1. Biology-Chapter 1 The Nature of Life

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? 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. 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. 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? 3. How could a scientist go about finding an answer to each of the questions? Section 1-1 Interest Grabber continued Go to Section:

6. 1–1What Is Science? 1–1What Is Science? A.What Science Is and Is Not A.What Science Is and Is Not B.Evidence Based on Observation B.Evidence Based on Observation C.Interpreting the Evidence C.Interpreting the Evidence D.Explaining the Evidence D.Explaining the Evidence E.A Scientific View of the World E.A Scientific View of the World F.Science and Human Values F.Science and Human Values Section 1-1 Section Outline Go to Section:

7. I. What is Science ? A. The goal of science is to investigate and understand the natural world,to explain the events in the natural world,and to use those explanations to make useful predictions. 1.deals only w/ natural world 2.uses systematic way of collecting info-_________looking for patterns and connections 3.__________________-propose explanations that can be tested Scientific method hypothesis

8. B. Thinking like a scientist: Usually begin scientific thought w/ an *____________-gathering info about events or processing in careful, orderly way-using senses *___________-info gathered from observations…..2 Types: observation data 1.Quantitative-expressed by numbers by counting or measuring 2. Qualitative -- descriptive and involves that which can’t be counted

9. Thinking Like a Scientist cont’d _____________________________-logical interpretation based on prior knowledge or experience….eg.If the bacterial count in water collected a few places on the Potomac @ Fairview Beach is high w/ infectious forms,you can infer that all the water in that area is contaminated. _____________________________-logical interpretation based on prior knowledge or experience….eg.If the bacterial count in water collected a few places on the Potomac @ Fairview Beach is high w/ infectious forms,you can infer that all the water in that area is contaminated. Inference

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

11. C. Explaining and Interpreting Evidence- Hypothesize Hypothesize Test (experiment) Test (experiment) Collect data Collect data Conclude Conclude

12. 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.

13. 1. Formulate a hypothesis that might explain the presence of the “worms” in the container. 1. Formulate a hypothesis that might explain the presence of the “worms” in the container. 2. How could you test your hypothesis? 2. How could you test your hypothesis? 3. Identify the variables in your proposed experiment. Identify the control in your proposed experiment. 3. Identify the variables in your proposed experiment. Identify the control in your proposed experiment. Section 1-2 Interest Grabber continued Go to Section:

14. 1–2How Scientists Work 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:

15. II. How Scientists Work- Our ideas and knowledge has evolved greatly---From Aristotle(2300 years ago),when living things were thought to be able to be produced from nonliving-- _______________...to 400 years ago when experimental science actually began Our ideas and knowledge has evolved greatly---From Aristotle(2300 years ago),when living things were thought to be able to be produced from nonliving-- _______________...to 400 years ago when experimental science actually began Spontaneous generation

16. A. Designing an Experiment- 1. Ask a _______________. 1. Ask a _______________. Form a hypothesis: examples__If_______,then________ _____________________. Form a hypothesis: examples__If_______,then________ _____________________. Redi made the hypothesis that flies produce maggots and set up his experiment as follows: Redi made the hypothesis that flies produce maggots and set up his experiment as follows: question

17. 3. Set up Controlled Experiment ________________-factors that change ________________-factors that change 1 variable @ a time to avoid confusion 1 variable @ a time to avoid confusion Variable deliberately changed is called _________________ variable or IV- _____________ Variable deliberately changed is called _________________ variable or IV- _____________ Variable observed and it changes in response to IV-Responding variable – DV-________________________- usually a measured quantity Variable observed and it changes in response to IV-Responding variable – DV-________________________- usually a measured quantity _________________is kept the same/provides reliability to results _________________is kept the same/provides reliability to results Variables Manipulated/ independent Responding /dependent control

18. 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 (IV) Uncovered jars Covered jars Several days pass Maggots appear No maggots appear Responding Variable: whether maggots Appear (DV) 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

19. Designing an experiment cont’d Record and Analyze Data-typically data table that translates into graph Record and Analyze Data-typically data table that translates into graph Draw conclusion –Is the hypothesis supported or not? Draw conclusion –Is the hypothesis supported or not?

20. B.Publish & report Investigations Scientists read about and test one another's’ results Scientists read about and test one another's’ results What did Needham do differently than Redi? ___________________ What did Needham do differently than Redi? ___________________ What did Spallanzi do differently than Needham? ______________________ What did Spallanzi do differently than Needham? ______________________ Needham boiled contents.

21. Spallanzani boiled contents longer and sealed contents.

22. 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:

23. What did Pasteur do differently and what did he prove? Boiled broth would be free of microorganisms if air could get in,but dust and other particles left out--- SPONTANEOUS GENERATION PROVEN WRONG !

24. C. When are experiments not possible?____________ For ethical or medical reasons- eg. Some studies are done on volunteers D. How a Theory Develops?----Results if hypothesis is continually supported and evidence builds up over a period of time……NOT an absolute truth!

25. III. Studying Life- _________=study of life _________=study of life A. Characteristics of Living Things A. Characteristics of Living Things 1-made up of ________-living matter enclosed by a barrier-smallest unit considered alive 1-made up of ________-living matter enclosed by a barrier-smallest unit considered alive ____________-consists of only 1 cell…like paramecium ____________-consists of only 1 cell…like paramecium ___________made of more than 1 cell ___________made of more than 1 cell Biology Cells unicellular multicellular

26. Levels of organization: Molecular –more than 1 atom—C 6 H 12 O 6 Molecular –more than 1 atom—C 6 H 12 O 6 Cellular Cellular Tissues-group of cells w/ particular function Tissues-group of cells w/ particular function _________-group of tissues that work together to perform closely related function _________-group of tissues that work together to perform closely related function _________-group of organs that work together w/ a particular function _________-group of organs that work together w/ a particular function Population-group of organisms of one type in a particular area Population-group of organisms of one type in a particular area __________-populations that work together in a defined area __________-populations that work together in a defined area _________-community and nonliving surroundings _________-community and nonliving surroundings Biosphere-Part of earth that contains all ecosystems Biosphere-Part of earth that contains all ecosystems organs Organ system community ecosystems

29. Characteristics cont’d 2-Reproduction-sexually(2 parents) or asexually (1 parent) 2-Reproduction-sexually(2 parents) or asexually (1 parent) 3-_____-carries direction for heredity…There is an universal Genetic Code. 3-_____-carries direction for heredity…There is an universal Genetic Code. 4-Growth and Development 4-Growth and Development 5-Material use and Energy production- _____________=combination of chemical reactions through which an organism builds or breaks down materials 5-Material use and Energy production- _____________=combination of chemical reactions through which an organism builds or breaks down materials 6-Response 6-Response ___________-signal to which an organism responds ___________-signal to which an organism responds 7-Maintain Internal Balance-HOMEOSTASIS 7-Maintain Internal Balance-HOMEOSTASIS 8-Evolution 8-Evolution DNA metabolism stimulus

30. B-Branches of Biology ____________-study animals ____________-study animals ___________-study plants ___________-study plants ______________-study ancient life ______________-study ancient life Molecular and Cell Biologists study @ the small level Molecular and Cell Biologists study @ the small level Ecologists study the large units Ecologists study the large units zoologists botanists Paleontologists

31. IV. Tools & Procedures A.________________-used when collecting data and performing experiments…base 10 system…revised version called SI-International System of Units….******see p. 24 for basic units and abbreviations Metric system

32. Metric system-SI UNITS Length- 1 m=100 cm=1000mm 1000m=1km Mass-1 kg=1000 g 1 g=1000 mg 1000 kg =1 metric ton Volume-1 L=1000 mL=1000 cm 3(used in solid and medicine volume—cc) Temperature-0 C=freezing water/100 C =boiling point water

33. B. Analyzing Bio Data 1-tables animal Respiration rate indoors Respiration rate outdoors cat 15 breaths/min. 17 breaths/min. bird 20 breaths/min. 22 breaths/min.

34. 1.convert tables to graphs

36. 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 AM 10 AM12 PM2 PM4 PM6 PM8 PM Section 1-4 Making a Graph From A Data Table Go to Section:

37. 3. Also computers-to directly transfer and analyze data and computer modeling

38. Microscopes-produce magnified images of structures that are too small to see _____ - produces images by focusing visible light---up to 1000x….Compound Light Microscope-light passes through image and uses 2 lenses/stains and dyes help highlight what is on slide _____ - produces images by focusing visible light---up to 1000x….Compound Light Microscope-light passes through image and uses 2 lenses/stains and dyes help highlight what is on slide ______-magnifies by focusing beams of electrons/helps w/ images smaller than.2 micrometers/1000x more detailed than light version ______-magnifies by focusing beams of electrons/helps w/ images smaller than.2 micrometers/1000x more detailed than light version TEMs-_________________-shine beam electrons through specimen TEMs-_________________-shine beam electrons through specimen Light microscope Electron microscope Transmission electron microscope

39. SEM-__________scan narrow beam back and forth across surface of a specimen-often 3-D images Scanning electron microscope TEM TEM image of bone tissue

40. SEM bone

41. D. Lab Techniques- 1-_________-cell put in dish w/ nutrient solution/able to reproduce---tested for responses and interactions 1-_________-cell put in dish w/ nutrient solution/able to reproduce---tested for responses and interactions 2-_____________-separate different cell parts as in centrifuge-quickly spins and more dense parts @ bottom. 2-_____________-separate different cell parts as in centrifuge-quickly spins and more dense parts @ bottom. E. Lab safety-see contract E. Lab safety-see contract Cell culture Cell fractionation