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Science and Chemistry of Biology

Science and Chemistry of Biology. Chapters 1 & 2. Understanding Fossil Butte.

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Science and Chemistry of Biology

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  1. Science and Chemistry of Biology Chapters 1 & 2

  2. 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?

  3. What do you think??? • 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?

  4. Science • Organized way of using evidence to learn about the natural world. • Observation • Use of one or more of the senses (sight, hearing, touch, smell and taste) to gather information. • Data • Evidence; information gathered from observations. • Inference • Logical interpretation based on prior knowledge and experience • Hypothesis • Possible explanation for a set of observations or possible answer to a scientific question.

  5. 1-1 Notes What is Science? • What science is and is not • Goal of Science • To investigate and understand nature • To explain events in nature • To use those explanations to make useful predictions. • Science is… • An organized way of using evidence to learn about the natural world. • The body of knowledge that scientists have built up over years

  6. What is Science? 1-1 • Evidence based on observation a. Observations vs. Data (senses vs. info. from observations) • Qualitative vs. Quantitative • Interpreting the evidence a. Making inferences • Interpretation based on prior knowledge • Explaining the Evidence a. A possible explanation from a set of observations b. Comes from knowledge, inferences, or guesses

  7. Section 1-1 Observation and Inference Statement Observation Inference • Object A is a basketball. • Object B is a table-tennis ball. • Object C is a soccer ball. Object A is round and orange. X X Object A is a basketball. X Object C is round and black and white. X Object C is larger than Object B. X Object B is smooth. X Object B is a table-tennis ball. X X Each object is used in a different sport. Go to Section:

  8. What is Science? 1-1 • A scientific view of the world a. All of you use scientific inquiry each day • Requires open-mindedness (think of ideas) and skepticism (continue questioning) • Science & human values a. Science roles are based on values • Give me an example of a science that is based upon values!

  9. 1-2 NotesHowScientistsWork 1-1 1-2 1-3 2-2 2-3 2-4

  10. Mystery Worms A teacher collected some beetles from a rotting log and placed them in a container of dry oatmeal in her classroom. She kept the box covered with a light cloth so that the beetles could not escape. She also asked one of her students to add potato and apple pieces once a week to provide food and moisture for the beetles. After several weeks, the student reported that there were some strange-looking, worm like organisms in the container.

  11. What do you think??? • 1. Formulate a hypothesis that might explain the presence of the “worms” in the container. • 2. How could you test your hypothesis? • 3. Identify the variables in your proposed experiment. Identify the control in your proposed experiment.

  12. 1-2 Vocabulary • Spontaneous generation- • hypothesis (dis-proven) stating that life could arise from nonliving matter. • Controlled experiment- • a test of the effect of a single variable by changing it while keeping all other variables the same.

  13. 1-2 Vocabulary • Manipulated variable- • factor in an experiment that a scientist purposely changes; also known as independent variable. • Responding variable- • factor in an experiment that a scientist wants to observe, which may change in response to the manipulated variable; also known as a dependent variable. • Theory- • well-tested explanation that unifies a broad range of observations.

  14. 1-2 Notes 1.Designing an Experience a. Stating the Problem b. Forming a Hypothesis c. Setting Up a Controlled Experiment i. When ever possible, a hypothesis should be tested by an experiment in which only one variable is changed at a time ii.All other variables should be kept unchanged, or controlled. iii. Manipulated vs. Responding variables

  15. 1-2 Notes d. Hypothesis vs. Theory i. In Science, the word theory applies to a well-tested explanation that unifies a broad range of observations.

  16. Flowchart Section 1-2 Designing an Experiment State the Problem Analyze Results Form a Hypothesis Draw a Conclusion Set Up a Controlled Experiment Publish Results Record Results Go to Section:

  17. Figure 1-8 Redi’s Experiment on Spontaneous Generation Section 1-2 OBSERVATIONS: Flies land on meat that is left uncovered. Later, maggots appear on the meat. HYPOTHESIS: Flies produce maggots. PROCEDURE Uncovered jars Covered jars Controlled Variables: jars, type of meat, location, temperature, time Several days pass Manipulated Variables: gauze covering that keeps flies away from meat Responding Variable: whether maggots appear Maggots appear No maggots appear CONCLUSION: Maggots form only when flies come in contact with meat. Spontaneous generation of maggots did not occur. Go to Section:

  18. Figure 1-10 Spallanzani’s Experiment Section 1-2 Gravy is boiled. Flask is open. Gravy is teeming with microorganisms. Flask is sealed. Gravy is free of microorganisms. Gravy is boiled. Go to Section:

  19. Figure 1-11 Pasteur’s Experiment Section 1-2 Broth is boiled. Broth is free of microorganisms for a year. Curved neck is removed. Broth is teeming with microorganisms. Go to Section:

  20. Figure 1-11 Pasteur’s Experiment Section 1-2 Broth is boiled. Broth is free of microorganisms for a year. Curved neck is removed. Broth is teeming with microorganisms. Go to Section:

  21. Figure 1-11 Pasteur’s Experiment Section 1-2 Broth is boiled. Broth is free of microorganisms for a year. Curved neck is removed. Broth is teeming with microorganisms. Go to Section:

  22. Figure 1-11 Pasteur’s Experiment Section 1-2 Broth is boiled. Broth is free of microorganisms for a year. Curved neck is removed. Broth is teeming with microorganisms. Go to Section:

  23. 1-3 Notes Studying Life 1-1 1-2 1-3 2-2 2-3 2-4

  24. Shells and Sn How can we distinguish between living and nonliving things, such as a radiolarian (left) and a snowflake (right)? A radiolarian is a tiny living thing that is covered with a glasslike shell and lives in the ocean. A snowflake is a crystal made of frozen water. Shells and Snowflakes 1. What are some similarities between the snowflake and the glass shell of the radiolarian? 2. What are some differences between the snowflake and the glass shell? 3. Would you classify the shell as a living thing or a nonliving thing? Explain your answer.

  25. 1-3 Notes Studying Life 1. Characteristics of Living Things a. Made up of cells i. Cell: a collection of living matter enclosed by a barrier ii. Unicellular: single- celled living things iii.Multicellular: multi- celled living things

  26. 1-3 Notes Studying Life b. Reproduction • Sexual reproduction: majority of multicellular organisms ii. Asexual reproduction: has only one parent c. Based on a Genetic Code i. DNA determines the inherited traits of every organism

  27. 1-3 Notes Studying Life d. Growth and Development i. Life cycles: a pattern of growth and change over a lifetime e. Need for Materials and Energy i. Metabolism: the combination of chemical reactions through which an organism builds up or breaks down materials as it carries out life processes ii. Methods for getting energy varies 1. Photosynthesis 2. Eating plants 3. Eating animals

  28. 1-3 Studying Life f. Response to the Environment i. Each organism responds to changes in its own way 1. Seeds grow when water & light are present g. Maintaining Internal Balance i. Homeostasis: process how organisms keep their internal conditions stable ii. Giving off or taking in energy iii. Giving off or taking in water h. Evolution i. Changes over time within a group ii. Drought resistant plants

  29. 1-3 Notes Studying Life 2. Branches of Biology a. Life can be studied at different levels b. Most complex = biosphere c. Most simple = molecule

  30. Figure 1-21 Levels of Organization Section 1-3 Biosphere The part of Earth that contains all ecosystems Biosphere Ecosystem Community and its nonliving surroundings Hawk, snake, bison, prairie dog, grass, stream, rocks, air Community Populations that live together in a defined area Hawk, snake, bison, prairie dog, grass Population Group of organisms of one type that live in the same area Bison herd

  31. Figure 1-21 Levels of Organization continued Section 1-3 Organism Individual living thing Bison Tissues, organs, and organ systems Groups of Cells Nervous system Brain Nervous tissue Smallest functional unit of life Cells Nerve cell Groups of atoms; smallest unit of most chemical compounds Molecules DNA Water

  32. 2-2 NotesPropertiesof Water 1-1 1-2 1-3 2-2 2-3 2-4

  33. Water, Water Everywhere If you have ever seen a photograph of Earth from space, you know that much of the planet is covered by water. Water makes life on Earth possible. If life as we know it exists on some other planet, water must be present to support that life. 1. Working with a partner, make a list of ten things that have water in them. 2. Exchange your list for the list of another pair of students. Did your lists contain some of the same things? Did anything on the other list surprise you? 3. Did either list contain any living things?

  34. Reading Quiz 2.2 Answer the following questions on a half sheet of paper. Be sure to write your name, period and table # on your paper. • True/False- Astronauts have called Earth “the Blue Plant” • True/False-Water is a polar Molecule • True/False- Cohesion and Adhesion are the same thing. • Salt and Pepper combined together is called a ________ • The pH of water is _____

  35. Reading Quiz Answers • True • True • False • Mixture • 7

  36. 2-2 Vocabulary • Cohesion • - attraction between molecules of the same substance. • Adhesion • - attraction between molecules of different substances. • Mixture • - material composed of two or more elements or compounds that are physically mixed together but not chemically combined.

  37. 2-2 Vocabulary • Solution- • mixture of two or more substances in which molecules of the substance are evenly distributed. • Solute- • substance that is dissolved in a solvent to make a solution. • Solvent- • substance in which a solute is dissolved to form a solution. • Suspension- • mixture of water and nondissolved materials.

  38. 2-2 Vocabulary • pH scale- • measurement system used to indicate the concentration of hydrogen ions (H+) in solution: ranges from 0-14. • Acid- • compound that forms hydrogen ions (H+) in solution. • Base- • compound that produces hydroxide ions (OH-) in solution. • Buffer- • weak acid or base that can react with strong acids or bases to help prevent sharp, sudden changes in pH.

  39. 2-2 NotesThe Water Molecule 1. Atoms a. The basic unit of matter b. Made up of protons, neutrons, and electrons c. Center of atom = nucleus i. Electrons (negative charge) are in constant motion around the nucleus d. They have equal numbers of electrons & protons i. The numbers are equally and oppositely charged = neutral

  40. 2-2 NotesThe Water Molecule 2. Polarity a. It is called a polar molecule because of the uneven distribution of electrons and the slight charges. b. Like a magnet, opposite charges will attract and like charges will repel. 3. Hydrogen bonds a. A weak bond between the hydrogen and oxygen in a water molecule due to opposite charges. b. Cohesion i. Attraction between molecules of the same substance c. Adhesion i. Attraction between molecules of different substances Can cause water to move against the force of gravity = capillary action

  41. 2-2 NotesSolutions, Suspension & pH 1.Solution: all components are evenly distributed a. Solute = the substance that is dissolved b. Solvent = the substance in which the solute dissolves c. Example: Salt water 2.Suspension: mixtures of water and non-dissolved material a. Example: blood contains undissolved particles, pudding

  42. 2-2 NotesSolutions, Suspension & pH Oven cleaner Bleach 3.pH scale: indicates the concentration of H+ ions in solution a. Ranges from 0-14 b. At pH 7, OH- and H+ ion concentrations are equal c. Pure water is pH 7 (neutral) d. pH above 7 is basic (8-14) e. pH below 7 is acidic (0-6) Ammonia solution Increasingly Basic Soap Sea water Human blood Neutral Pure water Milk Normal rainfall Acid rain Tomato juice Increasingly Acidic Lemon juice Stomach acid

  43. 2-2 NotesSolutions, Suspension, & pH 4. Buffers a. Weak acids or bases that can react with strong acids and bases to prevent sharp, sudden changes in pH b. Keeps pH between 6.5 and 7.5 Maintains homeostasis

  44. 2-3 NotesCarbon Compounds 1-1 1-2 1-3 2-2 2-3 2-4

  45. Life’s Backbone Most of the compounds that make up living things contain carbon. In fact, carbon makes up the basic structure, or “backbone,” of these compounds. Each atom of carbon has four electrons in its outer energy level, which makes it possible for each carbon atom to form four bonds with other atoms. As a result, carbon atoms can form long chains. A huge number of different carbon compounds exist. Each compound has a different structure. For example, carbon chains can be straight or branching. Also, other kinds of atoms can be attached to the carbon chain. 1. On a sheet of paper, make a list of at least ten things that contain carbon. 2. Working with a partner, review your list. If you think some things on your list contain only carbon, write “only carbon” next to them. 3. If you know other elements that are in any items on your list, write those elements next to them.

  46. 2-3 NotesCarbon Compounds 1. The Chemistry of Carbon a. Carbon has four valence electrons b. It can bond with many elements including itself i. Makes covalent bonds ii.Allows it to form chains unlimited in length iii. Can be single, double or triple carbon bonds

  47. 2-3 NotesCarbon Compounds 2. Macromolecules a. Means “giant molecules” b. Built by polymerization: large molecules are formed from joining smaller ones i. monomers: small units ii. polymers: large units c. Figure 2-12 in Book d. Four groups of organic compounds exist i. Carbohydrates ii. Lipids iii.Nucleic acids iv. Proteins

  48. 2-3 NotesCarbon Compounds • 3. Carbohydrates • a. Compounds made of Carbon, Hydrogen, and Oxygen. • b. Main source of energy (sugar & Starch) • c. Plants & animals use them for structure • d. Sugars break down to form carbohydrates • e. Single sugar molecule = monosaccharide • f. Large macromolecules = polysaccharide

  49. 2-3 NotesCarbon Compounds • 4. Lipids • Made mostly from carbon & hydrogen atoms • Includes fats, oils waxes and store energy • Saturated: has the maximum number of hydrogen atoms • Unsaturated: has one double bond • Polyunsaturated : has more than one double bond

  50. 2-3 NotesCarbon Compounds • 5. Nucleic Acids • Made of nucleotides joined together • Compounds containing hydrogen, oxygen, nitrogen, carbon, and phosphorus • c. Nucleotide: a 5-carbon sugar, a phosphate group, & a nitrogenous base

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