Slide 1
Biology
Study of life
Slide 2
Chapter 1
Biology
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Slide 3
Biologist Study

Study Diversity of Life (ex. Jane Goodall

Research Disease
studies “ How chimpanzees behave in wild”)
–
–
–
–
What causes disease?
How does body fight disease?
Develop vaccines
New medicines

Develop technologies


Improve Agriculture
Preserve the environment
– “bionic” hand
– Store and transport blood plasma for
transfusions-saved countless soldiers life
WWII.
Slide 4
Characteristics Of Living Things
LIVING THINGS…..
 made of cells
 based on genetic code
 reproduce
 grow and develop
 adjust to their surroundings--respond
 adapt and evolve
 obtain and use energy
 maintain stable internal environment
Slide 5
Living Things Are Organized
Composed of one or more cells
that are based genetic code.
Organization: an arrangement of
parts (cells) for the performance
of the functions necessary to life
Slide 6
Organisms Number of Cells
Multicellular – Organisms made of many
cells
(ex. monkey and trees)

Unicellular – One cells organisms
( ex. Amoeba)

Slide 7
Types of Cells
Prokaryotes – an organism, characterized by
the absence of a nuclear membrane and by
DNA that is not organized into chromosomes.
(ex. bacteria)
Eukaryotes – an organism composed of one
or more cells containing visibly evident nuclei
and organelles (ex. plants and animals)
Slide 8
Living Things Make More
Living Things
Reproduction: Production of an offspring by
an organism.
Species: Organisms that can interbreed and
produce fertile offspring in nature.
(Reproduction is not essential for an individual
organism, but for continuation of a species)
Slide 9
Types of Reproduction
•Sexual – Requires two parents and
offspring are not identical
•Asexual – Requires one parent and
offspring identical
Slide 10
Living Things Change
During Their Lives
single cell
grows and takes on the
characteristics of its species.
Growth: Increase in the amount of material
and formation of new structures in an
organism.
Development: All of the changes that take
place during the life of an organism.
Slide 11
Living Things Adjust to
Their Surroundings
Environment: Living and nonliving surroundings to which
an organism must constantly adjust
(air, water, weather, temperature, other organisms, other factors)
Stimulus: Any condition in the environment that requires
an organism to adjust
Response: A reaction to stimulus
Slide 12
Homeostasis
Organism’s regulation of its
internal environment to maintain
conditions suitable for survival.
Slide 13
Homeostasis
Slide 14
Obtain and use materials
and energy
•Used
to grow, develop and reproduce
•Metabolism-chemical reactions through
which an organism builds up or breaks
down materials.
Slide 15
Living Things Adapt and
Evolve
Adaptation: Evolution of a structure, behavior, or
internal process that enables an organism to
respond to stimuli and better survive in an
environment.
Evolution: Gradual accumulation of adaptations
over time.
Slide 16
Do Now: Suppose you want to test
phone cover/skins to decide which is
best for protecting your cell phone.
What materials would you need? What
procedure would you follow? How
would you determine which cover best
protected your phone?
Slide 17
A common misperception of
science is that science defines
"truth." Science does not define
truth; rather, it defines a way of
thought. It is a process in which
experiments are used to answer
questions. This process is called
the scientific method.
Slide 18
The Advantages of Method
Clarifies our thoughts
Uses human potential
Ends aimless wandering
Aids in transfer of learning
Guides us to new
knowledge
Trains for change and
innovation
Helps ideas gather shape
Is a repeatable procedure
Organizes our thoughts
Encourages thinking
The Opposite of Method is Chance
Wasted time
Quick fixes
Wrong analysis
Wasted energy
Haphazard guesses
Wandering aimlessly
No Solutions
Mistakes and errors
Confusion
Misdirection
Slide 19
Chapter 1
Scientific Method
Slide 20
Scientific Method:
Series of organized steps/procedures that scientist use to
solve problems and answer questions.
(A process for investigating nature)
Observing and Stating the Problem
Collecting Data/Gathering Information
Form a Hypothesis
Perform an Experiment
Analyze Data
Draw Conclusions based on your hypothesis
and experiment.
 Report Results






Slide 21
Observing /Observations
Sees, hears, or in some way
notice something no one has
noticed before.
If the facts don't fit the theory, change the facts.
-- Albert Einstein
Slide 22
State the Problem
A scientist can’t begin to solve a
problem until it is clearly stated.
For instance, when going to the
doctor you tell the doctor what is
wrong. (e.g. you have a sore
throat)
In lab the Problem is always stated in the form of a question.
Slide 23
Gather Information
After defining your problem you
need to gather information
For instance, a doctor would ask
how long you have had a sore
throat, take your temperature, and
examine your throat.
Slide 24
Hypothesis
Greek: hypo-”under”, thesis-”placing”
A tentative explanation for a question or
problem that can be formally tested.
For instance, based on experience, the doctor
theorizes that you have strep throat which
can be tested in a laboratory.
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Slide 25
Perform an experiment
A procedure/series of steps that
test a hypothesis under controlled
conditions.
Slide 26
Chapter 1
Controlled Experiment and
Variable
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Slide 27
Experiment Considerations
Using Tools-Beakers, test tubes, hot plates,
petri dishes, thermometers, dissecting
instruments, balances, rulers, microscopes,
centrifuges, radiation detectors, etc.
Maintaining Safety
•Minimize hazards
•Know your safety symbols
•Your responsibility to protect yourself as
well as your classmates.
Slide 28
Experimental Considerations
Data
Information obtained from experiment
Quantitative: Numerical form (distance, height)
Qualitative: Verbal Form (descriptions, behaviors)
Sometimes referred to as experimental results.
Slide 29
Experiment Factors
Control group- group in which all conditions are kept the
same (Standard used to compare with the outcome of a
test)
Experimental group-Test Group; receives the variable
Slide 30
Controlled Experiments:
Only one conditions changes

Variable-The factor being tested in an experiment

Independent Variable-Condition in an experiment
that is changed. The only variable that affects the
outcome of the experiment. (temperature,
nutrients, light, soil)

Dependent Variable-A condition that results from
change. Depends on changes from independent
variable. (height, color, etc)
Slide 31
Independent





Presence of bacteria
Soil nutrients
Vitamins
Play Wii Fit 30 m/d
petri dish with growth
medium
Dependent





Growth rate
Plant height
Cholesterol Levels
Weight
Growth on dish
Slide 32
Analyze Data
Data collected from the
experiment is analyzed.
For your sore throat, a lab
technician identifies the growth
and records data in your chart.
Slide 33
Draw Conclusion
Data is used to draw conclusions.
A conclusion is a logical answer
to a question based on data and
observations of the test material.
Slide 34
Does your data support or reject
your original hypothesis?
If the data shows that your sore throat was caused by
another kind of bacterium, you don’t have strep throat
and the original hypothesis is rejected. The doctor
must now revise the hypothesis to include a different
cause of sore throat.
If the hypothesis was supported a scientist will
sometimes perform additional experiments and
gather more data to strengthen their conclusion.
If the experiment supports the hypothesis that you
have strep throat, and the doctor feels the data is
sufficient to be statistically valid they may skip further
experimentation and proceed to reporting results.
Slide 35
Reporting Results
The last step in solving a problem
scientifically is to do something
with the results. This includes
sharing data and suggesting
remedies.
Your doctor may prescribe an
antibiotic to kill the bacteria.
Slide 36
Chapter 1
Conducting experiments
• No experiment is a failure
• The results of every experiment can be used
to revise the hypothesis or plan tests of a
different variable.
Slide 37
Scientific Theory
Hypothesis successfully passes many test
over a long period of time and proves useful
in knitting together a large body of scientific
work, it takes on the status of Theory.
Theory- A tested explanation of a broad
segment of basic natural phenomena.
e.g. Atomic Theory
Be Valid: explain observations
be repeatable
be predictable
Slide 38
Scientific Law
A concise statement in words or a
mathematical equation, about a
fundamental relationship or regularity of
nature.
e.g. During a chemical reaction, no
detectable gain or loss of mass occurs.
Does not explain behavior of nature, it just
states the generalized experimental finding.
Slide 39
Slide 40
Chapter 1
Comparing Theories and Laws
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Slide 41
Activity
Create a chart that:
 Defines scientific law, theory and
hypothesis
 Provide qualities/characteristics that
distinguish each of them (how do I know
it’s a law, theory or hypothesis)
 Examples of each
Slide 42
Reasearch
Slide 43
Research
 Quantitative—Controlled
that results in counts or
measurements.
– Numerical data
– Graphs and tables
experiments
Slide 44
Descriptive research

Observational data;
Written descriptions of
what scientist
observes.
Slide 45
Science and Society
Slide 46
Ethics
Moral principles and values held by
humans
-social, ethical moral concerns
when planning an investigation.
Slide 47
Technology
Application of scientific research
Making
improvements in human life
and world around us
Increase production of food
Reduced manual labor
Reduction of waste and environmental
pollution.
Slide 48
Metric System
A decimal system of weights and
measurements based on meter
and kilogram.
Slide 49
SI Units
Slide 50
Brief Chronological History
of the Metric System
1670—Gabriel Moulton, a French mathematician, proposes a
measurement system based on a physical quantity of nature and not on
human anatomy.
1790—The French Academy of Science recommends the adoption of a
system with a unit of length equal to one ten-millionth of the distance
on a meridian between Earth’s North Pole and equator.
1870—A French conference is set up to work out standards for a
unified metric system.
Slide 51
History continued…
1875—The treaty of the Meter is signed by 17 nations, including
the United States. This establishes a permanent body with the
authority to set standards.
1893—The United States officially adopts the metric system
standards as bases for weights and measures (but continues to use
British units).
1975—The Metric Conversion Act is enacted by Congress. It
states, “The policy of the United States shall be to coordinate and
plan the increasing use of the metric system in the United States
and to establish a voluntary conversion to metric system. (No
mandatory requirements are made.
History information from: Introduction to Physical Science: Shipman, Wilson, Todd, 2000
Slide 52
SI Units
 Consistency.

Scientists use the International System
of Units (SI) to make sharing data and
results easier.
Slide 53
SI (Le Système Internationale
d’Unités)
Slide 54
SI prefixes for large measurements
Slide 55
SI Units for small measurements
Slide 56
Conversions A roll of copper wire
contains 15 m of wire. What is the
length of the wire in centimeters?
1. List the given and unknown values.
Given: length in meters, l = 15 m
Unknown: length in centimeters = ? cm
Slide 57
2. Determine the relationship between units.
Looking at the table of prefixes used for small
measurements, you can find that:
1 cm = 0.01 m.
Also means that 1 m = 100 cm.
You will multiply because you are converting from a larger
unit (meters) to a smaller unit (centimeters)
3. Write the equation for the conversion.
length in cm = m  100 cm
1m
Slide 58
4. Insert the known values into the equation,
and solve.
length in cm = 15 m 
100 cm
1m
length in cm = 1500 cm
Slide 59
METRIC SYSTEM
LENGTH
Number of
Unit
Abbreviation
Approximate U.S. Equivalent
Meters
kilometer
km
1,000
0.62 mile
hectometer
hm
100
328.08 feet
dekameter
dam
10
32.81 feet
meter
decimeter
centimeter
m
dm
cm
1
0.1
0.01
39.37 inches
3.94 inches
0.39 inch
millimeter
mm
0.001
0.039 inch
micrometer
µm
0.000001
0.000039 inch
Slide 60
Divide by 10 or move one decimal place for each box to the left
Prefix
Abbreviation
Example
Multiplier
kilo
hecto
Deka
Meter
deci
centi
milli
k
h
Dk
m
d
c
m
kilometer
hectometer
dekameter
meter
decimeter
centimeter
millimeter
1,000
100
10
1
0.1
0.01
0.001
Multiply by 10 or move one decimal place for each box to the right
Slide 61
Slide 62
Chapter
1
Organizing
Data

Interpret line graphs, bar graphs, and pie
charts.

Use scientific notation and significant
figures in problem solving.

Identify the significant figures in
calculations.

Understand the difference between
precision and accuracy.
Slide 63
Chapter 1
Bellringer
Imagine your teacher asked you to study how
providing different amounts of fertilizer affected
the heights of plants. You perform a study and
collect the data shown in the table below. Use
this data to answer the items that follow.
Slide 64
Bellringer, continued
1. Which amount of fertilizer produced the tallest
plants?
2. Which amount of fertilizer produced the smallest
plants?
3. Plot the data on a grid like the one below.
4. Describe the overall trend as more fertilizer is
added to the plants.
Slide 65
Chapter 1
Presenting Scientific Data
Line graphs are best for continuous change.
• Line graphs are usually made with the x-axis
showing the independent variable and the y-axis
showing the dependent variable.
• The values of the dependent variable depend on
what happens in the experiment.
• The values of the independent variable are set
before the experiment takes place.
Slide 66
Chapter 1
Line Graph
Slide 67
Chapter 1
Presenting Scientific Data,
continued
Bar graphs compare items.
• A bar graph is useful for comparing similar data
for several individual items or events.
• A bar graph can make clearer how large or small
the differences in individual values are.
Slide 68
Chapter 1
Bar Graph
Slide 69
Presenting Scientific Data,
continued
Pie charts show
parts of a whole.
• A pie chart is ideal
for displaying data
that are parts of a
whole.
• Data in a pie chart
is presented as a
percent.
Slide 70
Graphing Activity
Slide 71
Significant Figures and
Scientific Notations
Slide 72
Using Significant Figures
Precision and accuracy
Precision the exactness of a measurement
Accuracy a description of how close a
measurement is to the true value of the
quantity measured
Significant figure a prescribed decimal
place that determines the amount of
rounding off to be done based on the
precision of the measurement
Slide 73
Significant Figures
The significant figures (also called
significant digits) of a number are
those digits that carry meaning
contributing to its accuracy.
Slide 74
Rules for identifying
significant digits
All non-zero digits are considered
significant.
Example: 123.45 has five significant
figures: 1, 2, 3, 4 and 5.
1.
Slide 75
Zeros appearing anywhere
between two non-zero digits
are significant.
Example: 101.12 has five
significant figures: 1, 0, 1, 1 and 2.
Slide 76
Leading (space holding)
zeros are not significant
For example, 0.00012 has two
significant figures: 1 and 2.
Slide 77
Trailing zeros in a whole
number are NOT significant.
For example
200
25000
10,100
1
2
3
Slide 78
When decimal point are present
at end of whole number, trailing
zeros ARE significant
200. > 3
25,000. > 5
10100. > 5
Slide 79
Trailing zeros in a number
containing a decimal point are
significant.
0.0500 > 3
0.03040 > 4
0.0230 > 3
Slide 80
Addition and Subtraction:
least number of digits to
right of decimal place
Example: 24.46
+ 4.123
30.583
Rounds to: 30.58
2 digits
3 digits
Slide 81
Multiplication and Division:
Quantity which has the smaller
number of significant figures
Example: 2.61 x 1.2 = 3.13
Rounds off to: 3.1
12.34 x 1.23 = 15.1782
Rounds off to: 15.2
Slide 82
Rounding
Start
with the leftmost non-zero digit (e.g.
the '1' in 1 200, or the '2' in 0.0256).
Keep n digits. Replace the rest with zeros.
Round up by one if appropriate. For
example, if rounding 0.039 to 1 significant
figure, the result would be 0.04.
Slide 83
Examples
Rounding to 2 significant figures:
12 300 becomes 12 000
13 stays as 13
0.00123 becomes 0.0012
0.1 becomes 0.10 (the trailing zero indicates that
we are rounding to 2 significant figures).
0.02084 becomes 0.021
0.0125 becomes 0.012 in unbiased rounding,
while it is 0.013 in biased.
19 800 becomes 20 000
Slide 84
Scientific Notation
(standard form or exponential notation)
Way of writing numbers that
accommodates values too large or
small to be conveniently written in
standard decimal notation.
Slide 85
Ordinary decimal
notation
1
Scientific
notation
0
1 × 10
1
30
3 × 10
5 720 000 000
5.72 × 10
−0.000 000 006 1
−6.1 × 10
9
−9
Slide 86
Using scientific notation,300,000,000
m/sec can also be written as
3 x 100,000,000
or in the shorter form,
3 x 108,
where 8, the exponent, is the number of
zeros.
Slide 87
Positive exponents/Large Numbers
Written in scientific notation by
moving the decimal point to the left.
e.g. Avogadro's number is approximately
602,200,000,000,000,000,000,000
Scientific notation : 6.022 x 1023
1. The decimal point is moved left to just after the first number
2. First number must be at least 1, but less than 10
3. In the example above, the decimal point has been moved
back by 23 places. That number is now the positive
exponent of the base 10.
Slide 88
Negative exponents/Small Numbers
Numbers less than 1 can be expressed in scientific
notation by moving the decimal point to the right.
e.g. 0.0006022
Standard Notation: 6.022 x 10-4
1. First number must be a least 1, but less than 10.
2. For our e.g., decimal point needs to move
forward by 4 digits to the first non-zero number
3. For every place we move the decimal to the right
we decrease the power of ten by one.
Slide 89
Rule for Multiplication –
1. Multiply the coefficients
2. Add the exponents.
3. The base will remain 10.
Rule for Division –
1. Divide the coefficients
2. Subtract the exponents.
3. The base will remain 10.
Slide 90
RULE #1: Standard Scientific Notation is a number
from 1 to 9 followed by a decimal and the remaining
significant figures and an exponent of 10 to hold place
value.
Example:
5.43 x 102 = 5.43 x 100 = 543
8.65 x 10 – 3 = 8.65 x .001 = 0.00865
****54.3 x 101 is not Standard Scientific
Notation!!!
Slide 91
RULE #2: When the decimal is moved to the Left the
exponent gets Larger, but the value of the number stays
the same. Each place the decimal moves Changes the
exponent by one (1). If you move the decimal to the Right
it makes the exponent smaller by one (1) for each place it
is moved.
Example:
6000. x 100 = 600.0 x 101 = 60.00 x 102 =
6.000 x 103 = 6000
(Note: 100 = 1)
All the previous numbers are equal, but only 6.000 x
103 is in proper Scientific Notation.
Slide 92
RULE #3: To add/subtract in scientific notation, the exponents must
first be the same.
(3.0
Example:
x 102) + (6.4 x 103); since 6.4 x 103 is equal to 64. x 102.
Now add.
(3.0 x 102)
+ (64. x 102)
67.0 x 102 =
Not in scientific
notation
6.70 x 103 = 6.7 x 10 3
67.0 x 102 is mathematically correct/standard scientific notation
can only have one number to the left of the decimal
Slide 93
RULE #4: To multiply, find the product
of the numbers, then add the
exponents.
Example:
(2.4 x 102) (5.5 x 10 –4) =
[2.4 x 5.5 = 13.2] and [2 + -4 = -2]
= 13.2 x 10 –2
Correct scientific notation: 1.3 x 10 – 1
Slide 94
RULE #5: To divide, find the quotient of the number
and subtract the exponents.
Example:
(3.3 x 10 – 6) / (9.1 x 10 – 8) = ?
[3.3 / 9.1 = .36] and [-6 – (-8) = 2]
(3.3 x 10 – 6) / (9.1 x 10 – 8) = .36 x 102
3.6 x 10 1
Slide 95
Scientific Notation
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Slide 96
Chapter 1
Writing Numbers in Scientific
Notation
Using scientific notation
• When you use scientific notation in calculations,
you follow the math rules for powers of 10.
• When you multiply two values in scientific
notation, you add the powers of 10. When you
divide, you subtract the powers of 10.
Slide 97
Chapter 1
Math Skills
Writing Scientific Notation The adult human
heart pumps about 18 000 L of blood each
day. Write this value in scientific notation.
1. List the given and unknown values.
Given: volume, V = 18 000 L
Unknown: volume, V = ? x 10? L
Slide 98
Chapter 1
Math Skills
2. Write the form for scientific notation.
V = ? x 10? L
3. Insert the known values into the form,
and solve.
First find the largest power of 10 that will divide
into the known value and leave one digit before
the decimal point. You get 1.8 if you divide 10
000 into 18 000 L.
So, 18 000 L can be written as (1.8 x 10 000) L
Slide 99
Chapter 1
Math Skills
Then write 10 000 as a power of 10.
Because 10 000 = 104, you can write 18 000 L as
1.8 x 104 L.
V = 1.8 x 104 L
Slide 100
Chapter 1
Math Skills
Using Scientific Notation Your state plans to
buy a rectangular tract of land measuring
5.36 x 103 m by 1.38 x 104 m to establish a
nature preserve. What is the area of this
tract in square meters?
1. List the given and unknown values.
Given:
length, l = 1.38 x 104 m
width, w = 5.36 x 103 m
Unknown: area, A = ? m2
Slide 101
Math Skills, continued
2. Write the equation for area.
A=lw
3. Insert the known values into the equation,
and solve.
A = (1.38  104 m) (5.36  103 m)
Regroup the values and units as follows.
A = (1.38  5.36) (104  103) (m  m)
When multiplying, add the powers of 10.
A = (1.38  5.35) (104+3) (m  m)
A = 7.3968  107 m2
A = 7.40  107 m2
Slide 102
Precision and accuracy
Precision the exactness of a
measurement
Accuracy a description of how
close a measurement is to the
true value of the quantity
measured
Slide 103
Chapter 1
Section 3 Organizing Data
Accuracy and Precision, part
1
Slide 104
Chapter 1
Section 3 Organizing Data
Accuracy and Precision, part
2
Slide 105
Chapter 1
Section 3 Organizing Data
Accuracy and Precision
Slide 106
Chapter 1
Using Significant Figures
When you use measurements in
calculations, the answer is only as precise as
the least precise measurement used in the
calculation.
The measurement with the fewest significant
figures determines the number of significant
figures that can be used in the answer.
Slide 107
Chapter 1
Math Skills
Significant Figures Calculate the volume of a
room that is 3.125 m high, 4.25 m wide, and
5.75 m long. Write the answer with the
correct number of significant figures.
1. List the given and unknown values.
Given:
length, l = 5.75 m
width, w = 4.25 m
height, h = 3.125 m
Unknown: Volume, V = ? m3
Slide 108
Chapter 1
Math Skills, continued
2. Write the equation for volume.
V=lwh
3. Insert the known values into the
equation, and solve.
V = 5.75 m  4.25 m  3.125 m
V = 76.367 1875 m3
The answer should have three significant figures,
because the value with the smallest number of
significant figures has three significant figures.
V = 76.4 m3
Slide 109
Understanding Concepts
1. During a storm, rainwater depth is measured
every 15 minutes. Which of these terms
describes the depth of the water?
A. controlled variable
B. dependent variable
C. independent variable
D. significant variable
Slide 110
Chapter 1
Understanding Concepts
2. Why were scientists unable to form a theory that
diseases are caused by bacteria before the late
fifteenth century?
F. No on tried to understand the cause of disease until
then.
G. Earlier scientists were not intelligent enough to
understand the existence of bacteria.
H. The existence of microbes could not be discovered
until the technology to make high-quality lenses had
been developed.
I. Doctors believed they understood the disease
process, so they would not accept new ideas about
the causes.
Slide 111
Understanding Concepts
3.
What is a scientific theory?
A. A theory is a guess as to what will happen.
B. A theory is a summary of a scientific fact based
on observations.
C. A theory is an explanation of how a process
works based on observations.
D. A theory describes a process in nature that can
be repeated by testing.
Slide 112
Interpreting Graphics
4. What is the
volume of the
gas 40 seconds
into the
experiment?
F. 15 mL
G.24 mL
H. 27 mL
I. 50 mL