1. Ch. 1: Exploring Life
Figure Why do so many animals match their surroundings?

2. The Process of Science
Learner Outcome: I can determine dependent and independent variables, identify a controlled experiment, & analyze data to determine the viability of a hypothesis
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3. 3 Kinds of Variables
Independent Variable – something that is changed by the scientist
What is tested
What is manipulated
Dependent Variable – something that might be affected by the change in the independent variable
What is observed
What is measured
The data collected during the investigation
Controlled Variable – a variable that is not changed
Also called constants
Allow for a “fair test”

4. 1.8 In studying nature, scientists make observations and form and test hypotheses
Two types of data are frequently collected in scientific investigations.
Qualitative data is descriptive.
Quantitative data includes numerical measurements.
Student Misconceptions and Concerns
• The common use of the terms law and theory by the public often blur the stricter definitions of these terms in science. In general, laws describe and theories explain. Both are typically well-established concepts in science. A free online publication by the National Academy of Sciences helps to define these and related terms more carefully. See Chapter 1 of Teaching about Evolution and the Nature of Science at
Teaching Tips
• Consider using a laboratory exercise to have your students plan and perhaps conduct a scientific investigation. Emphasize the processes and not the significance of the questions. Students can conduct descriptive surveys of student behavior (use of pens or pencils for taking notes, use of backpacks) or test hypotheses using controlled trials. Students will need some supervision and advice while planning and conducting their experiments.
Active Lecture Tips
• Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts.
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5. 1.8 In studying nature, scientists make observations and form and test hypotheses
Scientists use two types of reasoning.
Inductive reasoning makes generalizations based on collecting and analyzing a large number of specific observations.
Deductive reasoning flows from general premises to predicted and specific results.
Student Misconceptions and Concerns
• The common use of the terms law and theory by the public often blur the stricter definitions of these terms in science. In general, laws describe and theories explain. Both are typically well-established concepts in science. A free online publication by the National Academy of Sciences helps to define these and related terms more carefully. See Chapter 1 of Teaching about Evolution and the Nature of Science at
Teaching Tips
• Consider using a laboratory exercise to have your students plan and perhaps conduct a scientific investigation. Emphasize the processes and not the significance of the questions. Students can conduct descriptive surveys of student behavior (use of pens or pencils for taking notes, use of backpacks) or test hypotheses using controlled trials. Students will need some supervision and advice while planning and conducting their experiments.
Active Lecture Tips
• Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts.
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6. 1.8 In studying nature, scientists make observations and form and test hypotheses
We solve everyday problems by using hypotheses.
A common example would be the reasoning we use to answer the question, “Why doesn’t a flashlight work?”
Two reasonable hypotheses are that
the batteries are dead or
the bulb is burned out.
Student Misconceptions and Concerns
• The common use of the terms law and theory by the public often blur the stricter definitions of these terms in science. In general, laws describe and theories explain. Both are typically well-established concepts in science. A free online publication by the National Academy of Sciences helps to define these and related terms more carefully. See Chapter 1 of Teaching about Evolution and the Nature of Science at
Teaching Tips
• Consider using a laboratory exercise to have your students plan and perhaps conduct a scientific investigation. Emphasize the processes and not the significance of the questions. Students can conduct descriptive surveys of student behavior (use of pens or pencils for taking notes, use of backpacks) or test hypotheses using controlled trials. Students will need some supervision and advice while planning and conducting their experiments.
Active Lecture Tips
• Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts.
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7. Observation: Flashlight doesn’t work.
Figure 1.8-1
Observation: Flashlight doesn’t work.
Question: Why doesn’t the flashlight work?
Hypothesis #1: Batteries are dead.
Hypothesis #2: Bulb is burned out.
Figure An everyday example of forming and testing hypotheses (step 1)

8. Observation: Flashlight doesn’t work.
Figure 1.8-2
Observation: Flashlight doesn’t work.
Question: Why doesn’t the flashlight work?
Hypothesis #1: Batteries are dead.
Hypothesis #2: Bulb is burned out.
Prediction: Replacing batteries will fix problem.
Prediction: Replacing bulb will fix problem.
Test of prediction: Replace batteries.
Test of prediction: Replace bulb.
Figure An everyday example of forming and testing hypotheses (step 2)

9. Observation: Flashlight doesn’t work.
Figure 1.8-3
Observation: Flashlight doesn’t work.
Question: Why doesn’t the flashlight work?
Hypothesis #1: Batteries are dead.
Hypothesis #2: Bulb is burned out.
Prediction: Replacing batteries will fix problem.
Prediction: Replacing bulb will fix problem.
Test of prediction: Replace batteries.
Test of prediction: Replace bulb.
Figure An everyday example of forming and testing hypotheses (step 3)
Results: Flashlight doesn’t work. Hypothesis is contradicted.
Results: Flashlight works. Hypothesis is supported.

10. 1.8 In studying nature, scientists make observations and form and test hypotheses
A scientific theory is
much broader in scope than a hypothesis
supported by a large and growing body of evidence
Laws describe, theories explain
Science is a social activity in which scientists
work in teams,
share information through peer-reviewed publications, meetings, and personal communication, and
build on and confirm each other’s work.
Student Misconceptions and Concerns
• The common use of the terms law and theory by the public often blur the stricter definitions of these terms in science. In general, laws describe and theories explain. Both are typically well-established concepts in science. A free online publication by the National Academy of Sciences helps to define these and related terms more carefully. See Chapter 1 of Teaching about Evolution and the Nature of Science at
Teaching Tips
• Consider using a laboratory exercise to have your students plan and perhaps conduct a scientific investigation. Emphasize the processes and not the significance of the questions. Students can conduct descriptive surveys of student behavior (use of pens or pencils for taking notes, use of backpacks) or test hypotheses using controlled trials. Students will need some supervision and advice while planning and conducting their experiments.
Active Lecture Tips
• Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts.
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11. How does a scientific theory develop?
As evidence from numerous investigations builds up, a hypothesis may become so well supported that scientists consider it a theory.
In science, the word theory applies to a well- tested explanation that unifies a broad range of observations.

12. “It’s just a theory” = never said in science!!!
Theories
As new evidence is uncovered, a theory may be revised or replaced by a more useful explanation.
To scientists, a theory represents that of which they are most certain.
“It’s just a theory” = never said in science!!!

13. 1.9 SCIENTIFIC THINKING: Hypotheses can be tested using controlled field studies
Scientists conducted a controlled experiment to test the following hypothesis:
Color patterns have evolved as adaptations that protect animals from predation
The experiment compared the following two groups:
experimental group: noncamouflaged mice models
control group: camouflaged models that matched the mice native to each area.
The groups differed by only one factor, the coloration of the mouse models.
Student Misconceptions and Concerns
• Contrasting the concept of faith with the tentative nature of science can help to define and distinguish science from other ways of knowing. Students sometimes enter science classes expecting absolutes of facts and rigid dogma. Instead, scientific knowledge reflects tentative knowledge with degrees of confidence closely correlated to the related evidence.
Teaching Tips
• Consider presenting your class with descriptions of several scientific investigations that you have written or found described in the media. Edit or include numerous examples of improper methodology (small sample size, several variables existing between the control and experimental groups, failure to specifically test the hypothesis, etc.). Let small groups or individuals analyze the experiments in class to identify the flaws. This critical analysis allows students the opportunity to suggest the characteristics of good investigations in class.
Active Lecture Tips
• Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts.
• See the Activity Practicing the Scientific Method: Are Girls Better Than Boys at Some Tasks? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
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14. Beach population Inland population Figure 1.9-0
Figure Beach mouse and inland mouse with their native habitat

15. 1.9 SCIENTIFIC THINKING: Hypotheses can be tested using controlled field studies
Student Misconceptions and Concerns
• Contrasting the concept of faith with the tentative nature of science can help to define and distinguish science from other ways of knowing. Students sometimes enter science classes expecting absolutes of facts and rigid dogma. Instead, scientific knowledge reflects tentative knowledge with degrees of confidence closely correlated to the related evidence.
Teaching Tips
• Consider presenting your class with descriptions of several scientific investigations that you have written or found described in the media. Edit or include numerous examples of improper methodology (small sample size, several variables existing between the control and experimental groups, failure to specifically test the hypothesis, etc.). Let small groups or individuals analyze the experiments in class to identify the flaws. This critical analysis allows students the opportunity to suggest the characteristics of good investigations in class.
Active Lecture Tips
• Have your students turn to a few other students seated nearby to explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts.
• See the Activity Practicing the Scientific Method: Are Girls Better Than Boys at Some Tasks? on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.
Does the data support the camouflage hypothesis?
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16. Biology and Everyday Life
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17. 1.10 EVOLUTION CONNECTION: Evolution is connected to our everyday lives
Evolution is a core theme of biology.
Humans selectively breed plants and animals in the process of artificial selection to produce
move productive crops,
better livestock, and
a great variety of pets
Student Misconceptions and Concerns
• Few students are likely to understand the tremendous benefits that result from an understanding of evolution. For some, evolution may seem like an abstract concept that is still up for debate. Yet evolution, like gravity, is a daily part of our lives, recognized or not.
Teaching Tips
• Module 1.10 lists some of the biggest human challenges impacted by evolution. Our ability to feed ourselves, respond to infectious disease, and understand the interrelationships of our crops, agricultural animals, pets, and each other are all enriched by an appreciation of evolution. Understanding evolution allows us to work more deliberately in our evolving world.
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18. 1.10 EVOLUTION CONNECTION: Evolution is connected to our everyday lives
Humans also unintentionally cause
the evolution of antibiotic-resistant bacteria,
the evolution of pesticide-resistant pests, and
the loss of species through habitat loss and global climate change.
Student Misconceptions and Concerns
• Few students are likely to understand the tremendous benefits that result from an understanding of evolution. For some, evolution may seem like an abstract concept that is still up for debate. Yet evolution, like gravity, is a daily part of our lives, recognized or not.
Teaching Tips
• Module 1.10 lists some of the biggest human challenges impacted by evolution. Our ability to feed ourselves, respond to infectious disease, and understand the interrelationships of our crops, agricultural animals, pets, and each other are all enriched by an appreciation of evolution. Understanding evolution allows us to work more deliberately in our evolving world.
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19. 1.11 CONNECTION: Biology, technology, and society are connected in important ways
Many issues facing society
are related to biology and
often involve our expanding technology.
The basic goals of science and technology differ.
The goal of science is to understand natural phenomena.
The goal of technology is to apply scientific knowledge for some specific purpose.
Student Misconceptions and Concerns
• Many students will be unable to distinguish between science and technology before reading through this textbook chapter. The discussion in Module 1.11 makes several distinctions worth emphasizing that may promote interest in your course.
Teaching Tips
• Look around your classroom to identify examples of technology. Perhaps a video projector, a telephone, a wall clock, or other devices are available for quick reference (or perhaps your students are distracted by technology they brought with them). Then challenge your students to suggest examples of science in their immediate world, which is important to them. (These might include dietary guidelines, other suggestions to improve health and fitness, and medications.)
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