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Order the following pieces of reasoning into a strong, criterion-based argument about whether viruses are alive (from best starting step to final step).

  • Name specific measurements/observations that would change your classification (decisive evidence).

  • List observations about viruses for each criterion (what they do and do not show).

  • State the life-criteria you will use (e.g., cells, metabolism, homeostasis, reproduction, evolution, genetic information).

  • Weigh the criteria and justify a classification choice (e.g., “borderline,” “nonliving,” or “living-like”) based on the overall pattern, not one rule.

Course
Introduction to Biology
9 units48 lessons
Topics
Life Science (Biology)Scientific Inquiry and PracticesBiochemistryGeneticsEcologyEvolutionary Biology
About this course

This course surveys foundational principles that unify modern biology, from the characteristics of life and levels of biological organization to how biological knowledge is generated through the scientific method, experimental design, and data interpretation. Core chemical concepts are introduced through water chemistry, macromolecules, and enzyme function, followed by cell theory, cell structure, membrane transport, and energy transformations in cellular respiration and photosynthesis. The course then builds through genetics (DNA/RNA, gene expression, inheritance patterns), evolution and natural selection, biodiversity and phylogenetics, ecology and human impacts, and an overview of homeostasis and major physiological systems.