IQ#1IQ#1

1.1. What is my teacher’s name?What is my teacher’s name?

2.2. How much are Hall Passes worth?How much are Hall Passes worth?

3.3. What do I do if I am tardy?What do I do if I am tardy?

4.4. Where do I go if I want to take a sample test?Where do I go if I want to take a sample test?

5.5. What do I need to do to get full participation What do I need to do to get full participation points?points?

6.6. How many days do I have to turn in late How many days do I have to turn in late work?work?

CHAPTER 1: THE CHAPTER 1: THE SCIENCE OF BIOLOGYSCIENCE OF BIOLOGY

BIOLOGYBIOLOGY

THE STUDY THE STUDY OF LIVING OF LIVING

THINGSTHINGS

Go to Section:

Section 1-1

Understanding Fossil Butte• In the southwest corner of Wyoming, there is a flat-topped

mountain called Fossil Butte. A fossil of a fish was found near the top of Fossil Butte in a rock formation that is about 50 million years old. Fossils of other kinds of fishes, as well as turtles, have been found at Fossil Butte. The land around Fossil Butte is dry, and the Pacific Ocean is more than 1000 km away. How could fossils of sea-dwelling animals have formed at Fossil Butte?

Interest Grabber

Go to Section:

Section 1-1

Interest Grabber continued

1.Working with a partner, think of several questions that a scientist might ask in order to understand why there are fish fossils in the desert of Wyoming. Write these questions on a sheet of paper.

2.Discuss your questions with your partner, and suggest a possible answer to each question.

3.How could a scientist go about finding an answer to each of the questions?

Go to Section:

What other kinds of fossils have been found here? Is there evidence that a lake or inland sea existed in Wyoming at the time the fish lived here?

Most fish fossils form in layers of mud and sand, which is evidence that the area was once under water.

Scientists would have to dig to look for more fossils and catalog what is found in the same layers with the fish. Geologists would have to map the fossil deposit and look for evidence of a lake shore or inland sea.

1. Working with a partner, think of several questions that a scientist might ask in order to understand why there are fish fossils in the desert of Wyoming. Write these questions on a sheet of paper.

2. Discuss your questions with your partner, and suggest a possible answer to each question.

3. How could a scientist go about finding an answer to each of the questions?

Interest Grabber Answers

Go to Section:

USING YOUR TEXTBOOK EFFECTIVELY

• Read major headings/section summaries• Pay close attention to key concepts &bold words.• Look at diagrams (figures)• Answer checkpoint questions• It helps to read too! Read for understanding!

Go to Section:

HOW TO OUTLINE A CHAPTER

1–1 What Is Science?A. What Science Is and Is Not

1.2.

B. Thinking Like a ScientistC. Explaining and Interpreting EvidenceD. Science as a Way of KnowingE. Science and Human Values

California State Standards Covered in Section 1-1

Investigation and experimentation

-1d: formulate explanations by using logic and

evidence

-1f: Distinguish between hypothesis and theory (1-2)

as scientific terms

1–1 What Is Science?A. What Science Is and Is Not

1. The goal of science is to ____________ and __________ nature; to

Science is unique because:• It deals only with the _______________• Scientists collect and organize information looking for patterns and connections between events • Scientists propose explanations that can be tested

by examining evidence.

2. _______ = an organized way of using evidence to learn about the natural world

investigateunderstand explain the events in

nature, and to use explanations to make useful predictions.

Natural World

Science

B. Thinking Like a Scientist 1. ___________: using one or more senses (sight, hearing, touch, smell, sometimes taste) to gather information.

2. ______: information gathered from observations. The two kinds are:

•Quantitative= •Qualitative=

3. __________: use data to make a logical interpretation based on prior knowledge and experience.

Example: Test several parts of a reservoir; all samples are safe;

Observations

Data

involves #’s; counting and measuring objects

not easily measured; usually descriptive

Inference

can infer the reservoir has drinkable water.

Go to Section:

Statement Observation Inference

Object A is round and orange.

Object A is a basketball.

Object C is round and black and white.

Object C is larger than Object B.

Object B is smooth.

Object B is a table-tennis ball.

Each object is used in a different sport.

X

X

X

X

X

X

X

X

•Object A is a

basketball.

•Object B is a

table-tennis

ball.

•Object C is a

soccer ball.

Section 1-1

Observation and Inference

C. Explaining and Interpreting Evidence 1. Hypothesis:

2. Developing a hypothesis comes from:• Prior knowledge• Logical inferences • Imaginative guessing

3. Testing can be done by:• Careful observations• Careful questioning• Often- a controlled experiment

possible explanations for a set of observations; an educated guess to a scientific question. Must be able to be tested.

4. Testing might:• Support a hypothesis• Suggests partly true, but needs revision• Refute it- it is wrong

D. Science as a Way of knowing 1. Science is an _________________ where findings are ______________________ as new evidence develops

ongoing processsubject to change

Warm-up question: List the five main senses-vision, hearing,

smell, taste, and touch-and give an example of an observation that you have made using each sense. Then, add at least one inference that could be made based on each observation.

Example: (touch)-If a table top feels sticky, someone may have spilled syrup on the table

Go to Section:

1–2 How Scientists Work

A. Designing an Experiment

1. Asking a Question

2. Forming a Hypothesis

3. Setting Up a Controlled Experiment

4. Recording and Analyzing Results

5. Drawing a Conclusion

B. Publishing and Repeating Investigations

1. Needham’s Test of Redi’s Findings

2. Spallanzani’s Test of Redi’s Findings

3. Pasteur’s Test of Spontaneous Generation

4. The Impact of Pasteur’s Work

C. When Experiments Are Not Possible

D. How a Theory Develops

Section 1-2

Section Outline

California State Standards Covered in Section 1-2 Investigation and Experimentation

1d: Formulate explanations by using logic and evidence

1f: Distinguish between theory and hypothesis (1-1)

1j: Recognize the issues of statistical variability and the

need for controlled tests.

1k: Recognize the cumulative nature of scientific

evidence

1n: Theories are sometimes wrong

Go to Section:

An overview of Designing an Experiment

Section 1-2

Flowchart

State the Problem

Form a Hypothesis

Set Up a Controlled Experiment

Record Results

Analyze Results

Draw a Conclusion

Publish Results

1–2 How Scientists Work A. Designing an Experiment

1. Step #1: Ex. How do new living things come into being?

2. Step #2: Ex. old belief (observation & reasoning only)- new

life arose from nonliving matter (Spontaneous Generation)

- maggots arise from meat- mice arise from grain- beetles arose from dung

Francisco Redi hypothesized flies lay eggs too small to see; flies produce maggots.

Asking a question- Stating a problem

Forming a hypothesis

3. Step #3: •Involves variables=

Ex. temperature, time, type/amount of materials, light

Only test ______ variable at a time

____________________ tests the effect of a single variable by changing it while keeping all the

other variables the same.

•Manipulated variable-

•Responding variable-

Setting up a Controlled ExperimentFactors that change

one

Controlled experiments

Deliberately changed

The variable that changes in response to the manipulated variable

Go to Section:

OBSERVATIONS: Flies land on meat that is left uncovered. Later, maggots appear on the meat.

HYPOTHESIS: Flies produce maggots.PROCEDURE

Controlled Variables:jars, type of meat,location, temperature,time

Manipulated Variables:gauze covering thatkeeps flies away from meat

Uncovered jars Covered jars

Several days pass

Maggots appear No maggots appearResponding Variable: whether maggots appear

CONCLUSION: Maggots form only when flies come in contact with meat. Spontaneous generation of maggots did not occur.

Section 1-2

Figure 1-8 Redi’s Experiment on Spontaneous Generation

4. Step #4: • Data-written record of observations• Other scientists can examine the evidence, review the process; repeat the experiment.

5. Step #5: • Use the data to evaluate the hypothesis and determine whether hypothesis is supported or proved wrong• Formulate explanations by using logic and evidence• Ex. Redi concluded flies are necessary to produce the

maggotsB. Publishing and Repeating Investigation Publishing an experiment, usually in a scientific journal, is an essential part of science. It allows other scientists review the process and repeat the experiment.

Recording and Analyzing Results

Drawing Conclusions

Go to Section:

Review of Designing an Experiment

Section 1-2

Flowchart

State the Problem

Form a Hypothesis

Set Up a Controlled Experiment

Record Results

Analyze Results

Draw a Conclusion

Publish Results

1.___________ Test of Redi’s Findings a. Background: _________________________ discovers tiny moving objects in rainwater, pond water and dust. He called these living things animalcules.

b. John Needham read Redi’s experiment and attacked Redi’s

conclusion; claiming spontaneous generation can occur under the right conditions.

Needham’sAnton van Leeuwenhoek

Go to Section:

Gravy is boiled. Flask isopen.

Gravy is teeming with microorganisms.

Gravy is boiled. Flask issealed.

Gravy is free of microorganisms.

Section 1-2

Figure 1-10 Spallanzani’s Experiment

2. ____________________ Test of Redi’s Findings * concluded- spontaneous generation did not occur. Microorganisms entered through the air.

3. __________ Test of Spontaneous Generation a. Spontaneous generation supporters raised the point that air is necessary for generating new life. Spallanzani’s test excluded air.

Lazzaro Spallanzani’s

Pasteur’s

Go to Section:

Broth is boiled. Broth is free ofmicroorganismsfor a year.

Curved neckis removed.

Broth is teeming with microorganisms.

Section 1-2

Figure 1-11 Pasteur’s Experiment

c. Conclusion:

D. How a Theory Develops 1. Theory=

Ex. biogenesis: new life comes from existing life

2. A theory

Ex. Theory of plate tectonics and evolution explains why marsupials are only found in Australia and nearby islands.

3. No theory is considered absolute truth. As new evidence is uncovered the theory may be revised or replaced. Ex. Ptolemaic model-Sun, Moon, Earth

All living things come from other living things

Evidence from numerous investigations build up;a particular hypothesis becomes so well supported, it is called a theory

applies to a well tested explanation that unifies a broad range of observations

Warm-up Pg. 15 ?’s 1&2 1. Why is Redi’s experiment on spontaneous

generation considered a controlled experiment?

Redi controlled all variables but one-whether or not there was gauze over each jar

2. How does a scientific theory compare with a scientific hypothesis?

Hypothesis= scientific explanation for a set of observations

Theory= a well tested explanation that unifies a broad range of observations

Go to Section:

Click the image to play the video segment.

Video 1

It’s Alive!, Part 1

Go to Section:

Click the image to play the video segment.

Video 2

It’s Alive!, Part 2

Characteristic ExamplesLiving things are made up of units called cells.Living things reproduce.

Living things are based on a universal genetic code.

Living things grow and develop.

Living things obtain and use materials and energy.

Living things respond to their environment.

Living things maintain a stable internal environment (homeostasis).

Taken as a group, living things change over time.

Many microorganisms consist of only a single cell. Animals and trees are multicellular.Maple trees reproduce sexually. A hydra can reproduce asexually by budding.Flies produce flies. Dogs produce dogs. Seeds from maple trees produce maple trees.Flies begin life as eggs, then become maggots, and then become adult flies.Plants obtain their energy from sunlight. Animals obtain their energy from the food they eat.

Leaves and stems of plants grow toward light.

Despite changes in the temperature of the environment, a robin maintains a constant body temperature.

Plants that live in the desert survive because they have become adapted to the conditions of the desert.

Section 1-3

Characteristics of Living Things

Review of Section 1-3: Characteristics of Living Things

Biosphere

Ecosystem

Community

Population

The part of Earththat contains allecosystems

Community and its nonliving surroundings

Populations thatlive together in a defined area

Group of organisms of onetype that live in the same area

Biosphere

Hawk, snake, bison, prairie dog, grass, stream, rocks, air

Hawk, snake, bison, prairie dog, grass

Bison herd

Section 1-3 Figure 1-21 Levels of OrganizationReview continued: Levels of Organization

Organism

Groups ofCells

Cells

Molecules

Individual livingthing

Tissues, organs,and organ systems

Smallest functionalunit of life

Groups of atoms;smallest unit of most chemicalcompounds

Bison

Nervous tissue Nervous systemBrain

Nerve cell

Water DNA

Section 1-3

Levels of Organization continued

Go to Section:

1–4 Tools and ProceduresA. A Common Measurement System

B. Analyzing Biological Data

C. Microscopes

1. Light Microscopes

2. Electron Microscopes

D. Laboratory Techniques

1. Cell Cultures

2. Cell Fractionation

E. Working Safely in Biology

Section 1-4

Section Outline

1–4 Tools and Procedures A. A Common Measurement System 1. Scientists need an efficient, universal system to communicate with other scientists.

2. Most scientists use the _______________ when collecting data and performing experiments.

3. Metric System (aka SI; international system of units) =

metric system

a decimal system based on multiples of 10

California State Standards Covered in Section 1-4

Investigation and Experimentation

- 1a: Select and use appropriate tools and technology to

perform tests, collect data etc.

- 1c: Identify possible reasons for inconsistent results,

such as sources of error or uncontrolled

experiments

Metric System

Kilo= 1000

Basic metric unit= 1

(ex. meter)

Centi= 1/100

Milli= 1/1000

Micro= 1/1,000,000

Measurement Metric unit

Prefixes

Length 1000m=1km 1m=100cm1m=1000mm

Mass 1000g=1kg1g=1000mg1000kg=1ton

Volume 1L=1000ml1L=1000cm3

Temperature 0°C= freezing pt of water100°C= boiling pt of water

Meter

Gram

Liter

Celsius

B. Analyzing Biological Data 1. Record data in a for easier recognition and understanding of patterns. This can be done using

2. Use computers to help make sense of data. Ex. determining molecular structure; use of satellites for weather; use of computer linked probes in the medical field.

Ex. Determining molecular structure; use of satellites for weather; use of computer linked probes in the medical field.

3. Analyzing the data helps scientists make predictions (ex. global warming)

table then make a graph (picture of your data)

a graphing calculator or spreadsheet program

Water Released and Absorbed by Tree

TimeAbsorbedby Roots

(g/h)

Releasedby Leaves

(g/h)

8 AM10 AM

12 PM2 PM4 PM6 PM8 PM

5

2

10149

641

1

12

17

16103

Water released by leaves

Water absorbed by roots

Rel

ati

ve

Rat

es

(g/h

)

20

Time

0

15

10

5

8 AM 10 AM 12 PM 2 PM 4 PM 6 PM 8 PM

Section 1-4Making a Graph From A Data Table

How to make data tables and graphs

Practice reading graphs and data tables:1. According to the data table, what time of day do leaves release the most water? The least amount of water?2. According to the graph, what time is the amount of water released

by leaves equal to the water absorbed by roots?3. Do roots absorb more water during the morning or evening? Give a logical explanation as to why this is the case.

Light microscope Electron microscope

Focuses using

Magnifies

Object size

(cells and tiny organisms)

(about 1000x smaller than light)

Unique Chemical stains used to

Specimens are _____ because they

C. Microscopes=

Devices producing enlarged images that are too small to see with the unaided eye.

Light and 2 lenses Beams of electrons

1000X 1000x more detail than light microscopes

0.2 micrometers or larger 0.2 micrometers or smaller

Show structures in cells. Specimens can be dead or alive

deadare dehydrated (dried out) andthen placed in a vacuum

Types 1. _________________________________________________:

shines a beam of electrons through a

thin specimen

2. ___________________________________________:

runs a pencil-like beam of

electrons back and forth across the surface of objects; produces 3-D

image.

Compound lightMicroscopes

Transmission Electron Microscope (TEM)

Scanning Electron Microscope (SEM)

D. Laboratory Techniques 1. Cell Cultures (reproduce cells)

a. place single cell into a dish with nutrient solution so

they can multiplyb. used to test cells for various purposes

2. Cell Fractionation (used to study cell parts)a. cells are broken in a _________b. inserted into a ____________ (spinning machine)c. cell parts separate according to _______. (denser

on bottom)

E. Working Safely in Biology (refer to appendix B pgs 1066-1067) * Single most important rule =

blendercentrifuge

density

Always follow your teacher’s instructions and the text or lab book directions exactly. If in doubt, ask the teacher!!