Warm-up (8/26 & 8/27)
• On a sheet of notebook paper title it:
“WARM-UPS #1” and YOUR NAME and
PERIOD
Put today’s date in the margin
Write Questions and Answers
1. What is the most important safety rule?
2.What does a beaker look like when it is hot?
3.What do you think a good scientific experiment
should include?
SAFETY QUIZ NEXT CLASS!
Today
•
•
•
•
•
Attendance/ Seating Charts
Lab Safety
Black Boxes
Tricky Tracks
Checks Lab
HW
• Controlled Experiment/O/I WS
• Study For Safety Quiz
– Get Flinn Contract Signed
– Appendix R2-R4 – back of Bio book
Homework
WRITE THIS DOWN!
Overall Safety Themes
• Always follow the teacher’s directions
and/or the instructions of the lab
• If there is a problem, always tell a teacher
• Never use anything unlabeled or not
designated for lab
Safety in this lab
• ..\..\Safety\Lab_Safety__The_Chem_Gam
es.wmv
In this room
Never heat a liquid in a closed container
Stoppers are
OK if there
is no heat
No stoppers
More than one test
tube can be heated at
a time.
Hot water bath – used for heating volatile
(easily flammable) liquids.
Hot plate
Ø
No volatile liquids
With a Bunsen burner
MSDS
Diamond Hazards
Scalpel hold like
a pencil.
Cut away from
yourself and
others.
Bacteria cultures
Culture only nonpathogen bacteria.
Nonpathogen means NOT disease causing
All cultures must be disposed of by the teacher.
Graduated Cylinder
Graduated cylinder – measures volume in
milliliters, ml.
Meniscus – Curve of liquid. Measure from the
bottom of the curve.
Today
• Objectives:
– What is Science?
– What is within the realm of Science?
– What is the difference between an
observation and an inference?
• Relevance:
– Our definition of Science will direct us
throughout the year
Mystery Boxes
• Each box has a vertical barrier(s) inside of
it
• Your job is to figure out the configuration
of it
• Have 1 recorder in the group to record
– Any guesses
– Any thought process you went through to
prove (disprove) each guess
– Final configuration
Sample configurations
Hole in the middle
Sample configurations
3, 4
2
1, 5, 10
Hole in the middle
8, 9
6,7
Mystery Box
• As you gather more information,
explanations/answers may change.
• This is how Science works!
• Over the next couple of days, we are
going to define what Science really is and
use this definition throughout the year.
Before we get going, let’s take a
look back
Black Boxes
We can’t see inside, so we
guess how it works based on
what goes in and what
comes out
1 black box after another
400 BC: Hippocrates and the
4 Humours
• Blood, black bile, yellow bile, phlegm
• Believed that sickness was caused by an
imbalance in the humours
• Led to blood letting and medicines that
induced vomiting and bowel movements
Maternal Imprintation
• Believed that thoughts a pregnant woman
had would be transferred to her child
Spontaneous Generation
• Believed that living organisms could arise
from non-living matter
Led to recipes for organisms
• Making a scorpion
1. Place basil between 2
bricks
2. Place the bricks in sunlight
3. Wait
It was believed
that cockroaches
were formed from
crumbs on the
bakery floor!
200AD – Galen (physician in Rome)
•Knew heart pumped blood
•Thought the heart irrigated the
organs with
blood and made knew blood all
the time
•This idea was taught for 1500
years
1700’s – William Harvey
• Discovered blood was pumped in a
continuous circuit
• Calculated that it was impossible for the
heart to make 540 pounds of blood that it
pumps in 1 hour
• Coupled logical reasoning with calculation
of an unobservable activity which led to
more advances in Science
So have we answered all of
life’s big questions?
Perception Activity
Make observations
Figure 7
Figure 5
Figure 6
Figure 7
• Observation – something experienced
through the 5 senses (Ex. There are 2 sets
of tracks – 1 larger than the other)
• Inference – using prior knowledge to
further explain the presence of an
observation (Ex. The larger track was
made by a larger bird)
– Different inferences can be drawn from the
same observations
– Inferences can become the basis of a
hypothesis
Checks Lab
• Draw 4 checks out of the envelope
• 1 person in each group write initial
hypothesis on paper
• Draw 4 more checks
• Write hypothesis # 2 (should be # 2)
• Draw 4 more checks
• Write hypothesis # 3
• Draw out the remainder of the checks
• Write a conclusion
Checks Activity
• Collect data from ALL checks
• Final Conclusions
• You will share your story with the class
Wrap-up
• Some things aren’t always as they seem.
• We must be careful not to classify
inferences as observations.
• We must frequently re-evaluate our
inferences as new information comes to
light.
Homework
• Controlled experiment WS
• Study for safety quiz
• Read Appendix R2-4
DAY THREE
Warm-up (8/29 & 8/30)
Continue Warm Ups below the last one
Write QUESTION and ANSWER or RESTATE the Q
1. Write down one OBSERVATION you make
in this classroom.
2. Write an INFERENCE that you make based
on the above observation.
3. True or False: Eye glasses are acceptable
as protective eye-ware in the lab.
HW
•
•
•
•
Refer to the CONPTT doc. on the website
Read Text 1.3
Study for quiz 1
Bring in supplies (esp. paper towels!)
Today
• Turn in Safety Contract
On the top include neatly printed name and
class period
• Safety Quiz
• Review Controlled Experiment--I/O HW
• Science Sorting Activity  what IS science?
• CONPTT
• Science Knowledge Survey
Safety Quiz
On your Scantron write:
1. Your name
2. Date 8/28
3. Safety quiz
4. Period #
• Observation – something experienced
through the 5 senses (Ex. There are 2 sets
of tracks – 1 larger than the other)
• Inference – using prior knowledge to
further explain the presence of an
observation (Ex. The larger track was
made by a larger bird)
– Different inferences can be drawn from the
same observations
– Inferences can become the basis of a
hypothesis
Observation/ Inference WS
• Controlled Experiment WS - homework
Activity
• As a group, take the statements in the
envelope and organize into groups as you
see fit
• Be ready to explain why you put them in
the groups that you did
• You have 5 minutes
What is Science?
• As a table, pick one of the statements from
the last activity and justify whether or not it
is science
• Be ready to share your rationale, using
multiple evidences to support your claim
Evaluate Your NOS Understanding
• Nature of Science Knowledge Survey
– Take 5 minutes to individually complete the
NOS survey
– Use a star
to mark 3 statements you
answered with confidence or certainty
– Use a question mark ? to mark 3 statements
you are unsure of or require further
clarification
Criteria for Science
CONPTT
• Consistent
• Observable
• Natural
• Predictable
• Testable
• Tentative
Source: Evolution and Nature of Science Institute (ENSI) www.indiana.edu/~ensiweb
– Consistency:
• repeated results
or observations
– Observability:
• event or
evidence can be
perceived using
human senses
– Natural:
• observable
causes explain
how and why
events occur
– Predictability:
• observation or
extension of data
can forecast a
future event
– Testability:
• predictions can be
tested using
scientific methods
– Tentativeness
• Science is a
dynamic
• Revisions,
corrections, or
disproval of
theories occurs as
new information
and technology
becomes available
Conclusion
• Science is limited
Day 4
Today 9/2 & 9/3
• Study for Quiz #1 (5 min) – CONPTT,
observation vs. inference
• QUIZ #1
• Experimental Design Notes
• Formal Lab Procedures
• Quicker Picker Upper Lab
Homework
• Animal Behavior Pre Lab Due next class
Quiz #1
• Turn it in at my desk when finished.
THE QUICKER PICKER
UPPER
• Purpose:
–To investigate how science
works
–To demonstrate knowledge
of correct lab report format
Pre-lab
1. Define “Quicker picker upper”
2. What is the problem for the experiment
3. What is a hypothesis for the experimenthypothesis must answer the problem
4. List the materials/equipment that will be
used
5. list the steps of the procedure
6. Create the data tables that will be needed
• Calculate the average
• Assess the data and write a conclusion
(several sentences… is hyp true or not,
support with data… use terms/ vocab from
the lab…)
• Clean up your lab table and return
supplies
Big Bang Theory
An experiment needs:
•To test only one variable
•All other variables are constant
•Example: To test which fertilizer is the most effective,
the variable is the type of fertilizer.
•What should you keep constant?
An experiment needs:
• Control Group – Where all factors
are standard or kept the same. This
is the group to which you compare
your experimental group
• Experimental (Variable) Group – All
conditions are kept constant EXCEPT
for the variable
Experiment
A
B
C
D
What group is the control group?
An experiment needs:
• Independent (Manipulated)
Variable – The factor that you
deliberately change (fertilizer)
• Dependent (Responding) Variable
– The factor that changes in response
to the manipulated variable (plant
growth)
An experiment needs:
•Data- the more trials or the larger the
sample size, the more reliable your data
will be.
•Quantitative- numerical data
•Qualitative- descriptive data
•Your data will need to be organized so
that the result is clear.
Data Collections
Beaker
Test Tube
Pipette
Which is the most
precise?
Graduated
Cylinder
Meniscus
• Accurate- the ability of a measurement to
match the actual quantity being measured
– The true value
• Precision – exactness; repeatability
– I measured the volume 10 times and got the
same value each time.
– This is why we run multiple trials
An experiment needs…
• Conclusions- your experimental results
need to be communicated to
•Hypothesis- the prediction and the thinking
behind your prediction… TESTABLE
•For example: Fertilizer A will be the most
effective in aiding plant growth because it
contains the most nutrients.
•Theory- after many hypotheses have been
tested and have not been proven incorrect,
the hypotheses will become a part of a
theory.
=well-tested and supported explanation
for natural events
• Theory– How have you heard this word used in “the
real world”?
– Why is it important that we know the
scientific definition?
• Law- a mathematical explanation of a
repeated occurrence (F=ma, etc.)
Day 5
Warm Up 9/4 & 9/5
1. What does CONPTT stand for (6 words)?
2. Can science explain supernatural
phenomena? Why or why not?
3. True or False: scientific theories can be
revised.
4. What can you rely on to make
observations?
HW
• Graphing WS
• Animal Behavior Post Lab due next class
Today
• Finish Expt’l design and graphing notes
• Collect data for Animal Behavior Lab
• Start Graphing HW
Graphing Rules
•
•
•
•
Title (Y vs. X)
Axis labeled with units
DRY MIX
Correct type of graph
– Line graph is generally used to show trends
• Usually (not always) over time
– Bar graph is generally used to show quantities
– Pie graph used to show parts of the whole
Day 6
Warm Up 9/9 & 9/10
1. What type of graph should you use to
depict a gradual change in height of a
plant over time?
2. List as many characteristics as you can
think of that all living things share.
HW
• Read Sections 1.2
• Study for Quiz #2
– Study: Experimental Design and Graphing
Notes
Today
• Teacher will call for Animal Behavior Lab
(if you don’t have it write on a piece of
paper: “I don’t have my (name of the lab)
your name, and date. This paper will be
turned in when your name is called.
• Go over Quiz #1
• Website
• Go over graphing HW
• Notes: Characteristics of Life (Quiz #3
material)
Biology
The Study of Life
Characteristics of Life
1. The CELL is the smallest unit of life
a. Unicellular – one-celled
Ex: bacteria, protists, yeast (a
fungus)
b. Multicellular – many-celled
Ex: Most fungi, plants, animals
Unit 2- Overview of Life
2. All Cells contain
Genetic Material (THINK: DNA)
• All traits of an
organism are
determined by DNA
(in some rare cases,
RNA)
Unit 2- Overview of Life
Prok’s vs. Euks
Prokaryotic cells
• Simple
• Unicellular
• NO nucleus
• No membranebound organelles
– EX: BACTERIA
Eukaryotic cells
• Complex
• Uni- or Multicellular
• DNA stored in nucleus
• Have MBO’s (like
mitochondria &
chloroplasts)
– Ex: Everything except
bacteria
If multicellular:
Cells work together to form…
Tissue – cells working together
to perform some function
Unit 2- Overview of Life
Organs – different types of
tissues functioning together
for a specific purpose
Unit 2- Overview of Life
Organ Systems – several
organs working together
Unit 2- Overview of Life
Cells
Tissues
Levels of
organization
Organs
Organ Systems
Unit 2- Overview of Life
Levels of
Organization
3. All living things need to obtain and
use ENERGY
Unit 2- Overview of Life
4. All living things respond to
external stimuli
1. Response – reaction to a stimulus
2. Stimulus – any condition in the
environment that requires an organism to
adjust
Unit 2- Overview of Life
Responds to environment
EX: Homeostasis – regulation of an
organism’s internal environment so that
conditions necessary for life remain
constant and stable.
Homeo= same
stasis= state
Unit 2- Overview of Life
Ex. When you are thirsty or hungry, your
body “says” drink water or eat food to
maintain balance.
Unit 2- Overview of Life
Responds to environment:
Change over time
Ex: Adaptation – any structure, behavior, or
internal process that enables an organism to
respond to stimuli and better survive in an
environment
Each beak is
adapted to the
type of food it
eats.
Unit 2- Overview of Life
Characteristics of life
1. Cells
2. Genetic code
(DNA)
3. Energy
acquisition
and utilization
4. Responds to
external
stimuli
(environment)
KEY CONCEPT
Unifying themes connect concepts from many fields of biology.
All organisms share certain
characteristics.
• Biology is the scientific study of all forms of life.
All levels of life have systems of
related parts.
• A system is an organized group of
interacting parts.
– A cell is a system of chemicals and processes.
– A body system includes organs that interact.
– An ecosystem includes living and nonliving
things that interact.
• Biologists study many different systems.
Structure and function are related
in biology.
• Structure determines function.
– Proteins with different structures
perform different functions.
– Heart muscle cells have a
different structure and function
than stomach muscle cells.
– Different species have different
anatomical structures with
different functions.
Organisms must maintain homeostasis to
survive in diverse environments.
• Homeostasis is the maintenance of
constant internal conditions.
•
Homeostasis is the maintenance of constant internal conditions.
– Homeostasis is usually maintained through
negative feedback.
– Negative feedback systems return a condition
to its normal (set) point.
• Behaviors and adaptations can help
maintain homeostasis.
Evolution explains the unity and
diversity of life.
• Evolution is the change in living things over
time.
– The genetic makeup of a population of a
species changes.
– Evolution can occur through natural selection
of adaptations.
– Adaptations are beneficial inherited traits that
are passed to future generations.
• Evolution accounts for both the diversity
and the unity of life.