AP Biology Powerpoint Presentations: 9th Edition

1. LECTURE PRESENTATIONS
For CAMPBELL BIOLOGY, NINTH EDITION
Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, Robert B. Jackson
© 2011 Pearson Education, Inc.
Lectures by
Erin Barley
Kathleen Fitzpatrick
Introduction: Themes in the
Study of Life
Chapter 1

2. Overview: Inquiring About Life
• An organism’s adaptations to its environment are
the result of evolution
– For example, the ghost plant is adapted to
conserving water; this helps it to survive in the
crevices of rock walls
• Evolution is the process of change that has
transformed life on Earth
© 2011 Pearson Education, Inc.

3. Figure 1.1

4. Figure 1.2

5. • Biology is the scientific study of life
• Biologists ask questions such as
– How does a single cell develop into an organism?
– How does the human mind work?
– How do living things interact in communities?
• Life defies a simple, one-sentence definition
• Life is recognized by what living things do
© 2011 Pearson Education, Inc.
Video: Seahorse Camouflage

6. Figure 1.3
Order
Evolutionary adaptation
Response to
the environment
Reproduction
Growth and
development
Energy processing
Regulation

7. Figure 1.3a
Evolutionary adaptation

8. Figure 1.3b
Response to the environment

9. Figure 1.3c
Reproduction

10. Figure 1.3d
Growth and development

11. Figure 1.3e
Energy processing

12. Figure 1.3f
Regulation

13. Figure 1.3g
Order

14. Concept 1.1: The themes of this book make
connections across different areas of biology
• Biology consists of more than memorizing factual
details
• Themes help to organize biological information
© 2011 Pearson Education, Inc.

15. Theme: New Properties Emerge at Each
Level in the Biological Hierarchy
• Life can be studied at different levels, from
molecules to the entire living planet
• The study of life can be divided into different
levels of biological organization
© 2011 Pearson Education, Inc.

16. The biosphere
Ecosystems
Tissues
Organs and
organ systems
Communities
Populations
Organisms
Organelles
Cells
Atoms
Molecules
Figure 1.4

17. Figure 1.4a
The biosphere

18. Figure 1.4b
Ecosystems

19. Figure 1.4c
Communities

20. Figure 1.4d
Populations

21. Figure 1.4e
Organisms

22. Figure 1.4f
Organs and
organ systems

23. Figure 1.4g
Tissues
50 µm

24. Figure 1.4h
Cell
Cells
10 µm

25. Figure 1.4i
Chloroplast
1 µm
Organelles

26. Figure 1.4j
Molecules
Atoms
Chlorophyll
molecule

27. Emergent Properties
• Emergent properties result from the arrangement
and interaction of parts within a system
• Emergent properties characterize nonbiological
entities as well
– For example, a functioning bicycle emerges only
when all of the necessary parts connect in the
correct way
© 2011 Pearson Education, Inc.

28. The Power and Limitations of Reductionism
• Reductionism is the reduction of complex
systems to simpler components that are more
manageable to study
– For example, studying the molecular structure
of DNA helps us to understand the chemical
basis of inheritance
© 2011 Pearson Education, Inc.

29. • An understanding of biology balances
reductionism with the study of emergent
properties
– For example, new understanding comes from
studying the interactions of DNA with other
molecules
© 2011 Pearson Education, Inc.

30. Systems Biology
• A system is a combination of components that
function together
• Systems biology constructs models for the
dynamic behavior of whole biological systems
• The systems approach poses questions such as
– How does a drug for blood pressure affect other
organs?
– How does increasing CO2 alter the biosphere?
© 2011 Pearson Education, Inc.

31. Theme: Organisms Interact with Other
Organisms and the Physical Environment
• Every organism interacts with its environment,
including nonliving factors and other organisms
• Both organisms and their environments are
affected by the interactions between them
– For example, a tree takes up water and minerals
from the soil and carbon dioxide from the air; the
tree releases oxygen to the air and roots help
form soil
© 2011 Pearson Education, Inc.

32. Animals eat
leaves and fruit
from the tree.
Leaves take in
carbon dioxide
from the air
and release
oxygen.
Sunlight
CO2
O2
Cycling
of
chemical
nutrients
Leaves fall to
the ground and
are decomposed
by organisms
that return
minerals to the
soil.
Water and
minerals in
the soil are
taken up by
the tree
through
its roots.
Leaves absorb
light energy from
the sun.
Figure 1.5

33. Figure 1.5a

34. • Humans have modified our environment
– For example, half the human-generated CO2 stays
in the atmosphere and contributes to global
warming
• Global warming is a major aspect of global
climate change
• It is important to understand the effects of global
climate change on the Earth and its populations
© 2011 Pearson Education, Inc.

35. Theme: Life Requires Energy Transfer
and Transformation
• A fundamental characteristic of living organisms is
their use of energy to carry out life’s activities
• Work, including moving, growing, and reproducing,
requires a source of energy
• Living organisms transform energy from one form
to another
– For example, light energy is converted to chemical
energy, then kinetic energy
• Energy flows through an ecosystem, usually
entering as light and exiting as heat
© 2011 Pearson Education, Inc.

36. Figure 1.6
Heat
Producers absorb light
energy and transform it into
chemical energy.
Chemical
energy
Chemical energy in
food is transferred
from plants to
consumers.
(b) Using energy to do work(a) Energy flow from sunlight to
producers to consumers
Sunlight
An animal’s muscle
cells convert
chemical energy
from food to kinetic
energy, the energy
of motion.
When energy is used
to do work, some
energy is converted to
thermal energy, which
is lost as heat.
A plant’s cells use
chemical energy to do
work such as growing
new leaves.

37. Figure 1.6a
Chemical
energy
(a) Energy flow from sunlight to
producers to consumers
Sunlight
Producers absorb light
energy and transform it into
chemical energy.
Chemical energy in
food is transferred
from plants to
consumers.

38. Figure 1.6b
Heat
(b) Using energy to do work
When energy is used
to do work, some
energy is converted to
thermal energy, which
is lost as heat.
An animal’s muscle
cells convert
chemical energy
from food to kinetic
energy, the energy
of motion. A plant’s cells use
chemical energy to do
work such as growing
new leaves.

39. Figure 1.6c

40. Figure 1.6d

41. Theme: Structure and Function Are
Correlated at All Levels of Biological
Organization
• Structure and function of living organisms are
closely related
– For example, a leaf is thin and flat, maximizing
the capture of light by chloroplasts
– For example, the structure of a bird’s wing is
adapted to flight
© 2011 Pearson Education, Inc.

42. Figure 1.7
(a) Wings
(b) Wing bones

43. Figure 1.7a
(a) Wings

44. Figure 1.7b
(b) Wing bones

45. Figure 1.7c

46. Theme: The Cell Is an Organism’s Basic
Unit of Structure and Function
• The cell is the lowest level of organization that
can perform all activities required for life
• All cells
– Are enclosed by a membrane
– Use DNA as their genetic information
© 2011 Pearson Education, Inc.

47. • A eukaryotic cell has membrane-enclosed
organelles, the largest of which is usually the
nucleus
• By comparison, a prokaryotic cell is simpler and
usually smaller, and does not contain a nucleus or
other membrane-enclosed organelles
© 2011 Pearson Education, Inc.

48. Eukaryotic cell
Prokaryotic cell
Cytoplasm
DNA
(no nucleus)
Membrane
Nucleus
(membrane-
enclosed)
Membrane
Membrane-
enclosed organelles
DNA (throughout
nucleus) 1 µm
Figure 1.8

49. Eukaryotic cell
Cytoplasm
Nucleus
(membrane-
enclosed)
Membrane
Membrane-
enclosed organelles
DNA (throughout
nucleus) 1 µm
Figure 1.8a

50. Figure 1.8b
Prokaryotic cell
DNA
(no nucleus)
Membrane
1 µm

51. Theme: The Continuity of Life Is Based on
Heritable Information in the Form of DNA
• Chromosomes contain most of a cell’s genetic
material in the form of DNA (deoxyribonucleic
acid)
• DNA is the substance of genes
• Genes are the units of inheritance that transmit
information from parents to offspring
• The ability of cells to divide is the basis of all
reproduction, growth, and repair of multicellular
organisms
© 2011 Pearson Education, Inc.

52. Figure 1.9
25 µm

53. Figure 1.9a

54. Figure 1.9b
25 µm

55. DNA Structure and Function
• Each chromosome has one long DNA molecule
with hundreds or thousands of genes
• Genes encode information for building proteins
• DNA is inherited by offspring from their parents
• DNA controls the development and maintenance
of organisms
© 2011 Pearson Education, Inc.

56. Figure 1.10
Sperm cell
Nuclei
containing
DNA
Egg cell
Fertilized egg
with DNA from
both parents
Embryo’s cells with
copies of inherited DNA
Offspring with traits
inherited from
both parents

57. Figure 1.10a

58. • Each DNA molecule is made up of two long chains
arranged in a double helix
• Each link of a chain is one of four kinds of
chemical building blocks called nucleotides and
nicknamed A, G, C, and T
© 2011 Pearson Education, Inc.

59. Nucleus
DNA
Cell
Nucleotide
(b) Single strand of DNA
A
C
T
T
A
A
T
C
C
G
T
A
G
T
(a) DNA double helix
A
Figure 1.11

60. Figure 1.11a

61. • Genes control protein production indirectly
• DNA is transcribed into RNA then translated into
a protein
• Gene expression is the process of converting
information from gene to cellular product
© 2011 Pearson Education, Inc.

62. Genomics: Large-Scale Analysis of DNA
Sequences
• An organism’s genome is its entire set of genetic
instructions
• The human genome and those of many other
organisms have been sequenced using DNA-
sequencing machines
• Genomics is the study of sets of genes within
and between species
© 2011 Pearson Education, Inc.

63. Figure 1.12

64. • The genomics approach depends on
– “High-throughput” technology, which yields
enormous amounts of data
– Bioinformatics, which is the use of
computational tools to process a large volume of
data
– Interdisciplinary research teams
© 2011 Pearson Education, Inc.© 2011 Pearson Education, Inc.

65. Theme: Feedback Mechanisms Regulate
Biological Systems
• Feedback mechanisms allow biological processes
to self-regulate
• Negative feedback means that as more of a
product accumulates, the process that creates it
slows and less of the product is produced
• Positive feedback means that as more of a
product accumulates, the process that creates it
speeds up and more of the product is produced
© 2011 Pearson Education, Inc.
Animation: Negative
Feedback
Animation: Positive
Feedback

66. Figure 1.13
Negative
feedback
A
B
C
D
C
Enzyme 1
Enzyme 2
Enzyme 3
D
W
Enzyme 4
X
DD
Excess D
blocks a step.
(a) Negative feedback
Positive
feedback
Excess Z
stimulates a
step.
Y
Z
+
Z
Z
Z
(b) Positive feedback
Enzyme 5
Enzyme 6

67. Negative
feedback
A
B
D
C
Enzyme 2
Enzyme 3
D
DD
Excess D
blocks a step.
(a) Negative feedback
Enzyme 1
Figure 1.13a

68. W
Enzyme 4
X
Positive
feedback
Excess Z
stimulates a
step.
Y
Z
+
Z
Z
Z
(b) Positive feedback
Enzyme 5
Enzyme 6
Figure 1.13b

69. Evolution, the Overarching Theme of
Biology
• Evolution makes sense of everything we
know about biology
• Organisms are modified descendants of
common ancestors
© 2011 Pearson Education, Inc.

70. • Evolution explains patterns of unity and
diversity in living organisms
• Similar traits among organisms are explained
by descent from common ancestors
• Differences among organisms are explained
by the accumulation of heritable changes
© 2011 Pearson Education, Inc.

71. Concept 1.2: The Core Theme: Evolution
accounts for the unity and diversity of life
• “Nothing in biology makes sense except in the
light of evolution”—Theodosius Dobzhansky
• Evolution unifies biology at different scales of size
throughout the history of life on Earth
© 2011 Pearson Education, Inc.

72. Classifying the Diversity of Life
• 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
© 2011 Pearson Education, Inc.

73. Grouping Species: The Basic Idea
• Taxonomy is the branch of biology that names
and classifies species into groups of increasing
breadth
• Domains, followed by kingdoms, are the
broadest units of classification
© 2011 Pearson Education, Inc.

74. Species
Ursus
Ursidae
Carnivora
Mammalia
Ursus americanus
(American black bear)
Chordata
Animalia
Eukarya
Genus Family Order Class Phylum Kingdom DomainFigure 1.14

75. The Three Domains of Life
• Organisms are divided into three domains
• Domain Bacteria and domain Archaea compose
the prokaryotes
• Most prokaryotes are single-celled and
microscopic
© 2011 Pearson Education, Inc.

76. Figure 1.15
(a) Domain Bacteria (b) Domain Archaea
(c) Domain Eukarya
2µm
2µm
100 µm
Kingdom Plantae
Kingdom Fungi
Protists
Kingdom Animalia

77. Figure 1.15a
(a) Domain Bacteria
2µm

78. Figure 1.15b
(b) Domain Archaea
2µm

79. • Domain Eukarya includes all eukaryotic
organisms
• Domain Eukarya includes three multicellular
kingdoms
– Plants, which produce their own food by
photosynthesis
– Fungi, which absorb nutrients
– Animals, which ingest their food
© 2011 Pearson Education, Inc.

80. • Other eukaryotic organisms were formerly
grouped into the Protist kingdom, though these
are now often grouped into many separate groups
© 2011 Pearson Education, Inc.

81. Figure 1.15c
(c) Domain Eukarya
100 µm
Kingdom Plantae
Kingdom Fungi
Protists
Kingdom Animalia

82. Figure 1.15ca
Kingdom Plantae

83. Figure 1.15cb
Kingdom Fungi

84. Figure 1.15cc
Kingdom Animalia

85. Figure 1.15cd
100 µm
Protists

86. Unity in the Diversity of Life
• 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
© 2011 Pearson Education, Inc.

87. Figure 1.16
Cilia of
Paramecium
15 µm
Cross section of a cilium, as viewed
with an electron microscope
0.1 µm
Cilia of
windpipe
cells
5 µm

88. Figure 1.16a
Cilia of Paramecium
15 µm

89. Figure 1.16b

90. Figure 1.16c
Cross section of a cilium, as viewed
with an electron microscope
0.1 µm

91. Charles Darwin and the Theory of
Natural Selection
• Fossils and other evidence document the
evolution of life on Earth over billions of years
© 2011 Pearson Education, Inc.

92. Figure 1.17

93. • Charles Darwin published On the Origin of
Species by Means of Natural Selection in 1859
• Darwin made two main points
– Species showed evidence of “descent with
modification” from common ancestors
– Natural selection is the mechanism behind
“descent with modification”
• Darwin’s theory explained the duality of unity and
diversity
© 2011 Pearson Education, Inc.

94. Figure 1.18

95. Figure 1.19

96. Figure 1.19a

97. Figure 1.19b

98. Figure 1.19c

99. • Darwin observed that
– Individuals in a population vary in their traits,
many of which are heritable
– More offspring are produced than survive, and
competition is inevitable
– Species generally suit their environment
© 2011 Pearson Education, Inc.

100. • Darwin inferred that
– Individuals that are best suited to their
environment are more likely to survive and
reproduce
– Over time, more individuals in a population will
have the advantageous traits
• Evolution occurs as the unequal reproductive
success of individuals
© 2011 Pearson Education, Inc.

101. • In other words, the environment “selects” for the
propagation of beneficial traits
• Darwin called this process natural selection
© 2011 Pearson Education, Inc.
Video: Soaring Hawk

102. Figure 1.20
Population with
varied inherited
traits
Elimination of
individuals with
certain traits
Reproduction of
survivors
Increasing
frequency of
traits that
enhance
survival and
reproductive
success
1 2 3 4

103. • Natural selection results in the adaptation of
organisms to their environment
– For example, bat wings are an example of
adaptation
© 2011 Pearson Education, Inc.

104. Figure 1.21

105. The Tree of Life
• “Unity in diversity” arises from “descent with
modification”
– For example, the forelimb of the bat, human, and
horse and the whale flipper all share a common
skeletal architecture
• Fossils provide additional evidence of anatomical
unity from descent with modification
© 2011 Pearson Education, Inc.

106. • Darwin proposed that natural selection could
cause an ancestral species to give rise to two or
more descendent species
– For example, the finch species of the Galápagos
Islands are descended from a common ancestor
• Evolutionary relationships are often illustrated with
treelike diagrams that show ancestors and their
descendants
© 2011 Pearson Education, Inc.

107. COMMON
ANCESTOR
Green warbler finch
Certhidea olivacea
Gray warbler finch
Certhidea fusca
Sharp-beaked
ground finch
Geospiza difficilis
Vegetarian finch
Platyspiza crassirostris
Mangrove finch
Cactospiza heliobates
Woodpecker finch
Cactospiza pallida
Medium tree finch
Camarhynchus pauper
Large tree finch
Camarhynchus psittacula
Small tree finch
Camarhynchus parvulus
Large cactus
ground finch
Geospiza conirostris
Cactus ground finch
Geospiza scandens
Small ground finch
Geospiza fuliginosa
Medium ground finch
Geospiza fortis
Large ground finch
Geospiza
magnirostris
Insect-eaters
Seed-eater
Bud-eater
Insect-eaters
TreefinchesGroundfinches
Seed-eaters
Cactus-flower-
eaters
Warblerfinches
Figure 1.22

108. Figure 1.22a
Green warbler finch
Certhidea olivacea
Gray warbler finch
Certhidea fusca
Sharp-beaked
ground finch
Geospiza difficilis
Vegetarian finch
Platyspiza crassirostris
Insect-eaters
Seed-eater
Bud-eater
Warblerfinches

109. Figure 1.22b
Mangrove finch
Cactospiza heliobates
Woodpecker finch
Cactospiza pallida
Medium tree finch
Camarhynchus pauper
Large tree finch
Camarhynchus psittacula
Small tree finch
Camarhynchus parvulus
Insect-eaters
Treefinches

110. Figure 1.22c
Large cactus
ground finch
Geospiza conirostris
Cactus ground finch
Geospiza scandens
Small ground finch
Geospiza fuliginosa
Medium ground finch
Geospiza fortis
Large ground finch
Geospiza
magnirostris
Groundfinches
Seed-eaters
Cactus-flower-
eaters

111. © 2011 Pearson Education, Inc.
Video: Albatross Courtship Ritual
Video: Blue-Footed Booby Courtship Ritual
Video: Galápagos Islands Overview
Video: Galápagos Marine Iguana
Video: Galápagos Sea Lion
Video: Galápagos Tortoise

112. Concept 1.3: In studying nature, scientists
make observations and then form and test
hypotheses
• The word science is derived from Latin and
means “to know”
• Inquiry is the search for information and
explanation
• The scientific process includes making
observations, forming logical hypotheses, and
testing them
© 2011 Pearson Education, Inc.

113. Making Observations
• Biologists describe natural structures and
processes
• This approach is based on observation and the
analysis of data
© 2011 Pearson Education, Inc.

114. Types of Data
• Data are recorded observations or items of
information; these fall into two categories
– Qualitative data, or descriptions rather than
measurements
• For example, Jane Goodall’s observations of
chimpanzee behavior
– Quantitative data, or recorded measurements,
which are sometimes organized into tables and
graphs
© 2011 Pearson Education, Inc.

115. Figure 1.23

116. Figure 1.23a

117. Figure 1.23b

118. Inductive Reasoning
• Inductive reasoning draws conclusions through
the logical process of induction
• Repeating specific observations can lead to
important generalizations
– For example, “the sun always rises in the east”
© 2011 Pearson Education, Inc.

119. Forming and Testing Hypotheses
• Observations and inductive reasoning can lead us
to ask questions and propose hypothetical
explanations called hypotheses
© 2011 Pearson Education, Inc.

120. The Role of Hypotheses in Inquiry
• 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
© 2011 Pearson Education, Inc.

121. • For example,
– Observation: Your flashlight doesn’t work
– Question: Why doesn’t your flashlight work?
– Hypothesis 1: The batteries are dead
– Hypothesis 2: The bulb is burnt out
• Both these hypotheses are testable
© 2011 Pearson Education, Inc.

122. Figure 1.24
Observations
Question
Hypothesis #1:
Dead batteries
Hypothesis #2:
Burnt-out bulb
Prediction:
Replacing bulb
will fix problem
Test of prediction Test of prediction
Test falsifies hypothesis Test does not falsify hypothesis
Prediction:
Replacing batteries
will fix problem

123. Figure 1.24a
Observations
Question
Hypothesis #1:
Dead batteries
Hypothesis #2:
Burnt-out bulb

124. Figure 1.24b
Hypothesis #1:
Dead batteries
Hypothesis #2:
Burnt-out bulb
Prediction:
Replacing bulb
will fix problem
Test of prediction
Test falsifies hypothesis Test does not falsify hypothesis
Prediction:
Replacing batteries
will fix problem
Test of prediction

125. Deductive Reasoning and Hypothesis Testing
• 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)
© 2011 Pearson Education, Inc.

126. • 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)
© 2011 Pearson Education, Inc.

127. Questions That Can and Cannot Be
Addressed by Science
• A hypothesis must be testable and falsifiable
– For example, a hypothesis that ghosts fooled
with the flashlight cannot be tested
• Supernatural and religious explanations are
outside the bounds of science
© 2011 Pearson Education, Inc.

128. The Flexibility of the 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
© 2011 Pearson Education, Inc.

129. A Case Study in Scientific Inquiry:
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 harmless species as an evolutionary
adaptation that reduces their chances of being
eaten
© 2011 Pearson Education, Inc.

130. • This hypothesis was tested with the venomous
eastern coral snake and its mimic the
nonvenomous scarlet kingsnake
• Both species live in the Carolinas, but the
kingsnake is also found in regions without
venomous coral snakes
• If predators inherit an avoidance of the coral
snake’s coloration, then the colorful kingsnake will
be attacked less often in the regions where coral
snakes are present
© 2011 Pearson Education, Inc.

131. Figure 1.25
Scarlet kingsnake (nonvenomous)
Key
Range of scarlet
kingsnake only
Overlapping ranges of
scarlet kingsnake and
eastern coral snake
Eastern coral snake
(venomous)
Scarlet kingsnake (nonvenomous)
North
Carolina
South
Carolina

132. Figure 1.25a
Scarlet kingsnake

133. Figure 1.25b
Eastern coral snake
(venomous)

134. Field Experiments with Artificial Snakes
• To test this mimicry hypothesis, researchers made
hundreds of artificial snakes:
– An experimental group resembling kingsnakes
– A control group resembling plain brown snakes
• Equal numbers of both types were placed at field
sites, including areas without poisonous coral
snakes
© 2011 Pearson Education, Inc.

135. Figure 1.26
(a) Artificial kingsnake
(b) Brown artificial snake that has been attacked

136. Figure 1.26a
(a) Artificial kingsnake

137. Figure 1.26b
(b) Brown artificial snake that has been attacked

138. • 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
© 2011 Pearson Education, Inc.

139. Figure 1.27
Artificial
kingsnakes
Brown
artificial
snakes
Percentoftotalattacks
onartificialsnakes
83% 84%
100
80
60
40
20
0
Coral snakes
absent
Coral snakes
present
17% 16%
RESULTS

140. Experimental Controls and Repeatability
• A controlled experiment compares an
experimental group (the artificial kingsnakes) with
a control group (the artificial brown snakes)
• Ideally, only the variable of interest (the effect of
coloration on the behavior of predators) 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
© 2011 Pearson Education, Inc.

141. • In science, observations and experimental results
must be repeatable
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142. • 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
© 2011 Pearson Education, Inc.
Theories in Science

143. Concept 1.4: Science benefits from a
cooperative approach and diverse
viewpoints
• Most scientists work in teams, which often include
graduate and undergraduate students
• Good communication is important in order to share
results through seminars, publications, and
websites
© 2011 Pearson Education, Inc.

144. Figure 1.28

145. Building on the Work of Others
• Scientists check each others’ claims by performing
similar experiments
• It is not unusual for different scientists to work on
the same research question
• Scientists cooperate by sharing data about model
organisms (e.g., the fruit fly Drosophila
melanogaster)
© 2011 Pearson Education, Inc.

146. Science, Technology, and Society
• The goal of science is to understand natural
phenomena
• The goal of technology is to apply scientific
knowledge for some specific purpose
• Science and technology are interdependent
• Biology is marked by “discoveries,” while
technology is marked by “inventions”
© 2011 Pearson Education, Inc.

147. • The combination of science and technology has
dramatic effects on society
– For example, the discovery of DNA by James
Watson and Francis Crick allowed for advances in
DNA technology such as testing for hereditary
diseases
• Ethical issues can arise from new technology, but
have as much to do with politics, economics, and
cultural values as with science and technology
© 2011 Pearson Education, Inc.

148. Figure 1.29

149. The Value of Diverse Viewpoints in Science
© 2011 Pearson Education, Inc.
• Many important inventions have occurred
where different cultures and ideas mix
– For example, the printing press relied on
innovations from China (paper and ink) and
Europe (mass production in mills)
• Science benefits from diverse views from
different racial and ethnic groups, and from
both women and men

150. Figure 1.UN01

151. Figure 1.UN02
Cycling
of
chemical
nutrients

152. Figure 1.UN03
Sunlight Heat
Chemical
energy

153. Figure 1.UN04

154. Figure 1.UN05

155. Figure 1.UN06

156. Figure 1.UN07

157. Figure 1.UN08

158. Figure 1.UN09
Population
of organisms
Hereditary
variations
Overproduction of off-
spring and competition
Environmental
factors
Differences in
reproductive success
of individuals
Evolution of adaptations
in the population

159. Figure 1.UN10