Slide 1
Biology
Study of life
Slide 2
Goals of Science
Investigate and understand nature
 Explain events in nature
 Use explanations to make predictions

Slide 3
Qualities of a scientist
Open-Mindedness – willing to accept
different ideas that they may not agree with.
 Skepticism – Question existing ideas and
hypothesis, and they refuse to accept
explanations without evidence.
 Curiosity
 Creativity

Slide 4
Biologist Study

Study Diversity of Life (ex. Jane Goodall

Research Disease
studies “ How chimpanzees behave in wild”)
–
–
–
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What causes disease?
How does body fight disease?
Develop vaccines
New medicines

Develop technologies

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Improve Agriculture
Preserve the environment
– “bionic” hand
– Store and transport blood plasma for
transfusions-saved countless soldiers life
WWII.
Slide 5
Chapter 1
Biology
Life
Slide 6
How does one differentiate
between living and non
living things?
•
•
List/describe ways they are
different.
List/describe ways they are
alike.
Slide 7
Characteristics Of Living Things
LIVING THINGS…..
 made of cells
 based on universal genetic code
 reproduce
 grow and develop
 adjust to their surroundings--respond
 adapt and evolve
 obtain and use energy-metabolism
 maintain stable internal environment
Slide 8
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 9
Number of Cells
Multicellular – Organisms made of many
cells (cells specialized to perform different
functions)
(ex. monkey and trees)

Unicellular – One cells organisms
( ex. Amoeba)

Slide 10
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 11
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 12
Types of Reproduction
•Sexual – Requires two parents and
offspring are not identical
•Asexual – Requires one parent and
offspring identical (genetically same)
Slide 13
Asexual Reprodution
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Binary Fission- Cell divide into two genetically
identical cells. Eg. bacteria
Budding- New organisms created as a smaller
growth or bud on body of parent. Eg. hydra
Fragmentation- Unintentional cutting up of the
body of an organism which each grows into
different organism. Eg. Cynobacteria, sponges,
worms, sea stars.
Runner/Stolon- Horizontal stems with buds. Eg.
Strawberries
Spores- Formation of specialized cells that contain
a nucleus and cytoplasm surrounded by thick wall.
Eg. Bacteria, molds, yeast, mushrooms
Slide 14
Slide 15
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.
Differentiation: changes in cells that make them
suited for special functions
Slide 16
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 17
Maintain Homeostasis
Organism’s regulation of its
internal environment to maintain
conditions suitable for survival.
Eg. Controlling temperature and
chemical compostion
Slide 18
Homeostasis
Slide 19
Obtain and use materials
and energy
•
•
“Ingest” or “absorbs” matter and energy
from environment and converts into
different forms
Used to grow, develop and reproduce
Metabolism-chemical reactions through
which an organism builds up or breaks
down materials.
Slide 20
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 21
DO NOW:
Have you or a close relative ever
collected a particular item? How
did you/they organize their
collection?
Slide 22
Classification
Grouping of ideas, things, etc. on
the basis of similarities
Ex. Classifying trees as plants, or
classifying horses as animals
Slide 23
Slide 24
Classification
Taxonomy-Branch of biology that deals with
the classification of living things.
 Taxonomist-A person who works at or
studies taxonomy

Slide 25
What is a Classification
System?
A classification system is a way to identify
an organism and place it into the correct
group of related organisms (similar
characteristics)
Slide 26
Slide 27
Classification History

Aristotle (2000 years ago)
– 1st attempt to classify
– All organisms two groups-Kingdoms
• Animalia
• Plantae

Ernest Haeckel (1866)
– Proposed 3rd Kingdom-Protista
• All organisms that did not fall under plantae or
animalia
– Eg. Euglena-had characteristics of both plants and animals

As scientist learned more, more Kingdoms
added
Slide 28
Classification History cont.

Kingdom Fungi was proposed

Robert Whittaker(1969)
– Organisms from this kingdom were originally
classified as plants, but fungi are not
photosynthetic and are heterotrophic, so they
became part of separate Kingdom.
– Proposed 5 Kingdom Classification based upon
the following:
• Number of cells
• Presence or absence of a nucleus
• Mode of nutrition
Slide 29
Slide 30
Classification Today
6 Kingdom Classification
1. Kingdom Animialia
2. Kingdom Plantae
3. Kingdom Fungi
4. Kingdom Protista
5. Kingdom Bacteria or Monera or Eubacteria
6. Kingdom Archaea or Archaeabacteria

Slide 31
Slide 32
6 Kingdoms-3 Domains of Life
Domain Bacteria-Kingdom Bacteria or
Monera
 Domain Archaea-Kingdom Archaebacteria or
Archaea
 Domain Eukarya (derives from EukaryoticNucleus)-Kindgoms Animalia, Plantae,
Protista and Fungi


Note- Domains are the largest group of
classification; Kingdoms are just below
domains
Slide 33
Slide 34
Kingdom Animalia
Multicellular
 Contain specialized tissues and cells
 Heterotrophic (obtain food from outside)
 Motile
 Eukaryotic
 Reproduce sexually (higher animals) and
asexually (lower organisms)
 2 groups

– Invertebrates- without backbone
– Vertebrates- with backbone
Slide 35
Slide 36
Kingdom Fungi
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Unicellular or multicellular
Heterotrophic (obtain food by absorption)
Non motile
Reproduction both sexual and asexual
Saprophytic (nourishment from dead or decaying
organisms) or parasitic (feed on others)
Made up of Hyphae/mycelium (mass of hyphae)
Eukaryotic
Cell walls of chitin (skeletal like material)
Ex. Unicellular=yeast; multicellular=mushroom
Slide 37
Slide 38
Kingdom Protista
Unicellular
 Colonial (living in groups) or multicellular
 Autotrophic (euglena) and heterotrophic (by
ingestion)
 Some are motile
 Eukaryotic
 Ex paramecium, euglena, volvox and
amoeba

Slide 39
Slide 40
Kingdom Bacteria or Monera
Unicellular
 Asexual
 Prokaryotic (no true nucleus)
 Some Saprophytic or parasitic
 Autotrophic or heterotrophic
 Microscopic
 Non-motile and motile

– Motile by means of flagellum

3 shapes
– Round-Coccus (cocci-plural)
– Spiral- Spirillus (spirilli-plural)
– Rod- Bacillus (bacilli-plural)
Slide 41
Slide 42
Kingdom Plantae
Multicellular
 Contain specialized tissues and cells
 Photosynthetic
 Autotrophic (make own food)
 Non-Motile or sessile (non moving)
 Eukaryotic
 Reproduce sexually and asexually
 Cell Walls made of Cellulose (carbohydrate)
 Divided into 2 groups-Flowering and nonflowering

Slide 43
Slide 44
Kingdom Archaea or
Archaebacteria
Similar to bacteria
 Survive in extreme environments (volcanoes,
hot springs, ocean vents)
 Biochemically and genetically different from
bacteria
 Has same shapes as other bacteria
 3 types:

– Methanogens- Produce methane
– Halophiles – “salt loving” bacteria
– Thermophiles – “heat loving” bactera.
Slide 45
Slide 46
Modern Taxonomy
Taxonomy done today: Sorting
and grouping of organisms based
upon similar characteristics
Slide 47
Modern Taxonomy is based upon his work
CAROLUS LINNAEUS
Slide 48
Carolus Linneaus

Swedish Botanist (1701-1778)
 The “Founder” of Modern Taxonomy
 Based his groups on structural similarities
 Provided following Taxons in hierarchy:
–
–
–
–
–
–
–
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Kingdom (broadest)
Phylum
Class
Order
Family
Genus
Species (most specific)
Taxon-A group of similar organisms based upon
similar characteristics (Ex. Kingdom=taxon)
Slide 49
Taxons
The more taxons the more closely related
Slide 50
Slide 51
Linneaus’ Hierarchy
Kingdom-contains a group of related phyla
 Phylum-contains a group of related classes
(division-used for plants)
 Class-contains a group of related orders
 Order-contains a group of related families
 Family-contains a group of related genuses
 Genus-contains a group of related species
(reminder-species are a group of related
organisms that can interbreed and produce
FERTILE offspring)

Slide 52
Binomial Nomenclature
System for providing a scientific name (Linneaus)
Made up of Genus and Species
 Genus name is ALWAYS capitalized
 Species name is never capitalized
 Both names are Italicized
 Genus name can be abbreviated
 Example:

– Canis lupis – Scientific name of the wolf
– D. melanogaster – Scientific name of Drosophilia
fly
Slide 53
Dichotomous Key
An identification key used by scientists to name
and group organisms (classify)

A dichotomous key is composed of a series
of paired statements (called a couplet)
containing opposing choices.
– Ex. 1a. Organism has wings………….…..go to 2
1b. Organism does NOT have wings..go to 3
Note: A dichotomous key SHOULD move from the
general to the specific.
Slide 54
Slide 55
Common Names versus
Scientific Name
Common Name: Name commonly used for
an organism. Ex. Dog
 Common names are NOT precise

– Ex. The word cat can describe many kinds of
cats not just the domestic cat.

Common names can give misleading
information
– Ex. Using the name fish for an organism such as
a starfish is not accurate.
• Starfish are not fish!!!!
Slide 56
Modern Classification
Techniques: similarity and
common ancestor
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Evidence from the Fossil Record (Radioactive
Dating)
Evidence from Anatomy (Comparative Structural
Anatomy)
Evidence from Embryonic Development
(Comparative Embryology)
Evidence from Biochemistry (Amino Acids)
Evidence from DNA (DNA sequencing)
Metabolic Behavior
Phylogeny
Cladistics
Slide 57
Evidence Fossil Records

Use Carbon Dating (radioactive isotope C14)
to find age of organisms up to 50,000 years
ago.
– Help to determine ancestors
– Ex. Archaeopteryx is a believed to be an
ancestor or today’s birds
Slide 58
Evidence from Anatomy
(comparative structural anatomy)
Structural anatomy is comparison on bones
to suggest common ancestor.
 Homologous structures- structures of
differing organisms that would indicate
similar origin
 Ex. Human arm, bat wing, horse’s leg, whale
flipper-similar structures suggesting common
ancestor; may be related

Slide 59
Slide 60
Embryonic Development
(comparative embryology)
Comparison of early embryos to determine
common ancestor
 Ex. Embryos of tunicates have structures
similar to tadpoles

Slide 61
Slide 62
Biochemistry Evidence
Arrangement of Amino Acids (Building Block
of Proteins); similar patterns or sequences
 Ex. Human blood and baboon blood have
very close amino acid sequence; therefore,
more closely related than humans to horses.

Slide 63
DNA Evidence
DNA-Deoxyribonucleic Acid (molecule that
determines genetic makeup of an organism)
 Maps out genetic sequencing of an organism
 Closer DNA sequence; more closely related.

Slide 64
Slide 65
Evidence from Metabolic
Behavior

Ability to digest certain substances or
organisms is a producer, consumer or
decomposer
Slide 66
Phylogeny
Evolutionary history of an organism
 Trace history to classify
 Phylogenic Tree (similar to family tree) – A
tree that shows the relationships among
various organisms.

– Roots suggest common ancestor
– Branches suggest new species have evolved
from new features (derived characteristics)
Slide 67
Slide 68
Cladistics
Classification based on phylogeny; based
upon the idea that there is a common
ancestor and new species gain derived
characteristics
 Cladogram-branching diagrams used to trace
the evolutionary history of organisms and to
then classify them

Slide 69
Cladograms
Speciation Event-Separation of organisms
into different groups or species.
 Internode-A common ancestor to any
branches above it.
 Root-A common ancestor to all organisms
above it.
 Sister Taxons- Organisms very closely
related

Slide 70
Slide 71
Do Now:
•
•
What is the scientific method?
What are the different steps of
the scientific method and how
do they work together?
Slide 72
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 73
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 74
Chapter 1
Scientific Method
Slide 75
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
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Slide 76
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 77
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 78
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 79
Hypothesis
Greek: hypo-”under”, thesis-”placing”
A tentative explanation for a question or
problem that can be formally tested.
Source for hypothesis: Prior knowledge,
logical inferences, and informed, creative
imagination.
For instance, based on experience, the doctor
theorizes that you have strep throat which
can be tested in a laboratory.
Slide 80
Perform an experiment
A procedure/series of steps that
test a hypothesis under controlled
conditions.
Slide 81
Chapter 1
Controlled Experiment and
Variable
Slide 82
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 83
Experimental Considerations
Data
Information obtained from experiment
Quantitative: Numerical form (distance, height)
Qualitative: Verbal Form (descriptions, behaviors)
Sometimes referred to as experimental results.
Slide 84
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 85
Controlled Experiments:
Only one condition/factor changes

Variable-The factor being tested in an experiment

Independent Variable (manipulated variable)Condition in an experiment that is changed. The
only variable that affects the outcome of the
experiment. (temperature, nutrients, light, soil)

Dependent Variable (responding variable)-A
condition that results from change. Depends on
changes from independent variable. (height, color,
etc)
Slide 86
Independent

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Presence of bacteria
Soil nutrients
Vitamins
Play Wii Fit 30 m/d
petri dish with growth
medium
Dependent

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Growth rate
Plant height
Cholesterol Levels
Weight
Growth on dish
Slide 87
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 88
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 89
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 90
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 91
Share Ideas

Peer Review – Publishing peer-reviewed
articles in scientific journals allows
researchers to share ideas and to test and
evaluate each other’s work.
Slide 92
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 93
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 94
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 95
Slide 96
Chapter 1
Comparing Theories and Laws
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Slide 97
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 98
http://www.youtube.com/watch?v=
eA86dYxrg4Q&feature=youtube_g
data_player
Slide 99
Reasearch
Slide 100
Research
 Quantitative—Controlled
that results in counts or
measurements.
– Numerical data
– Graphs and tables
experiments
Slide 101
Descriptive research

Observational data;
Written descriptions of
what scientist
observes.
Slide 102
Science and Society
Slide 103
Ethics
Moral principles and values held by
humans
-social, ethical moral concerns
when planning an investigation.
Slide 104
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 105
Bias
Particular preference or point a
view that is personal, rather than
scientific
Slide 106
Metric System
A decimal system of weights and
measurements based on meter
and kilogram.
Slide 107
SI Units
Slide 108
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 109
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 110
SI Units
 Consistency.

Scientists use the International System
of Units (SI) to make sharing data and
results easier.
Slide 111
SI (Le Système Internationale
d’Unités)
Slide 112
SI prefixes for large measurements
Slide 113
SI Units for small measurements
Slide 114
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 115
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 116
4. Insert the known values into the equation,
and solve.
length in cm = 15 m 
100 cm
1m
length in cm = 1500 cm
Slide 117
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 118
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 119
Slide 120
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 121
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 122
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 123
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 124
Chapter 1
Line Graph
Slide 125
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 126
Chapter 1
Bar Graph
Slide 127
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 128
Graphing Activity
Slide 129
Significant Figures and
Scientific Notations
Slide 130
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 131
Significant Figures
The significant figures (also called
significant digits) of a number are
those digits that carry meaning
contributing to its accuracy.
Slide 132
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 133
Zeros appearing anywhere
between two non-zero digits
are significant.
Example: 101.12 has five
significant figures: 1, 0, 1, 1 and 2.
Slide 134
Leading (space holding)
zeros are not significant
For example, 0.00012 has two
significant figures: 1 and 2.
Slide 135
Trailing zeros in a whole
number are NOT significant.
For example
200
25000
10,100
1
2
3
Slide 136
When decimal point are present
at end of whole number, trailing
zeros ARE significant
200. > 3
25,000. > 5
10100. > 5
Slide 137
Trailing zeros in a number
containing a decimal point are
significant.
0.0500 > 3
0.03040 > 4
0.0230 > 3
Slide 138
Significant figures with
scientific notation
Significant Figures
0.00682
3
1.072
4
300
1
300.
3
300.0
4
Scientific Notation
6.82 x 10-3
1.072 (x 100)
3 x 102
3.00 x 102
3.000 x 10
Slide 139
Addition and Subtraction:
least number of digits to
right of decimal place
Example: 24.46
+ 6.123
30.583
Rounds to: 30.58
2 digits
3 digits
Slide 140
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 141
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 142
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
Slide 143
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 144
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
9
−9
−6.1 × 10
Slide 145
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 146
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 147
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 at 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 148
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 149
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 150
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 151
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 152
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 153
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 154
Scientific Notation
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Slide 155
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 156
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 157
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 158
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 159
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 160
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 161
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 162
Chapter 1
Section 3 Organizing Data
Accuracy and Precision, part
1
Slide 163
Chapter 1
Section 3 Organizing Data
Accuracy and Precision, part
2
Slide 164
Chapter 1
Section 3 Organizing Data
Accuracy and Precision
Slide 165
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 166
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 167
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 168
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 169
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 170
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 171
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