IQ#1

1. IQ#1 • What is my teacher’s name? • How much are Hall Passes worth? • What do I do if I am tardy? • Where do I go if I want to take a sample test? • What do I need to do to get full participation points? • How many days do I have to turn in late work?

2. CHAPTER 1: THE SCIENCE OF BIOLOGY

3. BIOLOGY THE STUDY OF LIVING THINGS

4. Interest Grabber Understanding Fossil Butte Section 1-1 • 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?

5. Interest Grabber continued Section 1-1 • 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?

6. Interest Grabber Answers 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? 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.

7. 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!

8. HOW TO OUTLINE A CHAPTER 1–1 What Is Science? A. What Science Is and Is Not 1. 2. B. Thinking Like a Scientist C. Explaining and Interpreting Evidence D. Science as a Way of Knowing E. Science and Human Values

9. 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

10. 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 investigate explain the events in nature, and to use explanations to make useful predictions. understand Natural World Science

11. 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.

12. X X X X X X X X Observation and Inference Section 1-1 • Object A is a basketball. • Object B is a table-tennis ball. • Object C is a soccer ball. 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.

13. 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.

14. 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 process subject to change

15. 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

16. Section Outline Section 1-2 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

17. 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

18. Flowchart Section 1-2 An overview of Designing an Experiment State the Problem Analyze Results Form a Hypothesis Draw a Conclusion Set Up a Controlled Experiment Publish Results Record Results

19. 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

20. 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 Experiment Factors that change one Controlled experiments Deliberately changed The variable that changes in response to the manipulated variable

21. Figure 1-8 Redi’s Experiment on Spontaneous Generation Section 1-2 OBSERVATIONS:Fliesland 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.

22. 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 maggots Recording and Analyzing Results Drawing Conclusions • B. 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.

23. Flowchart Section 1-2 Review of Designing an Experiment State the Problem Analyze Results Form a Hypothesis Draw a Conclusion Set Up a Controlled Experiment Publish Results Record Results

24. Needham’s • ___________ 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. Anton van Leeuwenhoek

25. 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.

26. Lazzaro Spallanzani’s 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. Pasteur’s

27. 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.

28. c. Conclusion: All living things come from other living things 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 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

29. 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

30. Video 1 Video 1 It’s Alive!, Part 1 • Click the image to play the video segment.

31. Video 2 Video 2 It’s Alive!, Part 2 • Click the image to play the video segment.

32. Review of Section 1-3: Characteristics of Living Things Section 1-3 Characteristics of Living Things Characteristic Examples Living things are made up of units called cells. Many microorganisms consist of only a single cell. Animals and trees are multicellular. Living things reproduce. Maple trees reproduce sexually. A hydra can reproduce asexually by budding. Living things are based on a universal genetic code. Flies produce flies. Dogs produce dogs. Seeds from maple trees produce maple trees. Living things grow and develop. Flies begin life as eggs, then become maggots, and then become adult flies. Living things obtain and use materials and energy. Plants obtain their energy from sunlight. Animals obtain their energy from the food they eat. Leaves and stems of plants grow toward light. Living things respond to their environment. Despite changes in the temperature of the environment, a robin maintains a constant body temperature. Living things maintain a stable internal environment (homeostasis). Taken as a group, living things change over time. Plants that live in the desert survive because they have become adapted to the conditions of the desert.

33. Figure 1-21 Levels of Organization Review continued: 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

34. Section 1-3 Levels of Organization continued 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

35. Section Outline Section 1-4 • 1–4 Tools and Procedures A. 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

36. 1–4 Tools and Procedures A. A Common Measurement System 1. Scientists needan 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

37. 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

38. Meter Gram Liter Celsius

39. B. Analyzing Biological Data 1. Record data in a for easier recognition and understanding of patterns. This can be done using 2. Usecomputers 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

40. Section 1-4 Making a Graph From A Data Table How to make data tables and graphs Water Released and Absorbed by Tree Absorbed by Roots (g/h) Released by Leaves (g/h) 20 Water released by leaves Time 15 8 AM 1 2 10 Relative Rates (g/h) 10 AM 5 1 12 12 PM 4 5 2 PM 6 17 Water absorbed by roots 4 PM 9 16 0 6 PM 14 10 8 AM 10 AM 12 PM 2 PM 4 PM 6 PM 8 PM 8 PM 10 3 Time • Practice reading graphs and data tables: • 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? • Do roots absorb more water during the morning or evening? • Give a logical explanation as to why this is the case.

41. C.Microscopes= Devices producing enlarged images that are too small to see with the unaided eye.  Light and 2 lenses Beams of electrons 1000x more detail than light microscopes 1000X 0.2 micrometers or smaller 0.2 micrometers or larger dead are dehydrated (dried out) and then placed in a vacuum Show structures in cells. Specimens can be dead or alive

42. Transmission Electron Microscope (TEM) Compound light Microscopes Scanning Electron Microscope (SEM)

43. D. Laboratory Techniques • 1. Cell Cultures (reproduce cells) • a. place single cell into a dish with nutrient solution so • they can multiply • b. 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) • Working Safely in Biology (refer to appendix B pgs 1066-1067) • * Single most important rule = blender centrifuge density Always follow your teacher’s instructions and the text or lab book directions exactly. If in doubt, ask the teacher!!