Opener:
What comes to mind when
you think of Biology?
22 Aug
Agenda
• Welcome to Biology
• Seating Chart
• Characteristics of Life
– WB, discussion, lecture
HW:
1. Read syllabus.
2. Get signatures on
syllabus and safety
contract.
Welcome to Biology!
•
•
•
•
•
Objective sheets
SharePoint 2007
Tardies
Cell phones
Whiteboarding
Characteristics of Life Whiteboarding
BIOLOGY
Life
The study of
On your white board:
1. Make a list of 10 things that are alive in the photos.
2. Make a list of 5 things that are not alive in the
photos
3. Try to make a list of characteristics that all living
things have in common
Characteristics of Life
1. Reproduce
2. Use Energy
3. Have Organization- made of
cells
4. Regulate internal
environment
•
Homeostasis
5. Grow and Develop
6. Respond to environment
7. Adapt through evolutionary
processes
• Opener:
– How many of the
characteristics of life
can you remember
from Friday?
25 Aug
Agenda
• Syllabus Qs?/Grading
policy/ Room Safety
• Review Characteristics
• Research Components
HW:
1. Read syllabus.
2. Get signatures on
syllabus and safety
contract.
Characteristics of Life
1. Reproduce
2. Use Energy
3. Have Organization- made of
cells
4. Regulate internal
environment
•
Homeostasis
5. Grow and Develop
6. Respond to environment
7. Adapt through evolutionary
processes
What is Science?
Is it something one knows?
or
Is it something one does?
Yes!
Using Science
A vacant lot was recently donated to the village of
Darien. The city would like to restore it to native
Illinois prairie. The soil is in very bad shape and you’ll
need to add nutrients to it to maximize growth. You
have 2 jobs:
• Decide what to plant in
the new prairie.
• Decide what fertilizers
need to be added to the
soil to make the prairie
plants grow best.
Types of Research
Field studies:
• Observational,
descriptive
• Used when a researcher
needs to study subjects
in a natural setting
Types of Research
Controlled Experiments
Determines causation;
One variable causes the other variable to change;
Groups are compared to each other
(control and experimental groups)
Observations: facts that can be obtained
using senses or extensions of senses
Qualitative Data :
• Deals with
descriptions.
• Data can be observed
but not measured.
• Colors, textures,
smells, tastes,
appearance, beauty,
etc.
• Qualitative →
Quality
Quantitative Data:
•Data which can be
measured.
•Length, height, area,
volume, weight, speed,
time, temperature,
humidity, sound levels,
cost, members, ages, etc.
•Quantitative →
Quantity
Research Components
– Observation- facts that can be obtained using
senses or extensions of senses
• ex. My cell phone won’t turn- on when I press the
power button
– Inference- drawing a conclusion based on data
and observation
• Ex. The battery is dead
IV/DV
– Independent variable (IV)- What is being
manipulated (changed)
– Dependent variable(DV)- What is being
measured
Back to the prairie restoration…
• Decide what to plant in the new prairie.- Field Study
• Decide what fertilizers need to be added to make the
prairie plants grow best.- Controlled Experiment
• Independent Variable:
• Dependent Variable:
• Will your data be
qualitative or
quantitative?
Opener:
A scientist hypothesized exposure to
cold weather would cause weight gain.
Her results showed that rats exposed
to 4°C for 21 days weighed 15% less
than rats who were kept at 22°C.
IV:
DV:
Qualitative or quantitative?
What type of investigation is this?
26 Aug
Agenda
• Collect signed syllabi
• Tetrazolium lab
HW:
Finish lab handout
Tetrazolium Lab
• Safety:
– Goggles
– Aprons
– Razor safety
Work on lab handout
during incubation
time
1. Organize your lab
2. Add a thin layer of
tetrazolium to your petri dish
3. Slice corn seeds so you
expose the most inner
surface area
4. Place cut side down in the
tetrazolium for 10 minutes
5. Record data
6. Clean lab area
27 Aug
• Opener
– Why is it important to
have multiple trials/
subjects in a good
scientific experiment?
• Agenda
– Talk about/Turn in
Plant lab
– Intro to stats activity
• Homework
– none
28 Aug
Opener
What 2 things can whisker
bars tell us?
Agenda:
• Experiment
Critique Partner
activity
• Review for
tomorrow’s quiz
HW
• Study for Quiz
Tomorrow
Pea seeds were grown in a controlled
environment. Half of the plants were
treated with the plant hormone Auxin.
What was the…
5. IV?
6. DV?
7. Control Group?
8. Experimental
Group?
Plant height (mm)
1. How do the averages compare?
2. How would you describe the data
variance?
3. Is there a statistically significant
difference between these two
groups?
4. State how you know this.
Column1
Without Auxin With Auxin
Plant
Height (mm)
Height (mm)
Average
SEM
6.20
0.58
8.60
0.51
10.00
9.00
8.00
7.00
6.00
5.00
4.00
3.00
2.00
1.00
0.00
w/o Auxin
1
w/ Auxin
Column1
Height (mm)
Height (mm)
Average
SEM
6.20
0.58
8.60
0.51
1. How do the averages compare?
The plants with Auxin were on average 2.4
mm taller than the plants without
2. How would you describe the data variance?
The relatively small whisker bars indicate
good, reliable data.
3. Is there a statistically significant difference
between these two groups? Yes
4. State how you know this. The whisker bars don’t
overlap
What was the…
5. IV? Auxin Treatment
6. DV? Plant Height
7. Control Group? w/o Auxin
8. Experimental Group? w/ Auxin
Without Auxin With Auxin
Plant
10.00
9.00
Plant height (mm)
Pea seeds were grown in a controlled
environment. Half of the plants were
treated with the plant hormone Auxin.
8.00
7.00
6.00
5.00
4.00
3.00
2.00
1.00
0.00
1
w/o Auxin
w/ Auxin
Opening Q:
29 Aug
1. Is the data represented by the
yellow bar good data? How did
you make your decision?
2. Is there a statistically significant
difference between the 2 sets of
data?
Agenda:
• Quiz
• Review The
tetrazolium lab
HW: none!
7.00
6.00
5.00
4.00
3.00
2.00
1.00
0.00
Average
Opener:
• Pretend this room is completely
sealed and there is absolutely no
airflow. If I opened a bottle of
perfume at the front of the
room, would a person in the
back of the room ever smell it?
Why or why not?
2 Sept
Agenda
• Equilibrium and
Homeostasis
• Whiteboard –
Homeostasis of body
temperature
• Positive and negative
feedback
• Components of a model
• Whiteboard –
Homeostasis of body
temperature
HW:
none
Kinetic Molecular Theory
1. All matter is made of atoms
2. All atoms are in constant motion
3. Increasing the energy will increase the
motion
Equilibrium
• When all molecules are evenly distributed, they are at
equilibrium
• Do molecules stop moving when equilibrium is reached? NO!
• Requires no energy, it just happens
• Examples are osmosis and diffusion
• Not always good for living systems…
Homeostasis
• Living things need homeostasis, not
equilibrium
• Homeostasis: Keeping internal conditions
constant
– Body temperature
– Blood glucose levels
– Water levels
– Mineral, vitamin, electrolyte concentrations
Whiteboard – Model body
temperature homeostasis
• With your group, make a model of how our
body maintains our body temperature
Homeostasis is maintained by
negative feedback loops
This is an example of negative feedback:
Let’s define negative feedback:
Negative Feedback in Blood Glucose
Maintenance
Positive feedback is rare and it disrupts
homeostasis
Positive feedback loops ruin
homeostasis – even in large scale
biological systems
Redo body temp homeostasis model
Closing Question
• Compare and contrast homeostasis and
equilibrium
Opening :
Give some examples
to show the
difference between
equilibrium and
homeostasis?
3 Sept
Agenda
• Review Negative and Positive
feedback
• Intro to lab claim
• Safety and probe use instructions
• Lab exploration
HW: none
Homeostasis is maintained by
negative feedback loops
Lab introduction
Claim:
Tissues from living organisms have
feedback mechanisms that
maintain homeostasis.
Safety and Probes
Opening :
Give some examples
to show the
difference between
equilibrium and
homeostasis?
4 Sept
Agenda
• Data Collection/ Analysis for
homeostasis Lab
HW: no quiz tomorrow
We will be working on our lab
write-ups and revising our
body temp models.
Opening :
Give some examples
to show the
difference between
equilibrium and
homeostasis?
5 Sept
Agenda
• Analyze lab data and report
findings
• Revisit body temp models
HW: finish lab
Opening
On a blank sheet of paper,
sketch out a model of
human body temperature
homeostasis.
8 Sept
Agenda
• Collect Homeostasis Lab
• Finish Models
• Levels of organization
HW: none
1. Pick 1 response from your diagram and explain
how it is an example of negative feedback.
Sweating is an example of negative feedback because
increased body temperature causes it and the result is to
lower body temperature.
2. Pick another response from your diagram and
explain what it would be like if it were positive
feedback.
If shivering was part of positive feedback it would cause
the body to become colder; which would cause more
shivering.
Levels of Organization
Put the following terms in order from smallest to
biggest:
• Population
• Organism
• Molecule
• Community
• Cell
• Ecosystem
• Organ
• Atom
Levels of Organization
Put the following terms in order form smallest to biggest:
• Atom
• Molecule
• Cell- smallest unit of life
• Organ
• Organism
• Population- a group of organisms of the same species
living in the same area
• Community- all the populations of an area
• Ecosystem- The community plus the nonliving elements
9 Sept
Opening :
Is this a bike?
Agenda
• Emergence
• Nova Science
Now
• Emergence
activity
• TED
HW: none
How about this?
What can this do that the pile of parts couldn’t?
E MERGENCE

Nova Science Now: Emergence

http://www.pbs.org/wgbh/nova/nature/emergence.html
E MERGENT P ROPERTIES

Emergent Properties

New property or function that arises out of
the interactions of the parts of the system.

Complex phenomena that arise from
individual pieces/organisms following
simple rules.
Emergent
Properties –
Connect to Levels of
Organization
S WARM B EHAVIOR IN R OBOTS

Vijay Kumar: Robots that fly ... and cooperate

http://www.ted.com/talks/vijay_kumar_robots_that_fl
y_and_cooperate?language=en
10 Sept
Opening :
Take out a half a sheet
of paper and your
notes
Agenda
• Participation Quiz
• Evolution
Misconceptions
HW: none
Participation Quiz
1. Put the following in order from smallest to largest:
a. community b. population c. atom d. molecule e. organism
2. How does a school of fish demonstrate emergence?
3. What is positive feedback?
E.C. Can you describe how a car crash on the side of the
road could result in a positive feedback loop for traffic?
Participation Quiz
1. Put the following in order from smallest to largest:
c. atom d. molecule e. organism b. population a. community
2. How does a school of fish demonstrate emergence?
Complex phenomena that arise from individual pieces/organisms
following simple rules.
3. What is positive feedback?
Positive feedback is when the response to a stimulus increases the
stimulus
E.C. Can you describe how a car crash on the side of the road could
result in a positive feedback loop for traffic?
Evolution Misconceptions

http://evolution.berkeley.edu/evosite/misconceps/IHowitworks.shtml

http://learn.genetics.utah.edu/content/selection/misconceptions/
11 Sept
• Opener
– What’s the difference
between evolution and
natural selection?
Agenda:
• Natural Selection notes
• Natural Selection
Scenario
• Homework
Finish N.S. Scenario
worksheet
Natural selection
Charles Darwin

There is heritable variation within
populations

More offspring are born than can survive

The result is a competition for limited
resources

Some organisms survive & reproduce
based on adaptation
Natural Selection Scenario
1.
Choose a population of organisms (animal, plant, etc.)
Apple Tree
2. Give an example of genetic variation in a trait that the organisms could display (size, color,
senses, etc.)
Apples that range from sweet to slightly bitter
3. Select an environment for the organisms to live in.
Normal forest with a healthy deer population
4. Based on your selected trait and environment, explain how some organisms are more
successful at surviving and reproducing than others.
The deer tend to eat the sweeter apples at a higher rate than the
slightly bitter apples.
5. Describe a change in the environment that would cause the previously
successful organisms to be not as successful. A new insect, the Apple
Beetle, that eats only the sweetest apples is introduced to the
forest. They will not eat the apples with any bitterness at all.
6. Discuss how the change in environment has led to a change in the
population of your selected organism. Now the sweet apple trees are
not getting their seeds spread as much as the slightly bitter apple
trees. The more bitter trees are now reproducing at a faster rate
than the sweeter trees.
7. Draw a graph the represents the change in the population over time
Change in Apple Tree distribution over time
100
Bitter
Relative Abundance (%)
Sweet
0
Time
Introduction of Apple
beetle
12 Sept
• Opener
What is this animal?
Agenda:
• Discuss & Revise Natural
Selection Scenario
• Life: Insects
Homework:
• Start to think about what
experiment you’ll run on
Monday
15 Sept
• Opener
How come termites can
eat wood, but we can’t?
Agenda:
• Intro Termites
• Begin to design experiment
Homework:
• Start to think about what
experiment you’ll run on
Tomorrow
E.O Wilson & Ant Hormones
• http://www.youtube.com/watch?v=5HKl8Luuotw
Fun with Termites
http://www.youtube.com/watch?v=4ClwpgtWP_Y&feature=related
16 Sept
• Opener
– How could you
represent the data
you’re going to collect
graphically?
Agenda:
• Lab: Design and complete
your hypothesis-based
experiment
Homework:
• Formative Quiz on lab
tomorrow
Termite Lab
The Lab
• Think of an question
you’d like to investigate
with the termites.
• Materials can be found
on the center table.
• See Mr. Gotlund for
termites.
The Write-up
• Take good notes on your
experiment
• Things to include in your
notes
–
–
–
–
–
–
–
–
Question investigated
Hypothesis
IV/DV
Type of data
Conclusions
Extensions
Sources of error
Any other information
you feel is important
17 Sept
Opener
• Agenda
– Review
• Homework
– Study for Friday’s test
Opener
18 Sept
–O
• Agenda
– Review
• Homework
– Study for
tomorrow’s test
19 Sept
• Agenda
– Unit 1 Exam
• Homework
– None- Enjoy
homecoming!