UNIT 1 – What is Life? SEMINAR: Is it Biotic?

SC235 – General Biology I: Human Perspectives UNIT 1 – What is Life?SEMINAR: Is it Biotic? Evelyn I. Milian Instructor 2011

Instructor:Evelyn I. Milian • Instructor of Biology, Microbiology, and basic Science. • Graduate studies in Microbiology. • Scientific research thesis in immunoallergy, with dust mites. • Born in Puerto Rico. • Moved to USA in 2005. • Before being a biologist, I was an accounting and administrative secretary for 10 years. I also took many courses in humanities. E-mail: EMilian@kaplan.edu AIM: milianevelyn Evelyn I. Milian - Instructor

Agenda • Discussion of unit 1 seminar topic: • Characteristics of Life – But is it Biotic? • Review of the Scientific Method • Question and answer session • Course syllabus, assignments, grading, requirements. • * Students in sections with other instructors are also invited to stay for this session; however, specific questions about assignments or grading should be addressed to your instructor. Evelyn I. Milian - Instructor

How Do We Study Life? Biology is the scientific study of life. Biology consists of many areas of study, or subfields, because life has many aspects and perspectives. Evelyn I. Milian - Instructor

Why Study Biology? • Biology influences all aspects of human life and helps us understand our world. This science allows us to: • Study and understand the structure and function of the human body. • Study and understand other organisms, with which we interact. • Obtain important information to make decisions about diverse aspects of human life, for example: • Effects of natural processes in human life. • Effects of chemical substances and other physical factors. • Study and understand our genetics, how we inherit characteristics. • Development and inheritance of illnesses. • Development of products, medicines, and treatments. • Effect of human activities in our planet and life in general. Evelyn I. Milian - Instructor

Why Study Biology? • “Biology is not a completed work but an exploration that has really just begun.” • “We cannot urge you strongly enough, even if you are not contemplating a career in biology, to join in the journey of biological discoveries throughout your life. Don’t think of biology as just another course to take, just another set of facts to memorize. Biology is a pathway to a new understanding of yourself and of the life on Earth around you.” • Teresa and Gerald Audesirk; Biology: Life on Earth, Seventh Edition; 2005; Chapter 1 (Prentice Hall). • REMEMBER: Biology is challenging, but do not feel intimidated! • Biology is an adventure; an exciting journey of discovery with endless possibilities! Evelyn I. Milian - Instructor

Seminar Preparation Assignment:But is it Biotic? • Reading assignment: Chapter 1 – What is Life? • Choose something inside your home and apply the criteria or characteristics of life you learned in the reading assignment to determine if it is biotic or abiotic. • Biotic = alive or living • Abiotic = not alive or non-living • Reflect on the activities that you, your child, or your pet perform during any regular day. Evelyn I. Milian - Instructor

Characteristics of Life: Living Things are Organized • Living things are structurally and functionally organized into levels, or a hierarchy: they have order. Structure and function are correlated at all levels of biological organization. • Levels of biological organization go from the microscopic (too small to be seen by the unaided eye) to the global: • atoms  molecules (chemical level)cells tissues organsorgan systems organismspopulations (species) communitiesecosystemsbiosphere. • Each level of organization is more complexthan the level preceding it and has properties beyond those of the former level: emerging propertiesthat are due to the interactions among the parts making up the whole. The whole is more than the sum of its parts Evelyn I. Milian - Instructor

Living Things Sense the Environment and Respond to Stimuli from the Environment • Organisms perceive and respond to stimuli from their internal and external environment. In other words, they interact with the environment as well as with other living things. • Appropriate responses help ensure survival of the organism and allow it to carry on its daily activities. • Feeding, defense, communication, movements, other behaviors. • Animals have sensory organs, muscular and nervous systems. Evelyn I. Milian - Instructor

Organisms Adapt to the Environment • Adaptationsare modifications that make organisms suited to their way of life. Adaptations help an organism cope with the rigors of its environment; they improve the chances of survival and reproductive success of an organism in a given environment. • Adaptation to a particular environment explains the diversity of life. Evolutionary adaptation. The appearance of this pygmy seahorse camouflages the animal in its environment. Such adaptations evolve over many generations by the reproductive success of those individuals with heritable traits that are best suited to their environments. Evelyn I. Milian - Instructor

Organisms Alter the Environment • Organisms carry out activities that affect their environment and other living things in it. • Ecology: Study of the interactions of organisms with each other and with the physical environment. Evelyn I. Milian - Instructor

Organisms Have Metabolism: They Acquire and Process Energy and Nutrients • Organisms need energy and nutrients to maintain their high level of organization, to grow and to reproduce. They carry out metabolism, all the chemical reactions needed to sustain an organism’s life. • Energyis the capacity to do work (chemical reactions, growth, movement, reproduction, tissue repair, etc.). • Nutrients are molecules or substances that have an essential role in growth and survival. Evelyn I. Milian - Instructor

Organisms Contain Materials Found Only in Living Organisms • Cells and the body of organisms are composed of molecules such as carbohydrates, lipids, (such as fats), proteins, and nucleic acids (DNA and RNA). • All living things possess biological information that directs their structure and function. This biological information is the hereditary material: the genes. • Genesare segments of DNA (deoxyribonucleic acid), the molecule of heredity contained in the cellular structures called chromosomes. Evelyn I. Milian - Instructor

Characteristics of Life: Organisms Reproduce Themselves • Each of us began life as a single cell stocked with DNA inherited from our parents. Replication of that DNA transmitted those genes to our trillions of cells. In each cell, the genes along the length of DNA molecules encode the information for building the cell’s other molecules. In this way, DNA directs the development and maintenance of the entire organism and, indirectly, everything it does. The DNA serves as a central database. Evelyn I. Milian - Instructor

Characteristics of Life: Living Things Must Maintain Homeostasis • Homeostasis (“staying the same”): The condition of equilibrium, or maintenance of normal internal conditions in a cell or organism; a state of biological balance. • Homeostasis is maintained by self-regulating mechanisms or feedback systems that monitor internal conditions and make routine and necessary adjustments. • Blood pressure, body temperature, and other physiological factors must remain within the tolerance range of the organism. • Negative feedback: Mechanism of response that reduces (“damps”) a change or variation from a normal limit, and restablishes the original state; it is the most common type of feedback system. • Positive feedback: Mechanism of response that amplifies a change or stimulus (so it will end faster). Evelyn I. Milian - Instructor

Feedback Systems: Three Basic Components • Receptor (Sensor) • Body structure that detects changes in a controlled condition (such as temperature) and sends information to a control center. • Control Center • Body component that determines the set point(a particular value) or the normal range (upper and lower limit) at which a controlled condition must be maintained. It evaluates the information received and generates changes when needed. • Effector (Response Structure) • Body structure that receives information from the control center and produces a responseor effect that changes the controlled condition. Evelyn I. Milian - Instructor

F E E D B A C K S Y S T E M S H O M E O S T A S I S A N D

Homeostasis Control: Feedback Systems Evelyn I. Milian - Instructor

Hypothesis-Based Science and the Scientific Method • Hypothesis; an “educated guess” or an “explanation on trial”: • A tentative explanation of an event, observation or phenomenon that guides scientific inquiry; it is based on available evidence, and should be testable and falsifiable, often by experimentation. • Inductive reasoning—creating a general statement from our specific observations, helps us develop a hypothesis. • Deductive reasoning—moving from the generalhypothesis to a specific situation, helps us design the experiment to test the hypothesis. We can use the “if . . . then” logic in our statement. • Based on observations, we make predictions, deductive, logical consequences about what outcomes of experiments we should expect if a particular hypothesis (premise) is correct. • If situation “A” occurs, then result “B” will follow; for example: • If all organisms are made of cells (premise 1), and humans are organisms (premise 2), then humans are composed of cells (deductive prediction about a specific case). Evelyn I. Milian - Instructor

Observe and Ask Question Even though this diagram shows the scientific method as a series of steps, keep in mind that new information or thinking might cause a scientist to back up and repeat steps at any point during the process. A process like the scientific method that involves such backing up and repeating is called an iterative process. The Scientific Method Do Background Research Construct Hypothesis Think! Try Again Test wih an Experiment Analyze Results, Draw Conclusion Hypothesis is True Hypothesis is False or Partially True Scientific theory: supported by many experiments & data Report Results Source: www.sciencebuddies.org Evelyn I. Milian - Instructor

The Scientific Method • The scientific method is rooted in logic. If we can prove that our hypothesis does not apply to even one situation, then our hypothesis is wrong. After we analyze the data and draw conclusions from them , we may have to junk our hypothesis, or conclude that it applies to a more limited range of circumstances. Evelyn I. Milian - Instructor

Hypothesis-Based Science • A scientific hypothesis makes predictions that can be tested by recording additional observations or by designing experiments. • We all use hypotheses in solving everyday problems. • Example situation: Your flashlight fails during a camp-out. Evelyn I. Milian - Instructor

Typical Sequence of Steps Taken in a Scientific Experiment • Olestra is a synthetic fat replacement made from sugar and vegetable oil. It was approved by FDA (Food & Drug Administration) in 1996. Olestra was first used in potato chips. • Some people complained of severe gastrointestinal distress after eating the chips and investigation ensued. Evelyn I. Milian - Instructor

Course Syllabus: Question and Answer Session • Please keep your Course Syllabus handy and use it as your guide throughout the entire term. • Read all sections of the syllabus and make sure that you understand them. • Do not hesitate to contact me by e-mail or AIM as soon as you have a question. • * Students in other sections: Please contact your instructor for specific questions about assignments or grading. Evelyn I. Milian - Instructor

Course Syllabus: Flex Seminar Information • You can participate in seminar through either one of the two options described in the Seminar Page for each unit: • Attend a live flex seminar, or • submit a written assignment described in the seminar page. • This course utilizes Kaplan’s Flexible Seminartool for your live seminars. The flexible seminar tool will provide you with different days and times you can attend seminar. • You can choose to attend the seminar that best fits your schedule, or do Option 2. • To access the seminars and for more information, please read the Flex Seminar Student Guideavailable in the Course Home or Doc Sharing areas of the course. Evelyn I. Milian - Instructor

Course Syllabus: Grading Criteria / Course Evaluation Evelyn I. Milian - Instructor

Course Syllabus: Late Assignment Policy • All unit assignments (discussion, projects, quizzes, seminar, etc.) are due by the end of each unit on Tuesday by 11:59 PM Eastern Time. At the discretion of your professor: • Late assignments can be marked down one letter grade for each unit the assignment is late. For example, if you turn in your Unit 5 project, a “B” paper with a grade of an 85%, during Unit 6, one letter grade will be deducted from it, giving you a grade of C (75%). If you turn this project in during Unit 7, two letter grades will be deducted from it, giving you a grade of D (65%). As you can see, it is to your benefit to submit assignments on time. • Late discussion posts to classmates may not receive credit as their purpose is to further the discussion and the discussion cannot be furthered after it has ended. • Assignments submitted more than three units late may not be accepted. • Late final projects may not be accepted. Evelyn I. Milian - Instructor

Course Syllabus: Late Assignment Policy • Extenuating Circumstances:If you have extenuating circumstances that prevent you from completing projects, quizzes, seminars or participating in the class, please contact the professor to discuss alternative arrangements. • The possibility of alternative arrangements is at the discretion of the professor. Active communication is the key to overcoming any hurdles you may encounter during the term. It is your responsibility to inform the professor (ahead of time, whenever possible) of extenuating circumstances that might prevent you from completing work by the assigned deadline. • Prior notification does not automatically result in a waiver of the late penalties. Please note that evaluation of extenuating circumstances is at the discretion of the instructor and documentation may be required for verification of the extenuating circumstance. Examples of extenuating circumstances may include but are not limited to: personal/family member hospitalization, death in the family, weather/environmental evacuation due to fire/hurricane, or active military assignment where internet connectivity is unavailable for a limited time period. • General computer-related or internet connectivity issues are not considered extenuating circumstances. It is your responsibility to locate a reliable Internet connection and computer. They are available at most public libraries as well as locations such as FedEx Kinkos. Evelyn I. Milian - Instructor

Course Syllabus: Incompletes • “Incompletes” provide students with limited additional time to complete coursework after the term’s end. To be considered for an incomplete, you should have completed approximately 75% of the coursework and have an extenuating circumstance(personal or family member hospitalization, death in the family; see the Course Syllabus). • See the Kaplan University catalog for further information. • Requests for an incomplete must be made to the instructor by the Monday of Unit 9. * See your Course Calendar. Evelyn I. Milian - Instructor

Course Syllabus: Important Information and Documents • Important information and documents to keep handy and use throughout the entire term include, but are not limited to: • Calendar (in Course Home or Doc Sharing) • Course Syllabus (Course Home or Doc Sharing) • Grading Rubrics for Discussions and Assignments or Projects (Course Syllabus) • Flex Seminar Student Guide(Course Home, Doc Sharing) • Lab Report Checklist(Doc Sharing) • Unit To-Do List (Each unit) • Student Guide to Online Communications (Academic Tools or Doc Sharing) • APA Guide (Doc Sharing, Writing Center) • Writing Center Information (Academic Tools, Doc Sharing) • Other documents in “Doc Sharing” Evelyn I. Milian - Instructor

Some Recommendations to be Successful in the Course • Read your e-mails and course announcements every day. • Work consistently and stay caught up;make a planand stay organized. • Post early and often to the Discussion Board. • Keep up with the assignments and projects. • Come prepared to the weekly seminars and participate meaningfully throughout the entire hour. • Always support all your work with completeAPA style references and in-text citationsand rely on quality literature resources. • Avoid copying and pasting anything longer than a line or two from any given source; posts and projects must always be made up of your own words, supported by literature sources properly cited. • Make sure that you meet the learning activity submission deadlines in each Unit. Units start on Wednesdays each week and end at 11:59 PM Eastern Time the following Tuesday. • Use all Kaplan resources available to help you in your courses. Evelyn I. Milian - Instructor

Explore the Course Classroom! Use All Resources Available! Evelyn I. Milian - Instructor

References • Alters, Sandra & Alters, Brian.(2006). Biology, Understanding Life. John Wiley & Sons, Inc. NJ, USA. • Audesirk, Teresa; Audesirk, Gerald & Byers, Bruce E. (2005). Biology: Life on Earth. Seventh Edition. Pearson Education, Inc.-Prentice Hall. NJ, USA. • Campbell, Neil A.; Reece, Jane B., et al. (2008). Biology.Eighth Edition. Pearson Education, Inc.-Pearson Benjamin Cummings. CA, USA. • Ireland, K.A.(2011). Visualizing Human Biology. Second Edition. John Wiley & Sons, Inc. NJ, USA. • Mader, Sylvia S.(2010). Biology. Tenth Edition. The McGraw-Hill Companies, Inc. NY, USA. • Martini, Frederic H.; Nath, Judi L. (2009). Fundamentals of Anatomy & Physiology. Eighth Edition. Pearson Education, Inc. – Pearson Benjamin Cummings. CA, USA. • Solomon, Eldra; Berg, Linda; Martin, Diana W.(2008). Biology.Eighth Edition. Cengage Learning. OH, USA. • Starr, Cecie. (2008). Biology: Concepts and Applications , Volume I.Thompson Brooks/Cole. OH, USA. • Trefil, James & Hazen, Robert M.(2011). The Sciences An Integrated Approach. Sixth Edition. John Wiley & Sons, Inc. NJ, USA. Evelyn I. Milian - Instructor

UNIT 1 – What is Life? SEMINAR: Is it Biotic?