Transcript Prentice Hall Biology

Interest Grabber
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?
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Section:
Interest Grabber continued
Section 1-1
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?
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Section Outline
Section 1-1
1–1
What Is Science?
A.
B.
C.
D.
E.
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Section:
What Science Is and Is Not
Thinking Like a Scientist
Explaining and Interpreting Evidence
Science as a Way of Knowing
Science and Human Values
Observation and Inference
Section 1-1
Statement
Object A is round and orange.
Observation Inference
X
X
Object A is a basketball.
Object C is round and black and white.
X
Object C is larger than Object B.
X
Object B is smooth.
X
X
Object B is a table-tennis ball.
Each object is used in a different sport.
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Object A is a basketball.
Object B is a table-tennis
ball.
Object C is a soccer ball.
X
X
Interest Grabber
Section 1-2
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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Section:
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
1–2
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. 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
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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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Figure 1-8 Redi’s 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
Controlled Variables:
jars, type of meat,
location, temperature,
time
Covered jars
Several
days pass
Manipulated Variables:
gauze covering that
keeps flies away from
meat
Responding Variable:
whether maggots
Maggots appear
No maggots appear
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 Spallanzani’s Experiment
Section 1-2
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Gravy is boiled.
Flask is
open.
Gravy is teeming
with microorganisms.
Gravy is boiled.
Flask is
sealed.
Gravy is free of
microorganisms.
Figure 1-11 Pasteur’s Experiment
Section 1-2
Broth is boiled.
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Broth is free of
microorganisms
for a year.
Curved neck
is removed.
Broth is
teeming with
microorganisms.
Figure 1-11 Pasteur’s Experiment
Section 1-2
Broth is boiled.
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Broth is free of
microorganisms
for a year.
Curved neck
is removed.
Broth is
teeming with
microorganisms.
Figure 1-11 Pasteur’s Experiment
Section 1-2
Broth is boiled.
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Section:
Broth is free of
microorganisms
for a year.
Curved neck
is removed.
Broth is
teeming with
microorganisms.
Figure 1-11 Pasteur’s Experiment
Section 1-2
Broth is boiled.
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Section:
Broth is free of
microorganisms
for a year.
Curved neck
is removed.
Broth is
teeming with
microorganisms.
Interest Grabber
Section 1-3
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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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
1–3
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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Characteristics of Living Things
Section 1-3
Characteristic
Examples
Living things are made up of units called
cells.
Living things reproduce.
Living things obtain and use materials and
energy.
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.
Living things respond to their environment.
Leaves and stems of plants grow toward light.
Living things maintain a stable internal
environment.
Despite changes in the temperature of the
environment, a robin maintains a constant body
temperature.
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.
Living things are based on a universal
genetic code.
Living things grow and develop.
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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,
Groups of and organ systems
Cells
Brain
Nervous tissue
Cells
Nervous system
Smallest functional
unit of life
Nerve cell
Groups of atoms;
smallest unit of
Molecules most chemical
compounds
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Water
DNA
Interest Grabber
Section 1-4
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.
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Interest Grabber continued
Section 1-4
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?
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Section Outline
Section 1-4
1–4
Tools 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
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Making a Graph From A Data Table
Section 1-4
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
1
1
4
6
9
14
10
2
5
12
17
16
10
3
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Relative Rates (g/h)
Water Released and Absorbed by Tree
20
Water released by leaves
15
10
5
Water absorbed by roots
0
8 AM 10 AM 12 PM 2 PM 4 PM 6 PM 8 PM
Time
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It’s Alive!, Part 1
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It’s Alive!, Part 1
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It’s Alive!, Part 2
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The latest discoveries in humanity’s effects on the world
Links from the authors on science and ethics
Interactive test
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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.