1. IQ#1 1.What is my teacher’s name? 2.How much are Hall Passes worth? 3.What do I do if I am tardy? 4.Where do I go if I want to take a sample test? 5.What do I need to do to get full participation points? 6.How many days do I have to turn in late work?

2. CHAPTER 1: THE SCIENCE OF BIOLOGY

3. BIOLOGY THE STUDY OF LIVING THINGS

4. Go to Section: 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

5. Go to Section: Section 1-1 Interest Grabber continued 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?

6. Go to Section: What other kinds of fossils have been found here? Is there evidence that a lake or inland sea existed in Wyoming at the time the fish lived here? Most fish fossils form in layers of mud and sand, which is evidence that the area was once under water. Scientists would have to dig to look for more fossils and catalog what is found in the same layers with the fish. Geologists would have to map the fossil deposit and look for evidence of a lake shore or inland sea. 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? Interest Grabber Answers

7. Go to Section: USING YOUR TEXTBOOK EFFECTIVELY Read major headings/section summaries Pay close attention to key concepts &bold words. Look at diagrams (figures) Answer checkpoint questions It helps to read too! Read for understanding!

8. Go to Section: HOW TO OUTLINE A CHAPTER 1–1What Is Science? A.What Science Is and Is Not 1. 2. B.Thinking Like a Scientist C.Explaining and Interpreting Evidence D.Science as a Way of Knowing E.Science and Human Values

9. California State Standards Covered in Section 1-1 Investigation and experimentation -1d: formulate explanations by using logic and evidence -1f: Distinguish between hypothesis and theory (1-2) as scientific terms

10. 1–1What Is Science? A.What Science Is and Is Not 1.  The goal of science is to ____________ and __________ nature; to Science is unique because: It deals only with the _______________ Scientists collect and organize information looking for patterns and connections between events Scientists propose explanations that can be tested by examining evidence. 2. _______ = an organized way of using evidence to learn about the natural world investigate understand explain the events in nature, and to use explanations to make useful predictions. Natural World Science

11. B. Thinking Like a Scientist 1. ___________: using one or more senses (sight, hearing, touch, smell, sometimes taste) to gather information. 2. ______: information gathered from observations. The two kinds are: Quantitative= Qualitative= 3. __________: use data to make a logical interpretation based on prior knowledge and experience. Example: Test several parts of a reservoir; all samples are safe; Observations Data involves #’s; counting and measuring objects not easily measured; usually descriptive Inference can infer the reservoir has drinkable water.

12. Go to Section: 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 Object A is a basketball. Object B is a table-tennis ball. Object C is a soccer ball. Section 1-1 Observation and Inference

13. C. Explaining and Interpreting Evidence 1. Hypothesis: 2. Developing a hypothesis comes from: Prior knowledge Logical inferences Imaginative guessing 3. Testing can be done by: Careful observations Careful questioning Often- a controlled experiment possible explanations for a set of observations; an educated guess to a scientific question. Must be able to be tested.

14. 4. Testing might: Support a hypothesis Suggests partly true, but needs revision Refute it- it is wrong D. Science as a Way of knowing 1. Science is an _________________ where findings are ______________________ as new evidence develops ongoing process subject to change

15. Warm-up question: List the five main senses-vision, hearing, smell, taste, and touch-and give an example of an observation that you have made using each sense. Then, add at least one inference that could be made based on each observation. Example: (touch)-If a table top feels sticky, someone may have spilled syrup on the table

16. Go to Section: 1–2How Scientists Work A.Designing an Experiment 1.Asking a Question 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

17. California State Standards Covered in Section 1-2 Investigation and Experimentation 1d: Formulate explanations by using logic and evidence 1f: Distinguish between theory and hypothesis (1-1) 1j: Recognize the issues of statistical variability and the need for controlled tests. 1k: Recognize the cumulative nature of scientific evidence 1n: Theories are sometimes wrong

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

19. 1–2 How Scientists Work A. Designing an Experiment 1. Step #1: Ex. How do new living things come into being? 2. Step #2: Ex. old belief (observation & reasoning only)- new life arose from nonliving matter (Spontaneous Generation) - maggots arise from meat - mice arise from grain - beetles arose from dung Francisco Redi hypothesized flies lay eggs too small to see; flies produce maggots. Asking a question- Stating a problem Forming a hypothesis

20. 3. Step #3: Involves variables= Ex. temperature, time, type/amount of materials, light  Only test ______ variable at a time  ____________________ tests the effect of a single variable by changing it while keeping all the other variables the same. Manipulated variable- Responding variable- Setting up a Controlled Experiment Factors that change one Controlled experiments Deliberately changed The variable that changes in response to the manipulated variable

21. Go to Section: 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

22. 4. Step #4: Data-written record of observations Other scientists can examine the evidence, review the process; repeat the experiment. 5. Step #5: Use the data to evaluate the hypothesis and determine whether hypothesis is supported or proved wrong Formulate explanations by using logic and evidence Ex. Redi concluded flies are necessary to produce the maggots B. Publishing and Repeating Investigation Publishing an experiment, usually in a scientific journal, is an essential part of science. It allows other scientists review the process and repeat the experiment. Recording and Analyzing Results Drawing Conclusions

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

24. 1.___________ Test of Redi’s Findings a. Background: _________________________ discovers tiny moving objects in rainwater, pond water and dust. He called these living things animalcules. b. John Needham read Redi’s experiment and attacked Redi’s conclusion; claiming spontaneous generation can occur under the right conditions. Needham’s Anton van Leeuwenhoek

25. Go to Section: 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

26. 2. ____________________ Test of Redi’s Findings * concluded- spontaneous generation did not occur. Microorganisms entered through the air. 3. __________ Test of Spontaneous Generation a. Spontaneous generation supporters raised the point that air is necessary for generating new life. Spallanzani’s test excluded air. Lazzaro Spallanzani’s Pasteur’s

27. Go to Section: 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

28. c. Conclusion: D. How a Theory Develops 1. Theory= Ex. biogenesis: new life comes from existing life 2.  A theory Ex. Theory of plate tectonics and evolution explains why marsupials are only found in Australia and nearby islands. 3. No theory is considered absolute truth. As new evidence is uncovered the theory may be revised or replaced. Ex. Ptolemaic model-Sun, Moon, Earth All living things come from other living things Evidence from numerous investigations build up; a particular hypothesis becomes so well supported, it is called a theory applies to a well tested explanation that unifies a broad range of observations

29. Warm-up Pg. 15 ?’s 1&2 1. Why is Redi’s experiment on spontaneous generation considered a controlled experiment? Redi controlled all variables but one-whether or not there was gauze over each jar 2. How does a scientific theory compare with a scientific hypothesis? Hypothesis= scientific explanation for a set of observations Theory= a well tested explanation that unifies a broad range of observations

30. Go to Section: Video 1 Click the image to play the video segment. Video 1 It’s Alive!, Part 1

31. Go to Section: Video 2 Click the image to play the video segment. Video 2 It’s Alive!, Part 2

32. 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 (homeostasis). 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 Review of Section 1-3: Characteristics of Living Things

33. 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 Review continued: Levels of Organization

34. 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 Levels of Organization continued

35. Go to Section: 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

36. 1–4 Tools and Procedures A. A Common Measurement System 1. Scientists need an efficient, universal system to communicate with other scientists. 2.  Most scientists use the _______________ when collecting data and performing experiments. 3. Metric System (aka SI; international system of units) = metric system a decimal system based on multiples of 10

37. California State Standards Covered in Section 1-4 Investigation and Experimentation - 1a: Select and use appropriate tools and technology to perform tests, collect data etc. - 1c: Identify possible reasons for inconsistent results, such as sources of error or uncontrolled experiments

38. Metric System Kilo= 1000 Basic metric unit= 1 (ex. meter) Centi= 1/100 Milli= 1/1000 Micro= 1/1,000,000 MeasurementMetric unit Prefixes Length 1000m=1km 1m=100cm 1m=1000mm Mass1000g=1kg 1g=1000mg 1000kg=1ton Volume 1L=1000ml 1L=1000cm 3 Temperature0°C= freezing pt of water 100°C= boiling pt of water Meter Gram Liter Celsius

39. B. Analyzing Biological Data 1. Record data in a for easier recognition and understanding of patterns. This can be done using 2. Use computers to help make sense of data. Ex. determining molecular structure; use of satellites for weather; use of computer linked probes in the medical field. Ex. Determining molecular structure; use of satellites for weather; use of computer linked probes in the medical field. 3. Analyzing the data helps scientists make predictions (ex. global warming) table then make a graph ( picture of your data ) a graphing calculator or spreadsheet program

40. 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 Water absorbed by roots 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 How to make data tables and graphs Practice reading graphs and data tables: 1.According to the data table, what time of day do leaves release the most water? The least amount of water? 2. According to the graph, what time is the amount of water released by leaves equal to the water absorbed by roots? 3.Do roots absorb more water during the morning or evening? Give a logical explanation as to why this is the case.

41.  Light microscopeElectron microscope Focuses using Magnifies Object size (cells and tiny organisms) (about 1000x smaller than light) UniqueChemical stains used to Specimens are _____ because they C. Microscopes= Devices producing enlarged images that are too small to see with the unaided eye. Light and 2 lenses Beams of electrons 1000X 1000x more detail than light microscopes 0.2 micrometers or larger 0.2 micrometers or smaller Show structures in cells. Specimens can be dead or alive dead are dehydrated (dried out) and then placed in a vacuum

42. Types 1._________________________ ________________________: shines a beam of electrons through a thin specimen 2._________________________ __________________: runs a pencil-like beam of electrons back and forth across the surface of objects; produces 3-D image. Compound light Microscopes Transmission Electron Microscope (TEM) Scanning Electron Microscope (SEM)

43. D. Laboratory Techniques 1.Cell Cultures (reproduce cells) a. place single cell into a dish with nutrient solution so they can multiply b. used to test cells for various purposes 2. Cell Fractionation (used to study cell parts) a. cells are broken in a _________ b. inserted into a ____________ (spinning machine) c. cell parts separate according to _______. (denser on bottom) E.Working Safely in Biology ( refer to appendix B pgs 1066-1067 ) * Single most important rule = blender centrifuge density Always follow your teacher’s instructions and the text or lab book directions exactly. If in doubt, ask the teacher!!