Understanding Fossil Butte

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?

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• 1. 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?

3
I. Science

• A. science
• 1. a system of knowledge based on facts and
  principles
• 2. Types of Science
• a. biological science science of living
  things
• 1) botany study of plants
• 2) zoology study of animals
• 3) ecology balance in nature
• 4) medicine

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• b. physical science science of matter and
  energy
• 1) physics forces and energy
• 2) chemistry matter and its changes
• c. earth science science of the earth
• 1) geology rocks and minerals the
  science of the physical nature and history
  of the Earth
• 2) meteorology atmosphere and weather
• d. crossover ie. biochemistry, geophysics

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• B. Science and technology work together
• 1. technology
• a. the application of science

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• C. Scientific Theories Laws Facts -
  Hypothesis
• 1. Fact in science, an observation that has
  been repeatedly confirmed
• a. i.e. objects fall when dropped
• b. i.e. humans have 46 chromosomes

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• 2. Law
• a. a descriptive generalization about how
  some aspect of the natural world behaves under
  stated circumstances
• b. i.e. the path of each planet around the
  sun is an ellipse with the sun at one focus
  (Keplers First Law of Planetary Motion)
• http//en.wikipedia.org/wiki/Scientific_laws_named
  _after_people

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• 3. Hypothesis
• a. a testable statement about the natural
  world that can be used to build more complex
  inferences and explanations
• b. IFTHEN

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• 4. Theory
• a. a broad and comprehensive statement of what
  is believed to be true, supported by
  considerable experimental evidence resulting
  from many tests of related hypotheses
• b. in everyday speech, people use the word
  theory when they are talking about a hunch or a
  guess
• c. really they should use the word
  hypothesis

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• c. Examples of Scientific Theories
• 1) atomic theory all matter is made of
  atoms
• 2) cell theory all living things are
  composed of cells
• 3) theory of gravitation all matter
  attracts other matter
• 4) theory of plate tectonics Earths crust
  is made of plates which move over time

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• 5. Theories and laws are not absolute as we
  do more experiments and learn more about the
  world around us, our explanations can change

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Introduction to Biology

• Chapter 1

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Biology

• - the study of life

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Why is it important to study biology?

• So we can

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What do we need to know about biology?
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I. Introduction to Biology

• A. Biology the science of life
• B. Organism a living thing

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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.

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• 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.

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Video 1
Video 1

• Click the image to play the video segment.

Its Alive!, Part 1
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Video 2
Video 2
Its Alive!, Part 2

• Click the image to play the video segment.

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Characteristics of Living Things
Characteristic
Examples
Living things are made up of units called cells.
Many microorganisms consist of only a single
cell. Animals and trees are multicellular.
Living things reproduce.
Maple trees reproduce sexually. A hydra can
reproduce asexually by budding.
Living things are based on a universal genetic
code.
Flies produce flies. Dogs produce dogs. Seeds
from maple trees produce maple trees.
Living things grow and develop.
Flies begin life as eggs, then become maggots,
and then become adult flies.
Living things obtain and use materials and energy.
Plants obtain their energy from sunlight.
Animals obtain their energy from the food they
eat.
Leaves and stems of plants grow toward light.
Living things respond to their environment.
Despite changes in the temperature of the
environment, a robin maintains a constant body
temperature.
Living things maintain a stable internal
environment.
Taken as a group, living things change over time.
Plants that live in the desert survive because
they have become adapted to the conditions of the
desert.
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II. Characteristics of Organisms

• A. Characteristics
• 1. Composed of Cells
• 2. Maintain Stability
• 3. Reproduce
• 4. Evolve

• 5. Interdependent
• 6. Use Energy
• 7. Highly Organized
• 8. Respond to Stimuli
• 9. Grow and Develop

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B. Composed of Cells

• 1. Cell
• a. the basic unit of life
• 2. Unicellular
• a. organism composed of one cell
• 3. Multicellular
• a. organism composed of more than one cell

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• 4. Cells are small, but highly organized
  (organelles)
• 5. Differentiation
• a. a process in which the cells of a
  multicellular individual become specialized
  during development (tissues, organs, systems)

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• 6. In biology structure is almost always related
  to function
• a. morphology
• 1) the structure of an organism or of any of
  its parts
• b. anatomy
• 1) internal morphology

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C. Maintain Stability and Homeostasis

• 1. Homeostasis
• a. the stable internal conditions of a living
  thing

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D. Reproduce (have a life span)

• 1. Reproduction the production of new
  offspring
• 2. Inheritance the traits that the offspring
  receives from its parents

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• 3. DNA Deoxyribonucleic Acid
• a. hereditary information in the form of a
  large molecule
• 4. Gene
• a. a segment of DNA a unit of hereditary
  information

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• 5. Types of Reproduction/cell division
• a. Sexual the production of offspring from
  the combination of genetic material from two
  parent organisms
• b. Asexual the production of offspring that
  does not involve the union of gametes

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E. Evolve

• 1. Evolution
• a. the theory that
• species change
• over time
• 2. Evolution occurs
• through Natural
• Selection

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• a. Natural Selection
• 1) the process by which organisms with
  favorable traits reproduce at higher rates than
  those without such variations
• 3. Adaptation
• a. traits that give an organism an advantage in
  an environment

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F. Interdependent

• 1. Ecology
• a. the study of the relationships between
  organisms and their environment
• 2. Ecosystems
• a. all the biotic and abiotic components of an
  environment
• b. biotic living things
• c. abiotic non-living things

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G. Use Energy

• 1. Metabolism
• a. the sum of all chemical
• processes in living things
• 2. necessary for
• maintenance, growth,
• and reproduction

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• 3. Autotrophs
• a. organisms that acquire energy by making
  their own food
• 1) plants
• 2) some unicellular organisms

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4. Heterotrophs a. organisms that gain energy
by eating or consuming other organisms 1)
some unicellular organisms 2) animals and fungi
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• 5. Photosynthesis
• a. the process where organisms (ie plants)
  capture the suns energy and use it to make food
• 6. Cellular Respiration
• a. the process where organisms turn food into
  energy

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H. Highly Organized

• 1. atom
• 2. molecule
• 3. organelle
• 4. cell
• 5. tissue
• 6. organ
• 7. organ system

• 8. organism
• 9. population
• 10. community
• 11. ecosystem
• 12. biome
• 13. biosphere

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Levels of Organization
The part of Earth that contains all ecosystems
Biosphere
Biosphere
Community and its nonliving surroundings
Ecosystem
Hawk, snake, bison, prairie dog, grass, stream,
rocks, air
Populations that live together in a defined area
Community
Hawk, snake, bison, prairie dog, grass
Group of organisms of one type that live in the
same area
Population
Bison herd
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Individual living thing
Organism
Bison
Groups of Cells
Tissues, organs, and organ systems
Nervous system
Brain
Nervous tissue
Smallest functional unit of life
Cells
Nerve cell
Groups of atoms smallest unit of most
chemical compounds
Molecules
DNA
Water
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I. Respond to Stimuli/Environment

• 1. Response
• a. reaction to a stimulus
• 2. Behavior
• a. a complex set of responses

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J. Grow and Develop

• 1. Reproduction of cells
• a. Mitosis
• 2. Cell Enlargement

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III. Science and Society

• A. Ethics
• 1. the study of what is right and wrong and of
  our moral choices
• B. Bioethics
• 1. the application of ethics to biological
  concerns

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IV. Scientific Methods

• A. Scientific Processes
• 1. Observing and Collecting Data
• a. all scientific understanding of the
  natural world is ultimately based on
  observations

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• b. Observing
• 1) the use of one or more the five senses to
  perceive objects or events
• c. Collecting Data
• 1) the gathering and recording of specific
  information based on observations

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• 2. Measuring
• a. observations are most useful when they
  involve quantitative data
• b. measuring
• 1) the process of determining the dimensions
  of an object, the of objects in a group, the
  duration of an event, or other characteristics
  in precise units

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• c. accuracy
• 1. number that is close to the true value
• d. precision
• 1. number that is as exact as possible
• (ie 47.452134 cm)

Not Accurate
Accurate
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• c. accuracy
• 1. number that is close to the true value
• d. precision
• 1. number that is as exact as possible
• (ie 47.452134 cm)

Precise Not Accurate
Precise Accurate
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• 3. Organizing Data
• a. involves placing observations and
  measurements in some kind of logical order
  graph, chart, map

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• 4. Classifying
• a. the process of grouping objects, organisms,
  or phenomena into an established organizational
  scheme, or developing new organizational schemes
• b. usually organize living things into groups
  that share morphological traits

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Figure 18-5 Classification of Ursus arctos
Coral snake
Abert squirrel
Sea star
Grizzly bear
Black bear
Giant panda
Red fox
KINGDOM Animalia
PHYLUM Chordata
CLASS Mammalia
ORDER Carnivora
FAMILY Ursidae
GENUS Ursus
SPECIES Ursus arctos
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• 5. Hypothesizing
• a. the process of forming testable statements
  about observable phenomena
• b. hypothesis testable statement
• c. a statement is testable if evidence can be
  collected that either supports the hypothesis or
  refutes it

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• 6. Predicting
• a. After making a hypothesis, make a
  prediction
• b. Stating in advance the result that will be
  obtained from testing a hypothesis
• c. Ifthen

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• 7. Experimenting
• a. some hypotheses or predictions can be tested
  through observations in a natural setting while
  others cannot
• b. Experimenting the process of testing a
  hypothesis or prediction by carrying out data
  gathering procedures under controlled conditions

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• c. controlled experiments
• 1) based on a comparison of a control group or
  phase with an experimental group or phase

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• 2) independent variable
• a) the manipulated variable the one that is
  different
• 3) dependent variable
• a) the thing that is different because of the
  independent variable usually what is being
  measured

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• 4) extraneous variables
• a) factors which may impact the effect on the
  dependent variable
• 5) validity
• a) do the results answer the questions that we
  are asking in the hypothesis
• 6) reliability
• a) will you get the same results if you do these
  procedures again

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• 8. Analyzing Data
• a. the process of determining whether data are
  reliable and whether they support or refute a
  given prediction or hypothesis

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• b. ways to analyze data
• 1) using statistics
• 2) interpreting graphs
• 3) determining relationships between variables
• 4) comparing the data to those obtained from
  other studies
• 5) determining possible sources of experimental
  error

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• 9. Inferring
• a. the process of drawing conclusions on the
  basis of facts or premises instead of direct
  perception
• b. Facts might include data gathered during a
  field study or an experiment
• c. Premises might include conclusions drawn
  from previous knowledge or from past experience
• d. some inferences are testable and some are not

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Observation and Inference
Statement
Observation Inference
Object A is round and orange.
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Observation and Inference
Statement
Observation Inference
Object A is round and orange.
Object A is a basketball.
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Observation and Inference
Statement
Observation Inference
Object A is round and orange.
Object A is a basketball.
Object C is round, black white
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Observation and Inference
Statement
Observation Inference
Object A is round and orange.
Object A is a basketball.
Object C is round, black white
Object C is larger than Object B.
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Observation and Inference
Statement
Observation Inference
Object A is round and orange.
Object A is a basketball.
Object C is round, black white
Object C is larger than Object B.
Object B is smooth.
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Observation and Inference
Statement
Observation Inference
Object A is round and orange.
Object A is a basketball.
Object C is round, black white
Object C is larger than Object B.
Object B is smooth.
Object B is a table-tennis ball.
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Observation and Inference
Statement
Observation Inference
Object A is round and orange.
Object A is a basketball.
Object C is round, black 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.
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Observation and Inference
Statement
Observation Inference
Object A is round and orange.
Object A is a basketball.
Object C is round, black 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.
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• 10. Modeling
• a. constructing a representation of an object,
  a system, or a process that helps to show
  relationships between data
• b. visual, verbal, mathematical

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• 11. Communicating
• a. sharing information
• 1) to keep from repeating experiments
• 2) Utilize resources more effectively
• 3) To keep from repeating failed experiments
• 4) Swap ideas
• b. scientific journals, newspapers, magazine,
  conferences, internet, television news magazines

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B. The Scientific Method of Investigation

• 1. Identify the Problem
• 2. Review Related Literature
• 3. Develop a Hypothesis
• 4. Design the Experiment
• 5. Conduct the Experiment
• 6. Make Observations
• 7. Draw Conclusions
• 8. Communicate the Findings

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• Scientists do not always follow the above
  steps in order

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Mystery Worms
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.
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• 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.

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Flowchart
Designing an Experiment
State the Problem
Analyze Results
Form a Hypothesis
Draw a Conclusion
Set Up a Controlled Experiment
Publish Results
Record Results
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Figure 1-8 Redis Experiment on Spontaneous
Generation
Section 1-2
OBSERVATIONS Flies land on meat that is left
uncovered. Later, maggots appear on the meat.
HYPOTHESIS Flies produce maggots.
PROCEDURE
Uncovered jars
Covered jars
Controlled Variables jars, type of
meat, location, temperature, time
Several days pass
Manipulated Variables gauze covering that keeps
flies away from meat
Responding Variable whether maggots appear
Maggots appear
No maggots appear
CONCLUSION Maggots form only when flies come in
contact with meat. Spontaneous generation of
maggots did not occur.
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Figure 1-10 Spallanzanis Experiment
Section 1-2
Gravy is boiled.
Flask is open.
Gravy is teeming with microorganisms.
Flask is sealed.
Gravy is free of microorganisms.
Gravy is boiled.
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Figure 1-11 Pasteurs Experiment
Section 1-2
Broth is boiled.
Broth is free of microorganisms for a year.
Curved neck is removed.
Broth is teeming with microorganisms.
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Figure 1-11 Pasteurs Experiment
Section 1-2
Broth is boiled.
Broth is free of microorganisms for a year.
Curved neck is removed.
Broth is teeming with microorganisms.
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Figure 1-11 Pasteurs Experiment
Section 1-2
Broth is boiled.
Broth is free of microorganisms for a year.
Curved neck is removed.
Broth is teeming with microorganisms.
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Figure 1-11 Pasteurs Experiment
Section 1-2
Broth is boiled.
Broth is free of microorganisms for a year.
Curved neck is removed.
Broth is teeming with microorganisms.
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Video Contents
Videos

• Click a hyperlink to choose a video.
• Its Alive!, Part 1
• Its Alive!, Part 2

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Internet
Go Online

• The latest discoveries in humanitys effects on
  the world
• Links from the authors on science and ethics
• Interactive test
• Articles on the nature of science
• For links on experimenting, go to
  www.SciLinks.org and enter the Web Code as
  follows cbn-1012.
• For links on microscopes, go to www.SciLinks.org
  and enter the Web Code as follows cbn-1014.

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Section 1 Answers
Interest Grabber Answers

• 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?

• 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?
• Students may not be able to suggest answers for
  all of their questions. Students may know that
  most fish fossils formed 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.

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Section 2 Answers
Interest Grabber Answers

• Students may say that the worms are immature
  beetles, or that there might have been worm eggs
  or worms in the oatmeal.
• If students thought that the worms were immature
  beetles, they may suggest isolating some of the
  worms to see if they develop into beetles. If
  students thought that there were eggs in the
  oatmeal, they may suggest taking a fresh sample
  of the oatmeal to see if worms hatch in it.
• Student answers should indicate that the control
  remains unchanged and is a standard of
  comparison. Variables are the factors that are
  subject to change.

• 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.

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Section 3 Answers
Interest Grabber Answers

• 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.

• Both are tiny both look crystalline.
• Possible answer The snowflake was not formed by
  a living thing, but the glass shell was.
• Students will likely say that the shell is
  nonliving, although it once surrounded the living
  thing that formed it.

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Section 4 Answers
Interest Grabber Answers

• 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?

• The childs height is 100 times the diameter of
  the marble.
• The diameter of the marble is 100 times the
  diameter of the cell.
• The height of the child is 10,000 times the
  diameter of the cell.

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