1. Chapter 1 What is Biology?
The study of life
What kind of things would a Biologist study?
Characteristics of known and new living things
Interactions between living things
Interactions between living things and the environment
Problems living things face and possible solutions

2. Organisms possess all characteristics of life
Organisms possess all characteristics of life. Which of these is not alive?

3. 5 Characteristics of Living Things
#1 Living things are Organized
All living things are made of one or more cells
the parts that make up the organism are arranged in an orderly structure
Levels of Organization

4. Atoms
Molecules
Organelles
Cells
Tissues
Organs
System
Organism
Population
Communities
Ecosystems

5. Characteristics of Living Things: #2
Living things Reproduce
organisms produce offspring (reproduction) for the survival of the species
species: group of organisms that can interbreed and produce fertile offspring in the future

6. Characteristics of Living Things : #3
Living things Change during their lives
Growth: increase in the amount of living material and the formation of new structures
Start as single cells and become more complex
Changes throughout life are known as development

7. Characteristics of Living Things : #4
Living things Respond to their surroundings
Organisms are affected by their environment (such as air, water, weather, temperature, other organisms)
Conditions in the environment can cause a reaction by the organism. Stimulus  Response
Why respond?
To Survive!
Regulating internal conditions suitable for survival: homeostasis
Water, temperature, nutrients

8. Characteristics of Living Things: #5
Living things Obtain and use Energy
Energy – ability to do work
You get energy from the foods you eat

9. Chapter 1: Introduction to Biology---Measurement, Graphing, and Scientific Method Types of Research
Two main types
Quantitative
Uses controlled experiments
Results are numerical data
Descriptive
Relies on observations of situations out of scientist’s control
Results are descriptions of observations
Often an important tool for wildlife studies

10. Quantitative Research
Data are analyzed by comparing the numerical values
Tables
Graphs
Measurements are made using the International System of Measurement (SI)
Based upon the metric system
Understandable to scientists around the world

11. Effects of Fertilizer on Plant Height
Tables
All tables must include the following
Title
Clearly labeled columns and rows
Labeled units
Data should show relationship between independent and dependent variable
Effects of Fertilizer on Plant Height
Amount of Plant Fertilizer (g) Independent
Height of Plant (cm) Dependent 2 12 6 20 10 4

12. Graphs All graphs must include the following Title
A label for each axis
Labeled units
Legend
Data properly depicted
* Independent on x-axis
* Dependant on y-axis
y-axis
x-axis

13. Graphs What type of graph should I use? Line
For continuous quantitative data
Height of plant over time
Stock market prices over time
Line graph relationships
Direct variation – one variable increases as the other increases (or decreases as the other decreases)
Inverse variation – one variable decreases as the other increases

14. Graphs Bar Pie For non-continuous data (usually in categories)
Number of people who watch each TV show surveyed
Pie
For data that are parts of a whole
Percentage of those polled that chose each TV show

15. International System of Measurement (SI)
Basic units of measurement
Length – meter (m)
Tool – ruler or meter stick
Volume – liter (L)
Tool – graduated cylinder
Mass – gram (g)
Tool – triple-beam balance
Time – second (s)
Tool - stopwatch
Temperature – Kelvin (K) [We will most often use Celsius (°C)]
Tool - thermometer

16. Units of Measurement Metric system – based on 10
kilo (k) – kilometers (km) 1000 meters
hecto (h) – hectometers (hm) 100 meters
deca (da) – decameters (dam) 10 meters
Basic unit (m, L, g) – meter (m) 1 meter
deci (d) – decimeter (dm) 0.1 meter
centi (c) – centimeter (cm) 0.01 meter
milli (m) – millimeter (mm) meter

17. Converting one metric unit to another
k h da Basic unit d c m
(m, L, g)
To convert from one unit to another, move the decimal same direction and number of places the units are from each other
12 kilometers is ?? centimeters
centimeters are 5 places to the right
1,200,000 cm
134 decigrams is ?? hectograms
hectograms are 3 places to the left
0.134 hg

18. Science and Society
Ethics – moral principles and values held by humans
What role do ethics play in scientific research and results?
Can science answer all questions?
Technology – application of scientific research to address society’s needs
Can technology solve all problems?

19. Scientific Investigation vs Technological Design
Scientific Investigation – process followed to determine the relationship between the independent and dependent variable described by the hypothesis
Goal is to answer a question, perhaps advance the knowledge of science
Did using this new fuel help lower pollution?
Technological Design – process followed to design products or processes to meet specific needs
Goal is to create a specific outcome, perhaps advance the standard of living in societies
We have created a lower pollution emitting car

20. Scientific Investigation vs Technological Design
Identifies a problem – asks a question
Identifies a problem or need
Researches related information
Designs an investigation or experiment
Designs a process or a product
Conducts the investigation or experiment – repeated trials
Implements the design or the process – repeated testing
Analyzes the results
Evaluates the conclusion – did the results refute or verify the hypothesis
Evaluates the process or product – did it meet the criteria
Communicates the findings
Communicates the product or process

21. Methods of Biology
The series of steps used by scientists to gather information and answer questions is called the Scientific Method.
If you had a question or a problem to solve, what steps would you go through to resolve it?

22. 7 Steps of the Scientific Method
Number 1 - State the Problem
Take note of something no one has seen before or has yet to explain

23. 7 Steps of the Scientific Method
Number 2 - Gather Information
Observation - Gathering information using your senses
Information gathered should be:
Credible - trustworthy
Accurate - correct – based on supported data
Relevant - applicable, related to the topic of the investigation
These sources could be
Previous scientific investigations
Science journals
Textbooks
Other credible sources, such as scientifically reliable internet sites.

24. Observation vs. Inference
Inference – making a judgment based upon an observation and past experience
Fact or Fiction?

25. 7 Steps of the Scientific Method
Number 3 - Form a Hypothesis
Create a testable explanation for the situation that you observed

26. 7 Steps of the Scientific Method
Number 4 - Test the Hypothesis - Experiment
Design an experiment
An organized procedure for collecting information under controlled conditions
The experiment will have two groups
Control – all conditions are kept the same
Experimental – conditions match that of the control except for the one factor being tested

27. 7 Steps of the Scientific Method
Testing…
An important part in the experiment design is the sample size – the number of test subjects
A large sample size increases the reliability of results
A large sample size decreases the effect of errors on the outcome
How could having a larger sample size help the following experiments?
Tim tested the effect of fertilizer on two plants The one with fertilizer grew taller than the one without it.
Suzy developed a drug to lower cholesterol She gave it to two patients who later died.

28. 7 Steps of the Scientific Method
Testing…
The condition that is changed in the experiment is the independent variable – it will be the only thing that can affect the outcome
The outcome observed is the dependent variable – it depends upon the changes made to the independent variable
Note: Some experiments cannot be controlled so other observation methods have to be used
Example: wildlife study

29. Independent vs. Dependent Variables
Mark the dependent and independent variable in each situation
Suzy wanted to test how changing her diet affected her weight.
The track team members that ran extra laps at practice ran better times at the next meet.
Jack planted half of his roses in the shade and the other half in the direct sunlight and measured the differences in plant height and bloom production.

30. 7 Steps of the Scientific Method
Number 5 - Record and Analyze Data
Record Data
Data – information obtained from experiments
Observations
Results
Data should be precise and accurate
Precision – the degree to which measurements made in the same way agree with each other
If you and I measure it, do we get the same thing?
Accuracy – the degree to which the value measured agrees with the true or accepted value
Even if we both got the same thing, did we measure it correctly?
Data must then be analyzed or interpreted
Graphs
Tables
Charts

31. 7 Steps of the Scientific Method
Number 6 - State a Conclusion
Did the data support the hypothesis?
If yes…
Verify results
Can the experiment be repeated?
Do other scientists support the findings?
If no…
Repeat the experiment
Revise the experiment
Develop a new hypothesis
Always Report Results!

32. 7 Steps of the Scientific Method
Number 7 - Repeat
No matter what happened!
Fact – Observable phenomenon that can be confirmed by scientists many times
Form a Theory – a hypothesis tested over a long period of time, supported by separate experiments

33. Fact vs. Theory Which is Fact…Which is Theory?
Dinosaurs were cold blooded.
The caterpillar is 3.5 cm long.

34. Using the Scientific Method
You haven’t been catching as many fish as you used to at your best fishing spot
Your friend tells you that you and your brother smell funny

35. Identifying Study Components
A student noticed that when a dog is cut, the dog periodically licks its wounds. Usually after a few days, the wound begins to heal without ever showing signs of infection. The following steps outline the student's line of reasoning:
I wonder why the dog's wound doesn't become infected.
The dog's saliva must prevent the growth of infection-causing bacteria.
I'll obtain a bacterial culture and grow the same kind of bacteria in two identical culture dishes. Once the bacteria start growing, I'll add dog saliva to only one of the dishes and leave the other alone. I'll cover both dishes. Then I'll observe what happens each day for a week.
Even after adding the dog saliva to one of the dishes, the bacteria continued to grow in both dishes over the course of the week. However, the bacteria in the treated dish grew more slowly than the bacteria in the untreated dish.
I think I'll try something else. I'll start with two identical culture dishes, as before, and use the same kind of bacteria in each dish, but this time I'll treat one dish with dog saliva before I add the bacteria. I'll observe what happens each day for a week.
What was the student’s hypothesis?
Which step described the experimental set up?
Identify the control
What is the independent variable?
What is the dependent variable?
What data did the student collect?
What is a possible conclusion from this experiment?
Is that conclusion a fact or an inference?

36. Identifying Study Components
A student noticed that when a dog is cut, the dog periodically licks its wounds. Usually after a few days, the wound begins to heal without ever showing signs of infection. The following steps outline the student's line of reasoning:
I wonder why the dog's wound doesn't become infected.
The dog's saliva must prevent the growth of infection-causing bacteria.
I'll obtain a bacterial culture and grow the same kind of bacteria in two identical culture dishes. Once the bacteria start growing, I'll add dog saliva to only one of the dishes and leave the other alone. I'll cover both dishes. Then I'll observe what happens each day for a week.
Even after adding the dog saliva to one of the dishes, the bacteria continued to grow in both dishes over the course of the week. However, the bacteria in the treated dish grew more slowly than the bacteria in the untreated dish.
I think I'll try something else. I'll start with two identical culture dishes, as before, and use the same kind of bacteria in each dish, but this time I'll treat one dish with dog saliva before I add the bacteria. I'll observe what happens each day for a week.
What was the student’s hypothesis?
Which step described the experimental set up?
Identify the control
What is the independent variable?
What is the dependent variable?
What data did the student collect?
What is a possible conclusion from this experiment?
Is that conclusion a fact or an inference?