Transcript Prentice Hall Biology

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?
• 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?
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
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
B. Science and technology work together
1. technology
a. the application of science
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
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 (Kepler’s First Law of Planetary
Motion)
http://en.wikipedia.org/wiki/Scientific_laws_named_after_people
3. Hypothesis
a. a testable statement about the
natural world that can be used to build
more complex inferences and
explanations
b. “IF…THEN…”
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”
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 – Earth’s
crust is made of plates which
move over time
5. Theories and laws are not absolute –
as we do more experiments and learn
more about the world around us, our
explanations can change
Introduction to Biology
Chapter 1
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Biology
- the study of life
Why is it important to study
biology?
So we can:
What do we need to know about
biology?
I. Introduction to Biology
A. Biology – the science of life
B. Organism – a living thing
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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Characteristics of Living Things
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.
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
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
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
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 sun’s energy and
use it to make food
6. Cellular Respiration
a. the process where organisms turn
food into energy
H. Highly Organized
1.
2.
3.
4.
5.
6.
7.
atom
molecule
organelle
cell
tissue
organ
organ system
8. organism
9. population
10. community
11. ecosystem
12. biome
13. biosphere
Levels of Organization
The part of Earth
Biosphere that contains all
ecosystems
Biosphere
Ecosystem Community and
its nonliving
surroundings
Hawk, snake, bison, prairie dog, grass, stream, rocks, air
Populations that
Community live together in a
defined area
Hawk, snake, bison, prairie dog, grass
Group of
Population organisms of one
type that live in
Bison herd
the same area
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Individual living
Organism thing
Bison
Groups of Tissues, organs,
Cells
and organ
systems
Brain
Nervous tissue
Cells
Smallest
functional
unit of life
Groups of atoms;
Molecules smallest unit of
most chemical
compounds
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Nervous system
Nerve cell
Water
DNA
I. Respond to
Stimuli/Environment
1. Response
a. reaction to a stimulus
2. Behavior
a. a complex set of responses
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
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
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
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
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
Figure 18-5 Classification of Ursus arctos
Grizzly bear Black bear
Giant
panda
Red fox
Coral Sea star
Abert
squirrel snake
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
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. “If…then…”
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
c. controlled experiments
1) based on a comparison of a control
group or phase with an experimental
group or phase
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Section:
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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
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
8. Analyzing Data
a. the process of determining whether
data are reliable and whether they
support or refute a given prediction or
hypothesis
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
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
Observation and Inference
Statement
Object A is round and orange.
Observation
Inference
Observation and Inference
Statement
Object A is round and orange.
Object A is a basketball.
Observation
X
Inference
Observation and Inference
Statement
Object A is round and orange.
Object A is a basketball.
Object C is round, black & white
Observation
Inference
X
X
Observation and Inference
Statement
Object A is round and orange.
Object A is a basketball.
Object C is round, black & white
Object C is larger than Object B.
Observation
Inference
X
X
X
Observation and Inference
Statement
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.
Observation
Inference
X
X
X
X
Observation and Inference
Statement
Object A is round and orange.
Object A is a basketball.
Object C is round, black & white
Observation
X
X
X
Object C is larger than Object B.
X
Object B is smooth.
X
Object B is a table-tennis ball.
Inference
Observation and Inference
Statement
Object A is round and orange.
Object A is a basketball.
Object C is round, black & white
Observation
X
X
X
Object C is larger than Object B.
X
Object B is smooth.
X
Object B is a table-tennis ball.
Each object is used in a
different sport.
Inference
X
Observation and Inference
Statement
Object A is round and orange.
Object A is a basketball.
Object C is round, black & white
Observation
X
X
X
Object C is larger than Object B.
X
Object B is smooth.
X
Object B is a table-tennis ball.
Each object is used in a
different sport.
Inference
X
X
X
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
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
B. The Scientific Method of
Investigation
1.
2.
3.
4.
5.
6.
7.
8.
Identify the Problem
Review Related Literature
Develop a Hypothesis
Design the Experiment
Conduct the Experiment
Make Observations
Draw Conclusions
Communicate the Findings
*** Scientists do not always follow the
above steps in order
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.
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.
Flowchart
Designing an Experiment
State the Problem
Analyze Results
Form a Hypothesis
Draw a Conclusion
Set Up a Controlled Experiment
Publish Results
Record Results
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
Gravy is boiled.
Flask is
open.
Gravy is teeming
with microorganisms.
Gravy is boiled.
Flask is
sealed.
Gravy is free of
microorganisms.
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Figure 1-11 Pasteur’s Experiment
Section 1-2
Broth is boiled.
Broth is free of
microorganisms
for a year.
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Curved neck
is removed.
Broth is
teeming with
microorganisms.
Figure 1-11 Pasteur’s Experiment
Section 1-2
Broth is boiled.
Broth is free of
microorganisms
for a year.
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Curved neck
is removed.
Broth is
teeming with
microorganisms.
Figure 1-11 Pasteur’s Experiment
Section 1-2
Broth is boiled.
Broth is free of
microorganisms
for a year.
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Curved neck
is removed.
Broth is
teeming with
microorganisms.
Figure 1-11 Pasteur’s Experiment
Section 1-2
Broth is boiled.
Broth is free of
microorganisms
for a year.
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Curved neck
is removed.
Broth is
teeming with
microorganisms.
Videos
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video.
•
It’s Alive!, Part 1
•
It’s Alive!, Part 2
Video
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•
The latest discoveries in humanity’s 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.
Interest Grabber Answers
•
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.
••
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?
• 2.
Discuss your questions with your partner, and suggest a possible
•
answer to each question.
•
•
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.
• 3.
How could a scientist go about finding an answer to each of the
questions?
•
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.
Sectio
Interest Grabber Answers
•
•
••
1.
Formulate a hypothesis that might explain the presence of the
“worms” in the container.
Students may say that the “worms” are immature beetles, or that there might
have been worm eggs or worms in the oatmeal.
•
•
2.
•
3.
Identify the variables in your proposed experiment. Identify the control in
your proposed experiment.
Student answers should indicate that the control remains unchanged and is a
standard of comparison. Variables are the factors that are subject to change.
•
How could you test your hypothesis?
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.
Sectio
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?
Both are tiny; both look crystalline.
•
•• 2.
What are some differences between the snowflake and
the glass shell?
••
Possible answer: The snowflake was not formed by a living thing, but
the glass shell was.
•• 3.
Would you classify the shell as a living thing or a
nonliving thing? Explain your answer.
•
Students will likely say that the shell is nonliving, although it once
surrounded the living thing that formed it.
Sectio
Interest Grabber Answers
• 1.
How does the height of the child compare to the diameter of
the marble?
•
The child’s height is 100 times the diameter of the marble.
How does the marble diameter compare to the diameter of the
• 2.
cell?
•
The diameter of the marble is 100 times the diameter of the cell.
• 3.
How does the height of the child compare to the diameter of
• the cell?
• The height of the child is 10,000 times the diameter of the cell.
Sectio
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