BIOLOGY-101Section 801

BIOL-101

Brookdale Community College

Mr. D. Fusco

BIOLOGY-101Section 801

BIOL-101

Brookdale Community College

Mr. D. Fusco

Agenda

*Introduction to BIOL-101

*Personal Information

*Syllabus review

*Philosophy of Life Sciences (Chapter 1)

*Characteristics of Life

*Organization of Life

*Classification

*Scientific Method

Personal Information

First & Last NameAddress - Line 1

Address - Line 2

Phone Number

Email addressEmergency Contact: Name & Phone Number

Reason for taking course

One thing I should know about you

Career Goals

Occupation (Please note if you are a F/T or P/T student)

Icebreaker

•Milk Chocolate = Tell how you spent your summer

•Krackel = Name the reality show you would be on (if you had to) and why

•Special Dark = Tell something that you have done that you think no one else has done

•Mr. Goodbar = Share one of your favorite memories

Philosophy of Life Sciences

What is Biology?

•Biology is the scientific study of life - a VAST topic•Biologists ask questions such as:

•How a single cell develops into an organism

•How the human mind works

•How living things interact in communities

•There are many key themes that connect the concepts of biology

Major theme of biology

•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

•Yet, all organisms (even within the same species) exhibit great diversity

What is Life?

•Life defies a simple, one-sentence definition

•Life is recognized by what living things do

•What do living things do?

•How do we identify something living?

Order

Adaptation

Responseto theenvironment

Reproduction

Growth anddevelopment

Energyprocessing

Regulation

Fig. 1-3

Characteristics of Life

•Life involves 7 characteristics

•All living things:

•Respond (to environment)

•Energy (use & acquire)

•Grow & develop (directed by genes)

•Reproduce (like produces like)

•Order (demonstrate)

•Adapt (over a longer period of time)

•Regulate (maintain homeostasis)

Organization of Life

•Life is highly organized

•Life can be studied at different levels from molecules to the entire living planet

•New properties emerge at each level in the biological hierarchy

•The study of life can be divided into different levels of biological organization

Fig. 1-4

10 µmThe biosphere

Communities

Populations

Organisms

Ecosystems

Organs and organ systems

Cells

Cell

Organelles

Atoms

MoleculesTissues

1 µm

50 µm

Levels of Organization

Organization

•Atoms are the simplest level.•Two or more atoms comprise a molecule. (Macromolecules are large, biologically important molecules inside cells.)•Organelles are aggregates of macromolecules used to carry out a specific function in the cell.

Organization

•Cells are the basic living unit.•Tissues are groups of cells functioning together.•Groups of tissues form organs.•Groups of organs function together as organ systems.•Organ systems functioning together make up an organism.

Organization

•A group of organisms within a specified area make a population.•The set of populations that inhabit a particular area create a community.•All of the living things in the community, as well as nonliving components (such as soil, water, and light) make an ecosystem.•All of the earth’s ecosystems combine to make up the biosphere.

Classification

•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

•Taxonomy is the branch of biology that names and classifies species into groups of increasing breadth

Taxonomy “taxis” = arrangement; “nomy” = science of

•Hence taxonomy becomes the “science of arrangement”

•Taxonomy involves identifying and classifying organisms

Aristotle384-322 BC (Greece)

• 1st person to classify life

• Classified into two main groups:

• Plants because they are “planted” in the ground

• Animals because they are “animated”

Carolus Linnaeus1707-1778 (Sweden)

• Father of taxonomy

• Binomial system of nomenclature (“bi” = two, “nom” = name)

• Scientific name (aka Latin name)

• Consists of Genus and species

Fig. 1-14

Species Genus Family Order Class Phylum Kingdom Domain

Ursus americanus(American black bear)

Ursus

Ursidae

Carnivora

Mammalia

Chordata

Animalia

Eukarya

Levels of Classification• Domain (broadest)

• Kingdom

• Phylum

• Class

• Order

• Family

• Genus

• Species (most specific)

D

e

c

r

e

a

s

i

n

g

D - Eukarya

K - Animalia

P - Chordata

C - Mammalia

O - Carnivora

F - Ursidae

G - Ursus

S - americanus

Scientific Name

• 2 names (Genus & species)

• GENUS is capitalized

• species is lowercase

• Latin

• Either in italics or underlined

African elephant

Loxodonta africana

African lion

Panthera leo

Wolf

Canis lupus

Domains

•The three-domain system is currently used

•Some scientists still refer to 5 kingdoms as well

•Domain Bacteria includes most of the common bacteria

•Domain Archaea includes bacteria that live in extreme environments (hot springs and salt lakes)

•Domain Eukarya includes all eukaryotic organisms (those whose cells have a true nucleus)

Eukarya

•The domain Eukarya includes three multicellular kingdoms:

•Plantae•Fungi•Animalia

•Other eukaryotic organisms were formerly grouped into a kingdom called Protista, though these are now often grouped into many separate kingdoms

Kingdoms

• Monera (combine Bacteria & Archaea)

• Protista

• Fungi

• Plantae

• Animalia

Each kingdom will be discussed according to:

1. Cell Type (pro- vs. eu- karyotic)

2. Organization (uni- vs. multi- cell)

3. Acquiring energy (absorb, ingest, or photosynthesize)

4. Reproduction (asexual or sexual)

5. Motility (motile or nonmotile)

6. Example(s)

Monera (Bacteria)

• Prokaryotic (NO nucleus)

• Unicellular

• Absorb food

• Asexual reproduction (binary fission)

• Motile, nonmotile

• Example: bacteria

•Escherichia coli

•Helicobacter pylori

Protista• Eukaryotic

• Unicellular or Multicellular

• Absorb, ingest, or photosynthesize

• Asexual or sexual reproduction

• Motile or nonmotile

• Example: Ameba, Paramecium, Euglena, Seaweed

Fungi

• Eukaryotic

• Multicellular

• Absorb food (hyphae)

• Asexual or sexual reproduction

• Nonmotile

• Example: Mushroom (Agaricus bisporus); Yeast (Saccharomyces cerevisiae)

Plantae

• Eukaryotic

• Multicellular

• Photosynthesize (make their own food)

• Sexual reproduction

• Nonmotile

• Example: Rose (Rosa macdub)

Animalia

• Eukaryotic

• Multicellular

• Ingest food

• Sexual reproduction

• Motile

• Example: Chimpanzee (Pan troglodytes)

Question?

Where are the

viruses?

Are viruses alive?

•Virus means “poison”

•Originally, they were considered biological chemicals

•Because of their pathogenic properties, researchers saw a parallel with bacteria

•Let’s look again at the characteristics of life

Order

Adaptation

Responseto theenvironment

Reproduction

Growth anddevelopment

Energyprocessing

Regulation

Fig. 1-3

Are viruses alive?

•Viruses cannot reproduce or carry out metabolic activities outside of a host cell

•Most biologists would agree that they are NOT alive since they do not exhibit all of the characteristics of life

•Viruses lead a “borrowed life”

Scientific Inquiry

•The word Science is derived from Latin and means “to know”

•Inquiry is the search for information and explanation

•There are two main types of scientific inquiry: discovery science and hypothesis-based science

•The goal of science is to understand natural phenomena

Discovery Science

•Discovery science describes natural structures and processes•This approach is based on observation and the analysis of data•Data are recorded observations or items of information•Data fall into two categories

•Qualitative, or descriptions, rather than measurements•Quantitative, or recorded measurements, which are sometimes organized into tables and graphs

Inductive Reasoning

•Discovery science often employs inductive reasoning•Inductive reasoning draws conclusions through the logical process of induction•Repeat specific observations can lead to important generalizations

•For example, “the sun always rises in the east”

Hypothesis-Based Science

•Observations can lead us to ask questions and propose hypothetical explanations called hypotheses•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

Limitations of Hypotheses

•A hypothesis must be testable and falsifiable•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)

Deductive Reasoning

•Hypothesis-based science involves the use of deductive reasoning•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)

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•Discovery science has made important contributions with very little dependence on the so-called scientific method•However, we will identify steps in order to grasp its parts

Scientific Method Parts

•Identify a problem/question

•Make observations/research

•Create a testable hypothesis

•Design a controlled experiment

•Analyze results and make a conclusion

Case Study: 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 as an adaptation that reduces the chances of a harmless species being eaten

•This hypothesis was tested with the poisonous eastern coral snake (top) and its mimic the nonpoisonous scarlet king snake (bottom)

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Hypothesis

•Both species live in the Carolinas, but the king snake is also found in regions without poisonous coral snakes

•If predators inherit an avoidance of the coral snake’s coloration, then the colorful king snake will be attacked less often in the regions where coral snakes are present

Experiment

•To test this mimicry hypothesis, researchers made hundreds of artificial snakes:

•An experimental group resembling king snakes

•A control group resembling plain brown snakes

•Equal numbers of both types were placed at field sites, including areas without poisonous coral snakes

Conclusion

•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

Controlled Experiment

•A controlled experiment compares an experimental group (the artificial king snakes) with a control group (the artificial brown snakes)

•Ideally, only the variable of interest (the color pattern of the artificial snakes) 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

Theories & Laws

•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

•Example: theory of evolution

•In the context of science, a law is:

•described as an “accepted theory”

•supported by a larger population (usually outside of the scientific community) than a theory

•Example: law of gravity

Limitations of Science

•In science, observations and experimental results must also be repeatable•Science cannot support or falsify supernatural explanations, which are outside the bounds of science

Science & Technology

•Science and technology are interdependent

•The goal of technology is to apply scientific knowledge for some specific purpose

•Biology is marked by “discoveries,” while technology is marked by “inventions”

Science & Society

•The combination of science and technology has dramatic effects on society

•Example, the discovery of DNA allowed for advances in DNA technology

•Ethical issues can arise from new technology, but have as much to do with politics, economics, and cultural values as with science and technology

Review Questions

1. Explain the unity and diversity of life.

2. Name and describe the 7 characteristics of life.

3. Correctly identify the various levels of organization from a molecule to the biosphere.

4. Describe the contributions of Aristotle and Linnaeus to taxonomy.

5. Define, in order, the 8 levels of scientific classification.

6. Name and describe the 3 domains.

7. Identify 5 major kingdoms, along with important characteristics of each.

8. Explain how viruses are classified and why.

9. Define scientific inquiry and name 2 types.

10. Define describe 2 different types of data.

11. Name and describe 2 different types of reasoning.

12. Explain the use of the scientific method and its “textbooks” parts.

13. Explain a controlled experiment.

14. Differentiate between hypothesis, theories, and laws.

15. State 2 limitations of science and explain the relationship between science and technology.