Biology-Chapter 1Biology-Chapter 1

The Nature of LifeThe Nature of Life

Section 1-1

Understanding Fossil ButteUnderstanding Fossil Butte

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

Interest Grabber

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

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

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

Section 1-1

Interest Grabber continued

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I. What is Science ?I. What is Science ?A. The goal of science is to A. The goal of science is to investigate and understand the investigate and understand the natural world,to explain the events natural world,to explain the events in the natural world ,and to use in the natural world ,and to use those explanations to make useful those explanations to make useful predictions.predictions.1.deals only w/ natural world1.deals only w/ natural world2.uses systematic way of 2.uses systematic way of collecting info-_________looking collecting info-_________looking for patterns and connectionsfor patterns and connections3.__________________-propose 3.__________________-propose explanations that can be testedexplanations that can be tested

Scientific method

hypothesis

Always changing /open to testing and revisions/continues to advance

Is a way of knowing by gathering and analyzing info

Is a PROCESS –based on evidence and not belief

 

B. SCIENTIFIC METHODOLOGY/Thinking B. SCIENTIFIC METHODOLOGY/Thinking scientifically:scientifically:Arthur Schropenhauer:”Thinking Arthur Schropenhauer:”Thinking something that nobody has thought ,while something that nobody has thought ,while looking at something everybody else sees”looking at something everybody else sees”

Usually begin scientific thought w/ an *____________-gathering info about events or processing in careful , orderly way-using senses*___________-info gathered from observations…..2 Types:

observation

data

1.Quantitative-expressed by numbers by counting or measuring

2. Qualitative --descriptive and involves that which can’t be counted

Thinking Like a Scientist cont’dThinking Like a Scientist cont’d

_____________________________-logical _____________________________-logical interpretation based on prior knowledge or interpretation based on prior knowledge or experience….eg.If the bacterial count in water experience….eg.If the bacterial count in water collected a few places on the Potomac @ collected a few places on the Potomac @ Fairview Beach is high w/ infectious forms ,you Fairview Beach is high w/ infectious forms ,you can infer that all the water in that area is can infer that all the water in that area is contaminated.contaminated.

Inference

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 A is a basketball. Object B is a table-tennisObject B is a table-tennis ball.ball. Object C is a soccer ball.Object C is a soccer ball.

Section 1-1

Observation and Inference

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Mystery Mystery WormsWorms

Section 1-2

Interest Grabber

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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, wormlike organisms in the container.

11. Formulate a hypothesis that might explain the presence of the . Formulate a hypothesis that might explain the presence of the “worms” in the container.“worms” in the container.

2. How could you test your hypothesis?2. How could you test your hypothesis?

3. Identify the variables in your proposed experiment. Identify the control in your 3. Identify the variables in your proposed experiment. Identify the control in your proposed experimentproposed experiment..

Section 1-2

Interest Grabber continued

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II. How Scientists Work-II. How Scientists Work-

Our ideas and knowledge has evolved Our ideas and knowledge has evolved greatly---From Aristotle(2300 years greatly---From Aristotle(2300 years ago),when living things were thought to ago),when living things were thought to be able to be produced from nonliving--be able to be produced from nonliving--_______________...to 400 years ago _______________...to 400 years ago when experimental science actually began when experimental science actually began

Spontaneous generation

3.Designing an Controlled 3.Designing an Controlled Experiment-Experiment-

-All variables are kept the same-except one-All that remain the same are _____________________If not ,you will not know what caused your results

CONSTANTS

3.Designing an Controlled 3.Designing an Controlled Experiment-Experiment-

1. Ask a _______________.1. Ask a _______________. Form a Form a hypothesis: hypothesis:

examplesexamples__If_______,then___________If_______,then_____________________________.____________________.

Redi made the hypothesis that flies Redi made the hypothesis that flies produce maggots and set up his produce maggots and set up his experiment as follows:experiment as follows:

question

________________-factors that change________________-factors that change 1 variable @ a time to avoid confusion1 variable @ a time to avoid confusion Variable deliberately changed is called Variable deliberately changed is called

_________________ variable or IV-_________________ variable or IV-__________________________

Variable observed and it changes in Variable observed and it changes in response to IV-Responding variable –DV-response to IV-Responding variable –DV-________________________-usually a ________________________-usually a measured quantitymeasured quantity

__________________________________is kept the same/except w/o IV/This is the baseline measurement or normal situation/This is VITAL for comparison/provides reliability to results

Variables

Manipulated/ independent

Responding/dependent

control

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 (IV)

Uncovered jars Covered jars

Several days pass

Maggots appear

No maggots appearResponding Variable: whether maggots Appear (DV)

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

Designing an experiment cont’dDesigning an experiment cont’d

Record and Analyze DataRecord and Analyze Data-typically data table that -typically data table that translates into graphtranslates into graph

Draw conclusionDraw conclusion –Is the hypothesis supported or not? –Is the hypothesis supported or not? ****Research Tools-must choose appropriate tools and

measurement devices ,etc. *****SOURCES OF ERROR-must consider possible error

in design and analysis…In medical studies the experimental and control groups are large!

Draw conclusion –Is the hypothesis supported or not?

B.Publish & report InvestigationsB.Publish & report Investigations

Scientists read about and test one another's’ resultsScientists read about and test one another's’ results What did What did NeedhamNeedham do differently than Redi? do differently than Redi?

______________________________________ What did What did SpallanziSpallanzi do differently than do differently than

Needham? ______________________Needham? ______________________

Needham boiled contents.

Spallanzani boiled contents longer and sealed contents.

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

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What did Pasteur do differently and what did he prove?

Boiled broth would be free of microorganisms if air could get in,but dust and other particles left out---SPONTANEOUS GENERATION PROVEN WRONG !

C. When are experiments not possible?______Sometimes FIELD STUDIES instead of a lab are needed as w/ animal behavior

For ethical or medical reasons-eg. Some studies are done on volunteers

D. How a Theory Develops?----Results if hypothesis is continually supported and evidence builds up over a period of time……NOT an absolute truth!

D. How a Theory Develops---Results if hypothesis is continually supported and evidence builds up over a period of time……NOT an absolute truth! (MAY BE REVISED OR REPLACED)...In other conversations ,theory may mean something different-like an idea-****In science,Theory applies to a WELL TESTED explanation that unifies a broad range of observations and hypotheses that allow scientists to make accurate predictions about new situations-Example-Evolutionary Theory…

II. Science in ContextWhere do questions and observations in science come from:

*Scientific Attitude-lead to exploration and discovery*CURIOSITY

Skepticism-_________________________Open-mindednessCreativity

Question existing ideas

2.Practical Problems-example-protecting saltmarshes since the rest of the environment is impacted 3. Role of Technology-Scientific discovery may yield technology and Technology may yield technology

B. Communicating ResultsPeer review-publish articles in scientific journals-allows analysis and evaluationSharing Knowledge and New Ideas-may lead to a new hypothesis

C. Science and Society-Using science involves its context in society and limitations 1. Pure Science ,Ethics ,and Morals-science does not include these viewpoints but must be sensitive to them 2. Avoid Bias-a preference or point of view that is personal ,rather than scientific 3. Understanding and Using Science-involves continual changing

III. Studying Life-III. Studying Life-

_________=study of life_________=study of life A. Characteristics of Living ThingsA. Characteristics of Living Things 1-made up of ________-living matter 1-made up of ________-living matter

enclosed by a barrier-smallest unit enclosed by a barrier-smallest unit considered aliveconsidered alive ____________-consists of only 1 cell…____________-consists of only 1 cell…

like parameciumlike paramecium ___________made of more than 1 cell___________made of more than 1 cell

Biology

Cells

unicellular

multicellular

Characteristics cont’dCharacteristics cont’d 2-Reproduction2-Reproduction-sexually(2 parents) or -sexually(2 parents) or

asexually (1 parent)asexually (1 parent) 3-_____-carries direction for heredity…There 3-_____-carries direction for heredity…There

is an is an universal Genetic Code.universal Genetic Code. 4-Growth and Development4-Growth and Development 5-Material use and Energy5-Material use and Energy production- production-

_____________=combination of chemical _____________=combination of chemical reactions through which an organism builds reactions through which an organism builds or breaks down materialsor breaks down materials

6-Response6-Response ___________-signal to which an organism ___________-signal to which an organism

respondsresponds 7-Maintain Internal Balance-7-Maintain Internal Balance-HOMEOSTASISHOMEOSTASIS 8-Evolution8-Evolution

DNA

metabolism

stimulus

Levels of organization:Levels of organization: MolecularMolecular –more than 1 atom—C –more than 1 atom—C66HH1212OO66 CellularCellular TissuesTissues-group of cells w/ particular function-group of cells w/ particular function _________-group of tissues that work together to _________-group of tissues that work together to

perform closely related functionperform closely related function _________-group of organs that work together w/ _________-group of organs that work together w/

a particular functiona particular function PopulationPopulation-group of organisms of one type in a -group of organisms of one type in a

particular areaparticular area __________-populations that work together in a __________-populations that work together in a

defined areadefined area _________-community and nonliving surroundings_________-community and nonliving surroundings BiosphereBiosphere-Part of earth that contains all -Part of earth that contains all

ecosystemsecosystems

organs

Organ system

community

ecosystems

B-Branches of BiologyB-Branches of Biology

____________-study animals____________-study animals ___________-study plants___________-study plants ______________-study ancient life______________-study ancient life Molecular and Cell BiologistsMolecular and Cell Biologists study @ study @

the small levelthe small level EcologistsEcologists study the large units study the large units

zoologists

botanists

Paleontologists

Big Ideas in Biology-interlocking central themes

Cellular Basis for Life-unicelluar/multicellular-more complex

Info and Heredity-DNA provides a universal genetic code

Matter and Energy-interdependent-use materials to produce energy

Growth, Development , and Reproduction Homeostasis

Evolution

Structure and Function-related Unity and Diversity-fundamental @ molecular

level,but diverse in many ways Interdependence_ all connected w/in biosphere Science as a way of knowing-provides tools to

learn more

IV. Tools & Procedures A.________________-used when

collecting data and performing experiments…base 10 system…revised version called SI-International System of Units….******see p. 24 for basic units and abbreviations

Metric system

Metric system-SI UNITSMetric system-SI UNITS

LengthLength- 1 m=100 cm=1000mm- 1 m=100 cm=1000mm

1000m=1km1000m=1km

MassMass-1 kg=1000 g-1 kg=1000 g

1 g=1000 mg1 g=1000 mg

1000 kg =1 metric ton1000 kg =1 metric ton

VolumeVolume-1 L=1000 mL=1000 cm-1 L=1000 mL=1000 cm3(used in solid and medicine 3(used in solid and medicine volume—cc)volume—cc)

TemperatureTemperature-0 C=freezing water/100 C =boiling point -0 C=freezing water/100 C =boiling point waterwater

B. Analyzing Bio Data 1-tables

animalanimal RespiratioRespiration rate n rate indoorsindoors

Respiration rate Respiration rate outdoorsoutdoors

catcat 15 15 breaths/mibreaths/min.n.

17 breaths/min.17 breaths/min.

birdbird 20 20 breaths/mibreaths/min.n.

22 breaths/min.22 breaths/min.

1.convert tables to graphs

Water Released and Absorbed by Tree

TimeAbsorbedby Roots

(g/h)

Releasedby Leaves

(g/h)

8 AM10 AM12 PM

2 PM4 PM

6 PM

8 PM

5

2

10149

641

1

12

17

16103

Water released by leaves

Water released by leaves

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 1-4

Making a Graph From A Data Table

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3. Also computers-to directly transfer and analyze data and computer modeling

Microscopes-produce Microscopes-produce magnified images of magnified images of

structures that are too structures that are too small to seesmall to see

__________--produces images by focusing produces images by focusing visible light---up to 1000x….Compound visible light---up to 1000x….Compound Light Microscope-light passes through Light Microscope-light passes through image and uses 2 lenses/stains and image and uses 2 lenses/stains and dyes help highlight what is on slidedyes help highlight what is on slide

______-magnifies by focusing beams of ______-magnifies by focusing beams of electrons/helps w/ images smaller than electrons/helps w/ images smaller than .2 micrometers/1000x more detailed .2 micrometers/1000x more detailed than light versionthan light version

TEMs-_________________-shine TEMs-_________________-shine beam electrons through beam electrons through specimenspecimen

Light microscope

Electron microscope

Transmission electron microscope

SEM-__________scan narrow beam back and forth across surface of a specimen-often 3-D images

Scanning electron microscope

TEM TEM image of bone tissue

SEM bone

D. Lab Techniques-D. Lab Techniques-

1-_________-cell put in dish w/ nutrient 1-_________-cell put in dish w/ nutrient solution/able to reproduce---tested for solution/able to reproduce---tested for responses and interactionsresponses and interactions

2-_____________-separate different cell 2-_____________-separate different cell parts as in centrifuge-quickly spins and more parts as in centrifuge-quickly spins and more dense parts @ bottom.dense parts @ bottom.

E. Lab safety-E. Lab safety-see contractsee contract

Cell cultureCell fractionation