Download Chapter 1 Notes – Introduction: Evolution and the Foundation of

Chapter 1 Notes – Introduction: Evolution and the Foundation of Biology
Campbell Biology In Focus
KEY CONCEPTS:
1.1 Studying the diverse forms of life reveals common themes
1.2 The Core Theme: Evolution accounts for the unity and diversity of life
1.3 Biological inquiry entails forming and testing hypotheses based on observations of nature
Read Overview
Study Skill: define adaptation –
evolution –
Concept 1.1 Studying the diverse forms of life reveals common themes
Theme: New Properties Emerge at Successive Levels of Biological Organization
- reductionism – approach of reducing complex systems to simpler components that are more manageable to
study
- emergent properties – novel properties that emerge with increasing levels of complexity due to the
arrangement and interactions of parts
Study Skill: READ about the levels of biological organization shown in Figure 1.3:
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systems biology – exploration of a biological system by analyzing the interactions among its parts
 complements reductionism
Structure and Function
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correlation between structure and function at every level of biological hierarchy
The Cell: An Organism’s Basic Unit of Structure and Function
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cell – smallest unit of organization that can perform all required activities
all cells have:
o plasma membrane
o DNA
o cytoskeleton/cytosol
o ribosomes
2 types of cells:
o prokaryotic – bacteria & archaea
 no nucleus or membrane-bound organelles
o eukaryotic – all other organisms (protists, fungi, animals, plants)
 have a nucleus and membrane-bound organelles
Theme: Life’s Processes Involve the Expression of Transmission of Genetic Information
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chromosomes – structures that contain a single molecule of DNA each
DNA – deoxyribonucleic acid; the cell’s genetic material
DNA Structure and Function:
READ pp. 5-6
Study Skill:
What must happen before a cell divides? _________________ Why?
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gene – unit of inheritance
o encodes information necessary to build all of the molecules synthesized within a cell
o stretch of DNA on a particular chromosome at a particular locus
o one of hundreds or thousands per chromosome
o transmitted parent to offspring
structure of DNA allows it to store information
o double helix
o 4 nucleotides:
 adenine (A)
 thymine (T)
 cytosine (C)
 guanine (G)
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o specific sequences of the 4 nucleotides encode information in genes
genes in the DNA code for proteins, including enzymes
intermediate molecule between DNA and protein is RNA
o DNA transcribed into RNA
o RNA translated into protein
o transcription + translation = gene expression
genetic code is the same for all organisms
o differences among organisms due to differences in nucleotide sequences
RNA – many roles
o each RNA molecule specified by a gene
o production of RNA also called gene expression
Genomics: Large-scale Analysis of DNA Sequences
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genome – “library” of genetic instructions that an organism inherits
genomics – study of whole sets of genes in one or more species
o possibly because of 3 important developments:
 1) high throughput technology – tools that can analyze biological materials rapidly
 2) bioinformatics – use of computational tools to store, organize, and analyze the huge
volume of data resulting from high throughput technologies
 3) interdisciplinary research items
Theme: Life Requires the Transfer and Transformation of Matter and Energy
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work = moving, growing, reproducing, and cell activity
o requires energy
transformations – light energy (sun)  chemical energy (glucose)  chemical energy (ATP)  thermal
energy (heat)
nutrient cycling – plants absorb nutrients  incorporated into plant body  eaten by consumers 
incorporated into body  death and decomposition  plants absorb nutrients…
Theme: Organisms Interact with Other Organisms and the Physical Environment
Study Skill: READ p. 7
Give 3 ways in which organisms interact with their physical environment.
Identify with the correct terminology from the ecology unit the organism interactions described.
Evolution, The Core Theme of Biology
Complete Concept Check 1.1
1. For each biological level in Figure 1.3, write a sentence that includes components from the precious (lower) level
of biological organization; for example: “A community consists of populations of various species inhabiting a
certain area.”
2. Identify the theme or themes exemplified by (a) the sharp spines of a porcupine, (b) the cloning of a plant from a
single cell, (c) a hummingbird using sugar to power its flight.
3. WHAT IF? For each theme discussed in this section, give an example not mentioned in the text.
Concept 1.2 The Core Theme: Evolution Accounts for the Unity and Diversity of Life
Classifying the Diversity of Life: The Three Domains of Life
Bacteria – prokaryotic bacteria
Archaea – prokaryotic archaeans
Eukarya – eukaryotic plants, fungi, animals and protists
Levels of Classification:
Domain  Kingdom  Phylum  Class  Order  Family  Genus  species
Unity in the Diversity of Life
READ pp. 8-9
Charles Darwin and the Theory of Natural Selection
- On the Origin of Species by Means of Natural Selection
o
o
o
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written by Charles Darwin between 1844 & 1858
based on work conducted between 1831 and 1844
published in 1859
2 main points
o 1) species have arisen from a succession of ancestors that differed from them = descent with
modification
o 2) natural selection
 individuals in a population vary in their traits, many of which are heritable
 populations can produce more offspring than can survive to reproduce
 species are adapted to their environment
Therefore, individuals with inherited traits that are better suited to the local environment are more
likely to survive and reproduce
The Tree of Life
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shared anatomy reflects inheritance from a common ancestor
diversity results from modifications by natural selection over millions of years in different environmental
contexts
Figure 1.16 – Galapagos finches
o Be sure you can read an evolutionary or phylogenetic tree
o Each branch point represents the common ancestor of the evolutionary lineages originating there and
their descendants
Complete Concept Check 1.2
1. How is a mailing address analogous to biology’s hierarchical classification system?
2. Explain why “editing” is an appropriate metaphor for how natural selection acts on a population’s heritable
variation.
3. WHAT IF? Recent evidence indicates that fungi and animals are more closely related to each other than either of
these kingdoms is to plants. Draw a simple branching pattern that symbolizes the proposed relationship between
these three kingdoms of multicellular eukaryotes.
Concept 1.3 Biological inquiry entails forming and testing hypotheses based on observations of nature
- science – a way of knowing
- inquiry – a search for information and explanations of natural phenomena
o at the heart of science
o process includes a cycle of: making observations  forming logical hypotheses  testing the
hypotheses  making observations…
Making Observations
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data – recorded observations; items of information on which scientific inquiry is based
o qualitative – recorded descriptions
o quantitative – information expressed as numerical measurements and organized into tables or graphs
inductive reasoning – process of deriving generalizations from a large number of specific observations
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hypothesis – tentative answer to a well-framed question; an explanation on trial
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deductive reasoning – predictions of results that will be found if a particular hypothesis is correct
o “If…then…” logic
Forming and Testing Hypotheses
Deductive Reasoning
Questions That Can and Cannot Be Addressed by Science
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hypotheses must be falsifiable
Case Study: Investigating Coat Coloration in Mouse Populations – READ
o Study Figure 1.19 – Answer “What If?”
Experimental Controls
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controlled experiment – one that is designed to compare an experimental group with a central group
o experimental and control groups differ in only one factor
o does not mean everything else is held constant – can be impossible in nature
Theories in Science
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theory – broader than a hypothesis
o supported by a much greater body of evidence
o can be modified or rejected in the face of new data/evidence
Science as a Social Process: Community and Diversity
READ
- technology – field of study interdependent on science whose goal is to apply scientific knowledge for a
specific purpose
Complete Concept Check 1.3
1. Contrast inductive reasoning with deductive reasoning.
2. What variable was tested in Hoekstra’s mouse experiment?
3. Why is natural selection called a theory rather than a hypothesis?
4. How does science differ from technology?
Study the Summary of Key Concepts
Complete Test Your Understanding #1 – 10
Scientific Skills Exercise: Interpreting a Pair of Bar Graphs
How Much Does Camouflage Affect Predation on Mice by Owls with and without Moonlight?
Nearly half a century ago, D.W. Kaufman investigated the effect of prey camouflage on predation. Kaufman tested the
hypothesis that the amount of contrast between the coat color of a mouse and the color of its surroundings would affect
the rate of nighttime predation by owls. He also hypothesized that the color contrast would be affected by the amount of
moonlight. In this exercise, you will analyze data from his owl-mouse predation studies.
How the Experiment was Done
Pairs of mice (Peromyscus polionotus) with different coat colors, one light brown and one dark brown were released
simultaneously into an enclosure that contained a hungry owl. The researcher recorded the color of the mouse that was
first caught by the owl. If the owl did not catch either mouse within 15 minutes, the test was recorded as zero. The
release trials were repeated multiple times in enclosures with either a dark-colored soil surface or a light-colored soil
surface. The presence or absence of moonlight during each assay was recorded,
Data from the Experiment
Interpret the Data
1. First, make sure you understand how the graphs are set up. Graph A shows data from the
light-colored soil enclosure and Graph B from the dark-colored enclosure, but in all other
respects the graphs are the same. (a) There is more than one independent variable in these
graphs. What are the independent variables, the variables that were tested by the
researcher? _________________________________ & _____________________________
Which axis of the graphs has the independent variables? _______________ (b) What is the
dependent variable, the response to the variables being tested? ______________________
________________________________________________________ Which axis of the
graphs has the dependent variable? __________
2. (a) How many dark brown mice were caught in the light-colored soil enclosure on a moonlit
night? ___________ (b) How many dark brown mice were caught in the dark-colored soil
enclosure on a moonlight night? _________ (c) On a moonlit night, would a dark brown
mouse be more likely to escape predation by owls on dark- or light-colored soil? ___________
Explain your answer. __________________________________________________________
____________________________________________________________________________
3. (a) Is a dark brown mouse on dark-colored soil more likely to escape predation under a full
moon or with no moon? __________________ (b) A light brown mouse on light-colored soil?
_________________ Explain. ___________________________________________________
____________________________________________________________________________
4. (a) Under which conditions would a dark brown mouse be most likely to escape predation at
night? ____________________________________________________________
(b) A light brown mouse? ______________________________________________________
____________________________________________________________________________
5. (a) What combination of independent variables led to the highest predation level in enclosures
with light-colored soil? _________________________________________________________
____________________________________________________________________________
(b) What combination of independent variables led to the highest predation level in enclosures
with dark-colored soil? _______________________________________________________
____________________________________________________________________________
(c) What relationship, if any, do you see in your answers to parts (a) and (b)? ____________
____________________________________________________________________________
____________________________________________________________________________
6. What conditions are most deadly for both colors of mice? ____________________________
____________________________________________________________________________
____________________________________________________________________________
7. Combining the data shown in both graphs, estimate the total number of mice caught in
moonlight versus no-moonlight conditions. Which condition is optimal for predation by the owl
on mice? ___________________________________________________________________
Explain your answer. _________________________________________________________
____________________________________________________________________________
Chapter 1 Vocabulary
For most chapters you will have vocabulary. You will generally have a vocabulary quiz, either
in class with just you and your memory or “take-home” which means you would be able to look up
the correct answers. The best way to use these take-home quizzes to LEARN the terms (they’re
take-home because we don’t have enough time to do them all in class, not because they’re less
important) is to READ the chapter, take your own notes, define the terms for yourself, study them,
then take the quiz on your own like it is “real”. Then, check your answers against your notes when
you finish.
evolution
biology
reductionism
emergent properties
biosphere
ecosystem
community
population
organism
organ system
organ
tissue
cell
organelle
molecule
systems biology
eukaryotic cell
prokaryotic cell
deoxyribonucleic acid
gene
gene expression
genome
genomics
bioinformatics
Bacteria
Archaea
Eukarya
natural selection
science
inquiry
data
inductive reasoning
qualitative data
quantitative data
hypothesis
deductive reasoning
control group
experimental group
controlled experiment
theory
technology