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Title: 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.

3
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.

4
Impacts/Issues
  • What Kind of World Do We Live In?

5
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.

6
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.

7
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.

8
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.

9
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

10
Section 1
  • The Characteristics of Life

11
The Characteristics of Life
  • Living and nonliving things
  • share common characteristics,
  • such as being composed of
  • atoms, the smallest units of
  • natural substances.

12
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
13
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.

14
Section 2
  • Our Place in
  • the Natural World

15
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
16
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
17
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.

18
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.

19
Section 3
  • Lifes Organization

20
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.

21
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22
Levels of Organization in Nature
Figure 1.4
23
Fig. 1.4, p. 4-5
24
Fig. 1.4, p. 4-5
25
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.

26
Flow of Energy and Cycling of Materials in the
Biosphere
Figure 1.5
27
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.

29
Section 4
  • Science Is a Way of Learning about the Natural
    World

30
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
31
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.

32
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33
Fig. 1.7b, p. 7
34
Fig. 1.7b, p. 7
Stepped Art
35
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.

36
Sampling Error
Figure 1.12
37
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.

38
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.

39
Section 5
  • Cancer, Broccoli, and Mighty Mice

40
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
41
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.

42
Section 6
  • Science in Perspective

43
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.

44
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
45
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.

48
Section 7
  • Critical Thinking in Science and Life

49
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.

50
Figure 1.10
51
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.

52
Section 8
  • Are Herbal Supplements Safe?

53
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.
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