Bio 112 1st EditionExam # 3 Study Guide Lectures: 1- 6Lecture 11. 3 components of lifea. Matterb. Energyc. Information2. Half of all humans that have ever died, died as a result of a mosquito bitea. Many fatal diseases are spread by mosquito bitesi. Malaria1. Thought to be caused by “bad air” in the past2. Now known that is it caused by a micro-organismii. Yellow Feveriii. Dengue1. Also known as “Break-bone fever”iv. West Nile Virusb. Mosquitoes are now resistant to most insecticides3. Human reasoning methodsa. Mode 1i. “Gut feeling,” “snap judgment,” fast and simple response1. Useful in simple, familiar situationsii. Advantages: fast, intuitiveiii. Disadvantages: error prone, fails in complex or unfamiliar situationsb. Mode 2i. Linear, analytic reasoning, such as science1. Useful in complex or unfamiliar situationsii. Advantages: accurate if done correctlyiii. Disadvantages: slow, laborious4. The Hypothetico-Deductive Methoda. Formal procedure known as “strong inference”b. Stepsi. Hypothesize an explanationii. Deduce1. Make predictionsiii. See if it works1. Test for logical consistency2. Test predications against known facts3. Predict new facts and look for themiv. Discard the hypothesis if it doesn’t work5. To be a scientific explanation, the explanation must be tested by an observationa. If it can be tested by an observation, explanation is scientificb. If it cannot be tested by an observation, explanation is not scientifici. Example: Boab Tree in Australia, other miracles6. A theory is proved to be valid numerous times through experimentsa. As new knowledge arises, theories may change7. Pasteur experimentsa. Pasteur hypothesized that broth spoiled because invisible organisms grew in it, and theirwaste products poisoned the brothi. General belief at the time was that new life arose spontaneously1. Known as “spontaneous generation”Lecture 21. Science starts using scientific investigation, but slowlya. By 19th century, doctors needed to know what was inside bodyi. No autopsies because of religious reasonsb. Mid 19th century, medical schools add autopsy dissection classesi. To teach medical studentsii. To develop hypotheses about diagnosis, causes, and treatments for diseasesc. Hospitals with autopsy classes had higher incidents of women dying from illnesses after childbirth2. Ignaz Semmelweisa. Founded 2 teaching hospitalsi. Hospital 1 = teaching hospital with autopsy1. A mother’s average chance of dying after childbirth from infection was 10%-30%ii. Hospital 2 = strictly childbirth and teaching midwives1. A mother’s chance of dying after childbirth from infection was about 5% b. Developed the “cadaverous particles” hypothesisi. Fewer infections in Hospital 2ii. Doctor’s in Hospital 1 went directly from autopsy to surgery without hand washing1. Infection was thought to come from “bad air,” not particles on hands or instrumentsiii. Semmelweis predicted that a poison, or cadaverous particles, were transmitted on the hands of doctors1. Tested to see if washing hands and instruments in bleach between patients and autopsies would decrease number or deathsa. Proved to be truei. Mortality rate drastically decreasediv. Some doctors were offended by Semmelweis’s claim1. Sent to an insane asylum and died of infection in 2 weeksv. “The Semmelweis Reflex”1. A metaphor for an automatic rejection of new knowledge because it contradicts norms or beliefs3. Louis Pasteura. Pasteur’s hypothesis, that something living in a tiny bit of dust must enter the broth to make it rot, became a valid theory because it survived extensive testingb. Therefore, a tiny bit of something living must enter the human body to cause infectioni. Semmelweis “cadaverous particles”1. Could be microscopic particles, not poison4. Joseph Listera. Developed antiseptic surgeryi. Sterilized instruments with carbolic acid to kill bacteria to prevent the transfer ofdisease-causing bacteria5. Association between “bad air” and disease partially correcta. But, “bad air” is not the cause of the disease, but rather just correlated6. Paul Ehrlicha. Observed that some dyes would color human, animal, or bacterial cells, or particular parts of cells, while other dyes didn’ti. Hypothesized that there were chemicals that would bind to and kill bacteria, butnot harm human cells7. During WWI, maggots ate dead tissue, but not live tissue, in soldiers in No Man’s Landa. Caused a decrease in the number of infectionsb. Maggots secreted chemicals that could fight bacteria8. Antibiotics and penicillina. Alexander Flemingi. Noticed a green mold, penicillium, killed bacteria on his culture plates in 1928b. Ernst Chain & Howard Florey purified penicillin in 1942i. Generally available to everyone in 1946ii. Penicillin, and other antibiotics, are becoming less effective1. MRSA: only 1 antibiotic left to treat the resistant strain2. Bacteria have changed which causes resistant strandsa. Seems to be associated with the misuse or over-use of antibiotics in agriculture and medicine9. Ebolaa. A viral hemorrhagic feverb. 60%-90% lethalc. No drugs to treat it or vaccine to prevent itLecture 31. Offspring resemble parentsa. Called “inheritance”i. 2 main kinds1. Biological or “hard”2. Environmental or “soft”b. “Soft” or environment inheritancei. Cultural such as language and religion ii. Biological environment such as poor nutrition, which stunts growthc. “Hard” or biological inheritancei. Comes from parent and change is very difficultii. At conception, zygote only has “hard” inheritance2. “Blending Inheritance”a. Cross red flower with white flower  pink flowerb. Similar to mixing paint3. Mendela. Famous pea experimentsi. Pea plants have recognizable characteristicsii. Characteristics show variationiii. Noticed that some characteristics did not blend1. Obvious characteristics were either/or, meaning they were either smooth or wrinkled and so onb. Developed the hypothesis of “particles of inheritance”i. Properties of “particles of inheritance”1. One from each parent2. Each individual thus has 23. Specify the form of a particular characteristic4. Do not change from generation to generation5. If an individual has 2 different particles, the individual will have either one characteristic or the other, and the choice will always be the sameii. How to do the experiment1. Plant sexa. Male gamete = pollen on anthersb. Female gamete = eggs on stigmac. Fertilized egg