PowerLecture: Chapter 1

1
PowerLectureChapter 1

• Learning About
• Human Biology

2
Learning Objectives

• List features that distinguish living organisms
  from nonliving matter.
• Describe the general pattern of energy flow
  through Earths life forms, and explain how
  Earths resources are used again and again
  (cycled).
• Explain the interdependency that exists among
  organisms.
• List the steps of the scientific method of
  inquiry and use an example to illustrate.

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Learning Objectives (contd)

• Define the word theory as correctly used in
  science.
• Understand as well as you can what limitations
  are imposed on science and scientists.
• Explain the importance of alternative hypotheses
  and control groups in scientific experimentation.

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Impacts/Issues

• What Kind of World Do We Live In?

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What Kind of World Do We Live In?

• Current world events seem chaotic.
• Infectious diseases such as
• bird flu pose global threats.
• Natural disasters cause
• widespread devastation.
• Human activities greatly affect
• our environment.

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What Kind of World Do We Live In?

• Despite the chaos, we have tools available to
  help us meet these challenges.
• Systematic observation allows us to ask questions
  and find answers.
• Scientific investigation helps us to understand
  our place in the world.

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Useful References for Impacts/Issues

• The latest references for topics covered in this
  section can be found at the book companion
  website. Log in to the books e-resources page at
  www.thomsonedu.com to access InfoTrac articles.
• U.S. EPA Global Warming Site
• InfoTrac The Great Plague. Rene Skelton.
  National Geographic World, Mar. 1999.
• InfoTrac Avian Flu Why All the Squawk? Linda S.
  Nield. Consultant, Feb. 1, 2006.

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How Would You Vote?

• To conduct an instant in-class survey using a
  classroom response system, access the JoinIn
  Clicker Content from the PowerLecture main menu.
  
• Should the United States provide funding to help
  preserve the reefs?
• a. Yes Without readily available green products
  and services, converting to a sustainable society
  is unrealistic.
• b. Not entirely I'm doing what I can to improve
  sustainability, including recycling and using
  less energy.

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Useful References for How Would You Vote?

• The latest references for topics covered in this
  section can be found at the book companion
  website. Log in to the books e-resources page at
  www.thomsonedu.com to access InfoTrac articles.
• InfoTrac Should the Arabian (Persian) Gulf
  become a marine sanctuary? Oceanus, Fall 1993 v36
  n3 p53(10).
• NCDC Regional Perspectives Seas of the Middle
  East

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Section 1

• The Characteristics of Life

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The Characteristics of Life

• Living and nonliving things
• share common characteristics,
• such as being composed of
• atoms, the smallest units of
• natural substances.

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The Characteristics of Life

• Living things, though, have many distinctive
  features
• Living things take in and use
• energy and materials.
• Living things sense and respond
• to specific changes in their
• environment.
• Living things reproduce and grow.
• Living things consist of one or more cells.
• Living things maintain homeostasis (dynamic
  balance).

Figure 1.1
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Useful References for Section 1

• The latest references for topics covered in this
  section can be found at the book companion
  website. Log in to the books e-resources page at
  www.thomsonedu.com to access InfoTrac articles.
• PBS DNA
• InfoTrac The Meaning of Life. Lin Chao.
  BioScience, Mar. 2000.
• InfoTrac The Mystery of Life. Carl Sagan. UNESCO
  Courier, Sept. 1984.

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Section 2

• Our Place in
• the Natural World

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Our Place in the Natural World

• Humans have evolved over time.
• Human beings are a
• part of biological
• evolutionthe change
• in organisms through
• the generations.
• Humans are mammals
• belonging to the animal
• kingdom, one of the four
• kingdoms of life in the domain Eukarya.

Figure 1.2
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Our Place in the Natural World

• Humans are related to all other organismsand
  humans also have some distinctive features.
• Humans share characteristics
• with our closest primate
• relatives.
• Humans also have distinctive
• features increased dexterity,
• large brain, analytical skills,
• sophisticated communication,
• and culture.

Figure 1.3
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Video Earliest Homo Sapiens

• This video clip is available in CNN Today Videos
  for Biology, 2004, Volume VIII. Instructors,
  contact your local sales representative to order
  this volume, while supplies last.

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Useful References for Section 2

• The latest references for topics covered in this
  section can be found at the book companion
  website. Log in to the books e-resources page at
  www.thomsonedu.com to access InfoTrac articles.
• InfoTrac The Human Genus. Bernard Wood, Mark
  Collard. Science, April 2, 1999.
• InfoTrac A Tale Told by DNA. Nell Boyce. U.S.
  News World Report, Dec. 16, 2002.

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Section 3

• Lifes Organization

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Lifes Organization

• Life is organized on many levels.
• Atoms and molecules are nonliving materials from
  which all of nature is built.
• Cells are organized into increasingly complex
  levels tissues gtgtgt organs gtgtgt organ systems gtgtgt
  organisms.
• Organisms, in turn, form populations gtgtgt
  communities gtgtgt ecosystems gtgtgt biosphere.

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Levels of Organization in Nature
Figure 1.4
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Fig. 1.4, p. 4-5
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Fig. 1.4, p. 4-5
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Lifes Organization

• Organisms are connected through the flow of
  energy and cycling of materials.
• Energy flows from the sun.
• Plants (producers) trap this energy by
  photosynthesis.
• Animals (consumers) feed on the stored energy
  in plants, using cellular respiration.
• Bacteria and fungi (decomposers) break down the
  biological molecules of other organisms in order
  to recycle raw materials.
• All organisms are part of webs that depend on one
  another for energy and raw materials.

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Flow of Energy and Cycling of Materials in the
Biosphere
Figure 1.5
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Video Biodiversity

• This video clip is available in CNN Today Videos
  for Environmental Science, 2003, Volume VI.
  Instructors, contact your local sales
  representative to order this volume, while
  supplies last.

28
Useful References for Section 3

• The latest references for topics covered in this
  section can be found at the book companion
  website. Log in to the books e-resources page at
  www.thomsonedu.com to access InfoTrac articles.
• Ecological Society of America
• InfoTrac Lost at Sea Coral Reefs, Considered
  the Rainforests of the Marine World, Now Have
  Even More in Common with Those Fragile
  Ecosystems. Scott Kirkwood. National Parks,
  Spring 2006.

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Section 4

• Science Is a Way of Learning about the Natural
  World

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Science Is a Way of Learning about the Natural
World

• Science is an approach to gathering knowledge.
• Biology, like all science, pursues a methodical
  search for information that reveals the secrets
  of the natural world.

Figure 1.6
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Science Is a Way of Learning about the Natural
World

• Explanations are sought using an approach known
  as the scientific method
• Observe some aspect of the natural world and ask
  a question.
• Develop hypotheses (educated guesses) using all
  known information.
• Predict what the outcome would be if the
  hypothesis is valid.
• Test the hypothesis by experiments, models, and
  observations.
• Repeat the tests for consistency.
• Analyze and report objectively on the tests and
  conclusions.

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Fig. 1.7b, p. 7
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Fig. 1.7b, p. 7
Stepped Art
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Science Is a Way of Learning about the Natural
World

• Experiments are major scientific tools.
• Experiments involve tests in which conditions are
  carefully controlled.
• Control groups are used to identify side effects
  during a test that involves an experimental
  group.
• The experimental group experiences all of the
  same conditions as the control except for the
  variable being studied.
• The sample size must be large enough to be
  representative of the whole.

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Sampling Error
Figure 1.12
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Science Is a Way of Learning about the Natural
World

• Science is an ongoing enterprise.
• Single experiments rarely provide concrete
  answers.
• Not all science is performed by conducting
  experiments.

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Useful References for Section 4

• The latest references for topics covered in this
  section can be found at the book companion
  website. Log in to the books e-resources page at
  www.thomsonedu.com to access InfoTrac articles.
• National Health Museum Discovery, Chance, and
  the Scientific Method
• InfoTrac Water Saver Could a Population Boom
  Cause a Decline in One Bays Water Quality? Mona
  Chiang. Science World, Sept. 19, 2005.
• InfoTrac The Real Method of Scientific Discovery
  Often Involves a Creative, Imaginative Leap.
  Burton S. Guttman. Skeptical Inquirer, Jan.Feb.
  2004.

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Section 5

• Cancer, Broccoli, and Mighty Mice

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Cancer, Broccoli, and Mighty Mice

• Researchers discovered that sulforaphane in
  broccoli could reduce cancers in mice.
• However, they also learned that the bodys own
  defenses play a vital role.

Figure 1.8
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Useful References for Section 5

• The latest references for topics covered in this
  section can be found at the book companion
  website. Log in to the books e-resources page at
  www.thomsonedu.com to access InfoTrac articles.
• Cancer Research Institute Cervical Cancer
  Vaccine Approved
• InfoTrac My Life as a Guinea Pig Clinical
  Trials Are Inherently Risky, But One Saved Me.
  Jamie Reno. Newsweek, Aug. 6, 2001.
• InfoTrac Anti-cancer Veggies. Natural Life,
  MayJune 2006.

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Section 6

• Science in Perspective

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Science in Perspective

• A scientific theory explains a large number of
  observations.
• A theory is a related set of hypotheses that form
  a broad-ranging explanation of many phenomena.
• Theories are accepted or rejected on the basis of
  tests and are subject to revision.
• Scientists must be content with relative
  certainty, which becomes stronger as more
  repetitions are made.
• Scientists must be prepared to change their minds
  in light of new evidence.

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Science in Perspective

• Science has limits.
• Science is limited to questions that can be
  tested subjective questions do not readily lend
  themselves to scientific analysis or experiments.
• Science has the potential to
• be used for controversial
• endeavors, which means that
• all of society must commit to
• responsible use of scientific
• knowledge.

Figure 1.9
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Fig. 1.9b, p. 9
46
Video Smog Pollution

• This video clip is available in CNN Today Videos
  for Environmental Science, 2004, Volume VII.
  Instructors, contact your local sales
  representative to order this volume, while
  supplies last.

47
Useful References for Section 6

• The latest references for topics covered in this
  section can be found at the book companion
  website. Log in to the books e-resources page at
  www.thomsonedu.com to access InfoTrac articles.
• American Journal of Bioethics
• PBS NOVAThe Stem Cell Debate
• InfoTrac Scientists at War. Leif J. Robinson.
  Odyssey, Feb. 2002.
• InfoTrac Above All, Do No Harm. Stephen Jay
  Gould. Natural History, Oct. 1998.
• InfoTrac Bioethics and the Stem Cell Research
  Debate. Robyn S. Shapiro. Social Education,
  MayJune 2006.

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Section 7

• Critical Thinking in Science and Life

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Critical Thinking in Science and Life

• Critical thinking is an objective evaluation of
  information.
• Consider the source.
• Let credible scientific evidence, not opinions or
  hearsay, do the convincing.
• Question credentials and motives.
• Evaluate the content.
• Be able to distinguish between
• cause and correlation.
• Separate facts from opinions.

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Figure 1.10
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Useful References for Section 7

• The latest references for topics covered in this
  section can be found at the book companion
  website. Log in to the books e-resources page at
  www.thomsonedu.com to access InfoTrac articles.
• Scientific American Smart People Believe Weird
  Things
• InfoTrac Question Authority Kids Need to Be
  Skeptical of the Curriculum. Its the Only Way to
  Develop a Balanced View of the World. Glenn
  DeVoogd. School Library Journal, April 2006.

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Section 8

• Are Herbal Supplements Safe?

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Are Herbal Supplements Safe?

• Controversy surrounds the use of herbal
  supplements.
• Some supplements have
• been linked to harm in
• humans.
• Other supplements have
• been shown to offer no
• biologically observed effect.
• Rigorous testing of supplements is currently
  being undertaken by the National Institute of
  Health and others.

Figure 1.11
54
Video Ephedra Dangers

• This video clip is available in CNN Today Videos
  for Biology, 2003, Volume VII. Instructors,
  contact your local sales representative to order
  this volume, while supplies last.

55
Useful References for Section 8

• The latest references for topics covered in this
  section can be found at the book companion
  website. Log in to the books e-resources page at
  www.thomsonedu.com to access InfoTrac articles.
• U.S. FDA Dietary Supplements
• InfoTrac Any Science Behind the Hype of
  Natural Dietary Supplements? Teri Capriotti.
  Dermatology Nursing, Oct. 2005.
• InfoTrac Ephedra/Ephedrine Dangers. David
  Nicklin. Patient Care for the Nurse Practitioner,
  June 2003.