge as complexity increases.
• The global climate
• is another example of interconnectedness within
biological systems and
• operates on a much larger scale.
• Throughout our study of life, we will see countless
interconnections that operate at and between every
level of the biological hierarchy.
• Biologists are investigating life at its many levels,
• from the interactions within the biosphere
• to the molecular machinery within cells.
52

Figure 1.UN01
Observation Question Hypothesis Prediction Experiment
Revise and repeat
Figure 1.UN02
Order Regulation Growth and
development
Energy processing
Response to
the environment Reproduction Evolution
Figure 1.UN03
Prokaryotes Eukaryotes
Domain
Bacteria
Domain
Archaea
Plantae Fungi Animalia
Three kingdoms

Domain Eukarya
Protists
(all other
eukaryotes)
Life
53
Figure 1.UN04
MAJOR THEMES IN BIOLOGY
Evolution
Structure/
Function
Information
Flow
Energy
Transformations
Interconnections
within Systems

Figure 1.UN05
Heart attack
patients
Non–heart-attack
patients
Data from: P. M. Clifton et al., Trans fatty acids in adipose
tissue
and the food supply are associated with myocardial infarction.
Journal of Nutrition 134: 874–879 (2004).
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