1. Unit 1: Introduction to Biology
1a: Research, Measurement, and Graphing

2. Research Two main types: Quantitative Descriptive (aka Qualitative)
Uses controlled experiments
Results are numerical data
Descriptive (aka Qualitative)
Relies on observations of situations out of scientist’s control
Results are descriptions of observations
Often an important tool for wildlife studies

3. Quantitative Research
Data 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

4. Effects of Fertilizer on Plant Height
Tables
All tables must include:
Descriptive Title
Labeled columns and rows
Labeled units
Should show relationship between independent & dependent variable
In a report, a reader should be able to understand a table without referring to the text
Effects of Fertilizer on Plant Height
Amount of Plant Fertilizer (g) Independent
Height of Plant (cm) Dependent 2 12 6 20 10 4

5. *DRY MIX Graphs All graphs must include (TAILS): Title y-axis
x-axis
y-axis
All graphs must include (TAILS):
Title
Descriptive, should include independent & dependent variable
Axes- labeled with (units) *DRY MIX*
Intervals
Each increases by an equal amount; clearly numbered
Legend (key)
Scales on each axis
Min should be slightly lower than smallest value, the max slightly greater than largest
Choose intervals that allow you to use entire graph
*DRY MIX
* Independent (manipulated) on x-axis
* Dependent (responding) on y-axis
Dependent responding y axis
Manipulated independent x axis

6. What type of graph should I use?
Line
For continuous quantitative data
Ex. Height of plant over time
Line graph relationships
Direct variation – one variable increases as the other increases
Inverse variation – one variable decreases as the other increases
Direct= linear
Inverse= hyperbola

7. What type of graph should I use?
Bar
For non-continuous data (usually in categories)
Pie
For data that are parts of a whole

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

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

10. 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

11. Unit 1: Introduction to Biology
1b: Scientific Investigation & Science versus Technology

12. Methods of Biology
The series of steps used by scientists to gather information and answer questions is called the Scientific Method.
The Big Bang Theory- Scientific Method

13. 7 Steps of the Scientific Method
Number 1 - State the Problem/Question

14. 7 Steps of the Scientific Method
Number 2 – Background Research
Information gathered should be:
Credible
Accurate
Relevant
These sources could be:
Previous scientific investigations
Science journals
Textbooks
Other credible sources, such as scientifically reliable internet sites.

15. 7 Steps of the Scientific Method
Number 3 - Form a Hypothesis
testable explanation
“If…then…because…”

16. 7 Steps of the Scientific Method
Number 4 – Design and Conduct Experiment
The experiment will have two groups:
Control Group – all conditions are kept the same
Experimental Group – same as control except for the one factor being tested

17. 7 Steps of the Scientific Method
An important part in the experimental 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
Basically, the more people/subjects you test, the more reliable and accurate your data will be!
Law of Large numbers….statistics….flipping a coin

18. 7 Steps of the Scientific Method
Variables
Independent Variable- Condition that is changed in the experiment– it will be the only thing that can affect the outcome
Dependent Variable- Outcome observed– it depends upon the changes made to the independent variable

19. 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.

20. 7 Steps of the Scientific Method
Number 5 - Record and Analyze Data
Data – information obtained from experiments
Observations, Results
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?
Analyze the data using graphs, charts, tables
Using incorrect equipment could result in precise, but not very accurate data Ex. Using a 100 ml grad cylin to measure 5 ml of water or not zeroing out the scale.

21. 7 Steps of the Scientific Method
Number 6- Interpret the data and draw conclusions that serve as a starting point for a new hypothesis
Scientists must use inferential reasoning to figure out answers to their questions based on evidence gathered through observations and from information that has already been discovered about the topic.
Scientists understand the inferences are always subject to revision as new evidence becomes available

22. Observation vs. Inference
Inference – making a judgment based upon an observation and past experience
Example: Kids come inside wearing coats. They are holding umbrellas. Their shoes are wet.
Inference: It’s raining.
Observations: coat, umbrella, wet shoes

23. Make at least 3 observations about this picture.
Make at least 3 inferences about this picture.

24. Make three observations and inferences with this new information

25. What does this final picture do to your previous inferences?

26. 7 Steps of the Scientific Method
Number 6 Continued- 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 (most experiments cycle from step 3 to 6 back to 3 again)
Number 7 – Publish Results

27. 7 Steps of the Scientific Method
Fact – a truth known by actual experience or observation
Ex. The hardness of iron, the number of ribs in a squirrels body
Law- a logical relationship between 2 or more things that is based on a variety of facts; often mathematical
Describes how nature behaves, does not explain why it behaves that way; ex. Force= mass x acceleration
Theory – a well-supported explanation of some aspect of the natural world that can incorporate facts, laws, inferences, and tested hypotheses
Explanation for why certain laws and facts exist; ex. Newton’s theory of gravity
Truth, in science, is never final and what is accepted as fact today may be modified tomorrow
Law- description of how nature behaves (also often mathematically defined)
Theory- explains how nature works
Facts supporting Newton’s theory- the behavior of planets, of projectiles, and apples

28. I wonder why the dog's wound doesn't become infected.
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?

29. 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?

30. Scientific Investigation vs Technological Design
Goal is to describe, explain, and predict relationships that occur naturally
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
Scientist- Attempts to explain how different fuels affect pollution
Technologist- Attempts to develop ways to lower pollution
SI- explaining relationships
TD- changing relationship that exists to achieve desirable results

31. 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

32. Unit 1: Introduction to Biology
1c: Biology & the Characteristics of Life

33. What kind of things would a Biologist study?
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

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

35. 5 Characteristics of Living Things
#1 Living things are Organized
All living things are made up of cells
the parts that make up the organism are arranged in an orderly structure
Levels of Organization

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

37. Characteristics of Living Things: #2
Living things Reproduce
organisms produce offspring for the survival of the species
species: group of organisms that can interbreed and produce fertile offspring

38. Characteristics of Living Things : #3
Living things Grow & Develop
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
Growth- increase in size or number
Develop- learn…increase ones ability…maturing

39. Characteristics of Living Things : #4
Living things Respond to their surroundings
Conditions in the environment can cause a reaction by the organism. Stimulus  Response
Why respond?
To Survive!
Homeostasis: Regulating internal conditions suitable for survival
Water, temperature, nutrients
Environment- living and nonliving thing around organism
Organism respond intentionally as well as automaticaly….we shiver when cold because our brain monitors our temp very closely…get too cold and it sends message to muscles to begin contracting and expanding in quick bursts…produces heat and tells us we need to get inside

40. Characteristics of Living Things: #4 cont.
Responding to surroundings requires Energy!
Energy – ability to do work
Living things must be able to convert resources from the environment into building blocks so it can maintain and build itself
Metabolism- the sum of the chemical reactions that take place within a living organism and that provide energy for vital processes

41. Characteristics of Living Things: #5
Living things Adapt and Evolve
Organisms develop structures, behaviors, and internal processes to help them respond to their environment – adaptations
Living things can pass traits from parent to offspring (heredity)
The gradual accumulation of these adaptations is evolution

42. 5 Characteristics of Living Things
What kind of adaptations have these organisms developed?
Camo Critters

43. Which characteristics of life are represented?
Characteristics of Living Things