Prentice Hall Biology

1
What is Science?
Studying Life
The Science of Biology
How Scientists Work
Tools and Procedures
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Section Outline
Section 1-1

• 11 What Is Science?
• A. What Science Is and Is Not
• B. Thinking Like a Scientist
• C. Explaining and Interpreting Evidence
• D. Science as a Way of Knowing
• E. Science and Human Values

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A. What Science Is and Is Not

• 1. The goal of science is to investigate
  and understand the natural world
• 2. Science to know
• a. Body of knowledge
• b. Process of discovery

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Thinking like a Scientist

• 1. Observation the gathering of information
  about events using
  the five senses
• a. Qualitative involves physical
  description
• e.g. Blond
  hair
• b. Quantitative uses numbers or
  measurements
• e.g. 35 mm

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B. Thinking Like A Scientist (con.)

• 2. Data information gathered through
  observation
• 3. Inference interpretation based on
  knowledge or experience
• a logical conclusion

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Observation and Inference
Section 1-1
Statement Observation Inference
Object A is round and orange.
Object A is a basketball.

• Object A is a basketball.
• Object B is a table-tennis
• ball.
• Object C is a soccer ball.

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.
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C. Explaining and Interpreting Evidence

• 1. Hypothesis proposed scientific explanation
  based on
  observation
• 2. A hypothesis can result from prior
  knowledge, inference, or creative
  imagination
• 3. A hypothesis should be testable

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D. Science as a Way of Knowing

• 1. Science is an ongoing process it is
  always changing
• 2. Good scientists are constantly
  questioning
• 3. Having an open-mind is critical to
  discovery

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E. Science and Human Values

• 1. Science impacts our daily lives and
  influences our decision making.
• 2. Identify five ways in which science has
  affected your daily life

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Mystery Worms
Interest Grabber
Section 1-2
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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Interest Grabber continued
Section 1-2

• 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 Outline
Section 1-2

• 12 How 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. Needhams Test of Redis Findings
• 2. Spallanzanis Test of Redis Findings
• 3. Pasteurs Test of Spontaneous Generation
• 4. The Impact of Pasteurs Work
• C. When Experiments Are Not Possible
• D. How a Theory Develops

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Designing an Experiment

• 1. Ask a Question
• How do living things come into being?
• 2. Form a hypothesis spontaneous
  generation
• a. spontaneous generation- notion that living
  things came from nonliving things
• e.g. maggots on meat, mice from grain
• b. Redi sets out to disprove spontaneous
  generation

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A. Designing an Experiment (con.)

• 3. Setting up a controlled experiment-
  investigation in which only a single factor is
  tested
• a. Experimental setup contains factor being
  tested
• b. Control setup does not contain the factor
• c. Variables- factors that can change
• 1. manipulated variable or independent
• 2. responding variable or dependent
• 3. controlled variables

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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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A. Designing an Experiment (con.)

• 4. Recording and Analyzing results
• a. Data table
• b. Graph
• 5. Drawing a conclusion
• Is hypothesis supported or refuted
• 6. Publishing and Repeating the work
• a. Experiment is only valid if it can be
  repeated
• b. Communication is essential

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B. Publishing and Repeating the work

• 1. Needhams Test of Redis findings
• a. Possible due to Leeuwenhoeks discovery of
  microscopic world
• b. Uses broth as the medium for life
• c. Believes has proven spontaneous generation
• 2. Spallanzanis Test of Redis work
• a. Improves upon Needhams design
• b. Concludes spontaneous generation is not
  possible

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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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B. Publishing and Repeating the work

• 3. Pasteurs test of Spontaneous generation
• a. sets out to finally disprove the idea
• b. designs a special flask that allows air to
  reach the medium
• c. made significant contributions to the
  
• scientific community
• d. Biogenesis idea that living things come
  from other living things

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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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Flowchart
Section 1-2
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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Shells and Snowflakes
Interest Grabber
Section 1-3

• 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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Interest Grabber continued
Section 1-3

• 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.

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Section Outline
Section 1-3

• 13 Studying 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

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Section Outline
Section 1-3

• 13 Studying Life
• bio life
• -logy the study of
• Biology the science that seeks to understand
  the living world

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• Characteristics of Living Things
• 1. Made Up of Cells
• a. cell - smallest unit of an organism
• b. unicellular- single celled organism
• c. multicellular - many celled organism

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A. Characteristics of Living Things
(cont.) 2. Reproduction - to produce new
organisms a. Sexual - two cells from
different parents unite b. Asexual - new
organism has one parent. One organism splits
to form two.
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A. Characteristics of Living Things
(Cont.) 3. Based on a Genetic Code a. The
offspring will resemble the parents e.g.
Dogs produce dogs b. The directions for
inherited traits are carried by DNA
(deoxyribonucleic acid)
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• Characteristics of Living Things (Cont.)
• 4. Growth and Development
• a. Growth an increase in size
• b. Development cells divide and change
  their shape and structure according to their
  intended function
• Give an example of a rapid and dramatic change
  in an animal

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A. Characteristics of Living Things (Cont.)

• 5. Need Materials and Energy
• - to grow, develop, reproduce, and to just stay
  alive!
• a.Anabolism (anabolic reaction) making
  complex substances from simple substances
• b.Catabolism (catabolic reaction) breaking
  down complex substances into simpler ones.
• c.Metabolism The building up and breaking
  down of substances in an organism, as it
  carries out its life processes.

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A. Characteristics of Living Things Cont.)

• Respond To the environment
• a. Stimulus Anything in the environment that
  can cause an organism to react
• b. Irritability An organisms ability to
  respond to stimulus
• Give an example of a stimulus and an organisms
  response

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A. Characteristics of Living Things (Cont.)

• 7. Maintaining Internal Balance
• a. Homeostasis Steady state
• b. Organisms maintain constant internal
  conditions despite the external conditions
• 8. Evolution change over time
• - important for a groups survival in a
  changing world.

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Characteristics of Living Things
Section 1-3
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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B. Branches of Biology

1. Biology is broken down into many fields
such as botany, microbiology, ethology,
and zoology. Within microbiology Virology,
bacteriology, parasitology 2. Living things
can be studied at various levels of organization
as well.
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Figure 1-21 Levels of Organization
Section 1-3
Biosphere
The part of Earth that contains all ecosystems
Biosphere
Ecosystem
Community and its nonliving surroundings
Hawk, snake, bison, prairie dog, grass, stream,
rocks, air
Community
Populations that live together in a defined area
Hawk, snake, bison, prairie dog, grass
Population
Group of organisms of one type that live in the
same area
Bison herd
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Figure 1-21 Levels of Organization continued
Section 1-3
Organism
Individual living thing
Bison
Tissues, organs, and organ systems
Groups of Cells
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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C. Biology in Everyday Life

• Biology affects every aspect of your life.
• A basic understanding gives you a greater
  appreciation of the living world
• 3. It also helps you make informed decisions

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Section Outline
Section 1-4

• 14 Tools and Procedures
• A. A Common Measurement System
• B. Analyzing Biological Data
• C. Microscopes
• 1. Light Microscopes
• 2. Electron Microscopes

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A Common Measurement System - The Metric
System

• 1. Decimal system- based on powers of ten
• 2. AKA International system of units or SI
• 3. Common system of measurement for
  scientists around the world
• Analyzing Biological Data
• Tables and graphs help scientists see trends or
  patterns

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B. Analyzing Biological Data

• Tables and graphs help scientists see trends or
  patterns

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Making a Graph From A Data Table
Section 1-4
Water Released and Absorbed by Tree
Absorbed by Roots (g/h)
Released by Leaves (g/h)
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Water released by leaves
Time
15
8 AM
2
1
10
Relative Rates (g/h)
10 AM
5
1
12
12 PM
4
5
2 PM
6
17
Water absorbed by roots
4 PM
9
16
0
6 PM
14
10
8 AM
10 AM
12 PM
2 PM
4 PM
6 PM
8 PM
8 PM
10
3
Time
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• Microscopes
• 1. Light Microscopes produce magnified
  images by focusing light rays
• 2. Electron Microscopes produce magnified
  images using beams of electrons

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Microscope
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• arm - this attaches the eyepiece and body tube to
  the base.
• base - this supports the microscope.
• body tube - the tube that supports the eyepiece.

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• coarse focus adjustment - a knob that makes large
  adjustments to the focus.
• diaphragm - an adjustable opening under the
  stage, allowing different amounts of light onto
  the stage.
• eyepiece - where you place your eye.

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• fine focus adjustment - a knob that makes small
  adjustments to the focus (it is often smaller
  than the coarse focus knob).
• high-power objective - a large lens with high
  magnifying power.
• inclination joint - an adjustable joint that lets
  the arm tilt at various angles.
• low-power objective - a small lens with low
  magnifying power.

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• mirror (or light source) - this directs light
  upwards onto the slide.
• revolving nosepiece - the rotating device that
  holds the objectives (lenses).
• stage - the platform on which a slide is placed.
• stage clips - metal clips that hold a slide
  securely onto the stage. Enchanted Learning

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Microscope - Labeled
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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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Video 1
Video 1
Its Alive!, Part 1

• Click the image to play the video segment.

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Video 2
Video 2
Its Alive!, Part 2
Click the image to play the video segment.
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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.

58
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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End of Custom Shows

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