Section 1-1

INTRODUCTION

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Define the following terms

Science– organized way of using evidence to learn about the natural world; also, the body of

knowledge that scientists have built up after years of using this process–

Observation– use of one or more of the senses—sight, hearing, touch, smell, and sometimes 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

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

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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?

Section 1-1

Interest Grabber continued

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Section 1-1

Observation and Inference

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Norrie’s GameTake a moment to remember all the articles

on the tray…

Lets see how observant you really are….

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

Section 1-1

Observation and Inference

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Can you Infer what Object C

is?

Mystery Worms

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.

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.

Section 1-2

Interest Grabber continued

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HOME WORK

Read the Handout entitled “Biology” which outlines the subject and the development of Biological Science.

Register on Turnitin.com (Instructions given out in class) and submit a 10 line summary on what you found interesting in this document.

Read pg 3 – 15. (Sec 1.1 and 1.2)

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

B. Evidence Based on Observation

C. Interpreting the Evidence

D. Explaining the Evidence

E. A Scientific View of the World

F. Science and Human Values

Section 1-1

Section Outline

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1–2 How Scientists WorkA. Designing an Experiment

1. Stating the Problem

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

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Designing an Experiment

Section 1-2

Flowchart

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State the Problem

Form a Hypothesis

Set Up a Controlled Experiment

Record Results

Analyze Results

Draw a Conclusion

Publish Results

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

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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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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

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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

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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

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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

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Shells and Snowflakes

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.

Section 1-3

Interest Grabber

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Work with a partner to answer the following questions.

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.

Section 1-3

Interest Grabber continued

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1–3 Studying LifeA. Characteristics of Living Things

1. Made Up of Cells

2. Reproduction

3. Based on a Genetic Code

4. Growth and Development

5. Need for Materials and Energy

6. Response to the Environment

7. Maintaining Internal Balance

8. Evolution

B. Branches of Biology

C. Biology in Everyday Life

Section 1-3

Section Outline

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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.

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

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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 Organization

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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

Figure 1-21 Levels of Organization continued

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Putting Size in Perspective

Here are some measurements:

A young child is just over 1 m in height. The marble in the child’s hand has a diameter of about 0.01 m. A cell in the palm of the child’s hand has a diameter of about 0.0001 m.

How can you put these numbers in perspective? You can use a ratio of the larger object to the smaller one. This requires dividing the larger number by the smaller number. Another way to compare these numbers is to look at the place value of the number 1. Each time the number shifts one place value to the right, it decreases by a factor of 10. Thus, 1 is ten times greater than 0.10, and 10 is one hundred times greater than 0.10.

Section 1-4

Interest Grabber

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1. How does the height of the child compare to the diameter of the marble?

2. How does the marble diameter compare to the diameter of the cell?

3. How does the height of the child compare to the diameter of the cell?

Section 1-4

Interest Grabber continued

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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

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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 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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