1. Section 1-1 INTRODUCTION Go to Section:

2. 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

3. 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 Go to Section:

4. 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 Go to Section:

5. Section 1-1 Observation and Inference Go to Section: Norrie’s Game Take a moment to remember all the articles on the tray… Lets see how observant you really are….

6. StatementObservation 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 Go to Section: Can you Infer what Object C is?

7. Mystery Worms Section 1-2 Interest Grabber Go to Section: 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.

8. 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 Go to Section:

9. 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)

10. 1–1What 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 Go to Section:

11. 1–2How Scientists Work A.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 Go to Section:

12. Designing an Experiment Section 1-2 Flowchart Go to Section: State the Problem Form a Hypothesis Set Up a Controlled Experiment Record Results Analyze Results Draw a Conclusion Publish Results

13. 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 that keeps flies away from meat Uncovered jarsCovered jars Several days pass Maggots appearNo maggots appear Responding 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 Go to Section:

14. Gravy is boiled.Flask is open. Gravy is teeming with microorganisms. Gravy is boiled. Flask is sealed. Gravy is free of microorganisms. Section 1-2 Figure 1-10 Spallanzani’s Experiment Go to Section:

15. Broth is boiled.Broth is free of microorganisms for a year. Curved neck is removed. Broth is teeming with microorganisms. Section 1-2 Figure 1-11 Pasteur’s Experiment Go to Section:

16. Broth is boiled.Broth is free of microorganisms for a year. Curved neck is removed. Broth is teeming with microorganisms. Section 1-2 Figure 1-11 Pasteur’s Experiment Go to Section:

17. Broth is boiled.Broth is free of microorganisms for a year. Curved neck is removed. Broth is teeming with microorganisms. Section 1-2 Figure 1-11 Pasteur’s Experiment Go to Section:

18. Broth is boiled.Broth is free of microorganisms for a year. Curved neck is removed. Broth is teeming with microorganisms. Section 1-2 Figure 1-11 Pasteur’s Experiment Go to Section:

19. 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 Go to Section:

20. 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 Go to Section:

21. 1–3Studying Life A.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 Go to Section:

22. CharacteristicExamples Living 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 Go to Section:

23. Biosphere Ecosystem Community Population The part of Earth that contains all ecosystems Community and its nonliving surroundings Populations that live together in a defined area Group of organisms of one type 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 Go to Section:

24. Organism Groups of Cells Molecules Individual living thing Tissues, organs, and organ systems Smallest functional unit of life Groups of atoms; smallest unit of most chemical compounds Bison Nervous tissue Nervous system Brain Nerve cell Water DNA Section 1-3 Figure 1-21 Levels of Organization continued Go to Section:

25. 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 Go to Section:

26. 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 Go to Section:

27. 1–4Tools and Procedures A.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 Go to Section:

28. Water Released and Absorbed by Tree Time Absorbed by Roots (g/h) Released by Leaves (g/h) 8 AM 10 AM 12 PM 2 PM 4 PM 6 PM 8 PM 5 2 10 14 9 6 4 1 1 12 17 16 10 3 Water released by leaves Relative Rates (g/h) 20 Time 0 15 10 5 8 AM10 AM12 PM2 PM4 PM6 PM8 PM Section 1-4 Making a Graph From A Data Table Go to Section: