Biology 503: Freshman Honors Biology
Summer Assignment Packet
Welcome to Freshman Honors Biology. The following pages represent some review
information and some introductory information for your upcoming biology class. It is important
that you complete this packet in its entirety “on
your own” over the summer, as it will
be checked for correctness, graded and recorded as your first grade for the first 9 week period. I
would also request that you do the packet individually and do
and do
not work with a classmate
not use any on-line resources other than the “Pearson Successnet” website and
my Moodle site. I would like to provide a brief overview and any necessary directions on this
page. If you have any questions related to the packet, you may email me at tlloyd@norwinsd.org.
Be patient for a response, I will not check my email every day in the summer.
To access the online textbook refer to the pages entitled “Pearsonsuccessnet.com”
(second page of this packet). Scroll down past the login button and click on the register button.
Provide the following access code ( FE4AE1E362F84D3849BC ) and complete the selfregistration process. The access code is case sensitive, and there is a complete set of instructions
on page iii. To get to the online resources enter Pearsonsuccessnet.com and save it as a favorite.
On the online textbook you will have access to a “cyber” version of the textbook that you will
receive in August. Follow the prompts that are in this packet and on the website. Also this year
is a new Honors Biology Moodle Site. There is additional information about the moodle site on
several of the following pages. You can access the site at
http://summerschool.wiueacademy.org/ with your Norwin supplied username and password
that you use to access the district computer network. There is also a 50 question, online
assessment that must be completed between July 5 and August 10. This will be accessed
through the moodle site. This is a test grade so be certain that you have read the chapter and
complete the chapter 1 study guide packet prior to attempting the test. Only your first score on
the test will be recorded so do not even open the test until you are ready to take it. This must be
done prior to 10 August, otherwise it will be a “0.”
Mrs. Woitkowiak and I have placed a link on each of our district web pages for the
Pearson website and the Norwin Moodle site. You may find it easier to get to these sites through
the Norwin web page. Go to the Norwin district web page, then click the high school tab. Then
go to teachers you will find both of us there. The links can be found under “useful resources.”
Once you get to the Pearson site and the Moodle site bookmark them as “favorites.”
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Biology 503: Freshman Honors Biology
Summer Assignment Packet
The Pearson site will routinely purge all classes and students at the end of June each year.
This year the process may take about a week. When that happens this year, go to my web page
and follow the directions on that page.
If online access is not available to you at home, I would suggest the Norwin Public
Library which makes worldwide web access available to the general public. If you would like a
hard copy of the textbook, you should send me an email requesting such and make arrangements
to pick it up on Wednesday 29 May between 7:00AM and 11:00AM at Norwin High School, you
will otherwise receive a copy of the text in August when you return to school.
On the front and part of the back of the paper entitled “Understanding Biological Terms,”
(last page of this packet) use a dictionary to define the 131 prefixes, suffixes and roots. Look for
hyphenated versions in your reference as appropriate when looking for the terms. Use the
definition that may have the most relevant biological or scientific meaning. Limit your definition
to one or two words. Under no circumstances should the definition exceed three words.
On the lower back of the paper (#’s 1-25), use the previous 131 definitions from the front
and top of the back to define the biological terms listed on the lower back. Do not use a
dictionary to define these terms, but rather your glossary of biological terms that you have
completed on the front of the paper.
Have a great summer and I look forward to seeing you in August,
Mr. Tim Lloyd
Honors Biology Teacher
Science Department Chair
Freshman Class Advisor
http://www.norwinsd.org/Page/2319
Mrs. Julia Woitkowiak
Honors Biology Teacher
http://www.norwinsd.org/Page/2655
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Class/Group and Student Information
Teacher name: Mr. Lloyd
Class/Group name: 9 - Honors Biology 13
Class access code: FE4AE1E362F84D3849BC
When you enroll or register, type the access code exactly as shown above.
Use all uppercase letters, and include dashes.
Student Name:
User Name:
Registration/Enrollment Instructions
First time users:
To register in SuccessNet:
1.
2.
3.
4.
Go to www.pearsonsuccessnet.com
Click Register
On the first screen, type the class access code above in the access code field.
Follow the instructions to register. Please DO NOT use your full name as your user
name.
Write your user name on the blank line above exactly as you typed it.
5. At the end of registration process, the SuccessNet login page appears.
6. Log in by typing your user name and password.
Existing users:
To enroll in this class:
1.
2.
3.
4.
Go to www.pearsonsuccessnet.com.
Log in by typing your existing user name and password.
From your Home Page, click My Account.
Click Add Class/Group
5. Follow the instructions, and use the class access code above to enroll in this class or
group.
How to access the Web site if your registration fails:
1. Access your Internet browser - (For your reference, Pearson SuccessNet Internet and
System Requirements can be found at
http://knowledgebase.pearsonschool.com/kmp/article/AA-04713).
2. Enter the URL (site address) -- http://www.pearsonsuccessnet.com
3. Then, use the following information to get started in Mr. Lloyd's Biology classroom:
Alternate user name: Norwinstudent
Alternate password: knights1
Note: User name and password are case sensitive
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Once on the Pearson site, scroll down to the bottom of the above screen! And click the
“Register” Button, indicated above by the arrow!
Enter the 20 digit access code (provided on p iii) where indicated and click “Next.” Then
complete the user profile for your Pearsonsuccess.net access!
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Go to the Norwin School District Website!
Click the “High School” Tab on the upper right side of the window.
Click the “Teachers” tab on the middle left side of the page.
Select “Lloyd, Timothy.”
Go to the “Helpful Resources” page!
The third item on the Helpful Resources page is the Norwin Moodle Link! Click the
second link under that title.
Use your Norwin supplied username and password to enter the site.
Click “:Login!” (in the upper right corner)
Then, Click on the title, “Honors Biology NSDSCI503-TL-Timothy Lloyd.”
At this point you “may” have to “self-enroll.” Enter the enrollment key, “biology” (all
lower case) and hit enter.
This will put you on chapter 1 of your Honors Biology Course!
Click the link that says, “Read Chapter 1 First,” then follow the directions.
If you have misplaced the original study guide distributed at the spring meeting at the
middle school. You may print out the study guide for the chapter and begin to work on it
after you read the chapter.
We will not cover this chapter in school, it is presumed that you cover this material over
the summer and will begin the school year with chapter 2!
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The Science of Biology
Big
Science as a Way of Knowing
idea
Q: What role does science play in the study of life?
WHAT I KNOW
WHAT I LEARNED
1.1 How do
we find
explanations for
events in the
natural world?
1.2 How do
the scientific
community and
society influence
the process of
science?
1.3
What is
biology?
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1.1 What Is Science?
Lesson Objectives
State the goals of science.
Describe the steps used in scientific methodology.
Lesson Summary
What Science Is and Is Not Science is an organized way of gathering and analyzing
evidence about the natural world. The goals of science are to provide natural explanations
for events in the natural world and to use those explanations to make useful predictions.
Science is different from other human works in the following ways:
Science deals only with the natural world.
Scientists collect and organize information about the natural world in an orderly way.
Scientists propose explanations that are based on evidence, not belief.
They test those explanations with more evidence.
Scientific Methodology: The Heart of Science Methodology for scientific
investigation involves:
Making an observation. Observation involves the act of noticing and describing events or
processes in a careful, orderly way. Scientists use their observations to make inferences.
An inference is a logical interpretation based on what scientists already know.
Suggesting hypotheses. A hypothesis is a scientific explanation for a set of observations
that can be tested in ways that support or reject it.
Testing the hypothesis. Testing a hypothesis often involves designing an experiment.
Whenever possible, a hypothesis should be tested by a controlled experiment—an
experiment in which only one variable (the independent variable, or manipulated
variable) is changed. The variable that can change in response to the independent
variable is called the dependent variable, or responding variable. The control group is
exposed to the same conditions as the experimental group except for one independent
variable.
Collecting, recording, and analyzing data, or information gathered during the
experiment.
Drawing conclusions based on data.
What Science Is and Is Not
1. What is science?
2. What are the goals of science?
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Scientific Methodology: The Heart of Science
Questions 3–10 refer to spontaneous generation, the idea that life can arise from
nonliving matter. Spontaneous generation was accepted by many in the scientific
community up until the mid-nineteenth century. A series of simple experiments tested the
validity of this idea.
3. Evidence used to support spontaneous generation was the observation that foods over
time become covered in maggots or fungal and bacterial growth. The inference behind
spontaneous generation is that there is no “parent” organism. Write this inference as a
hypothesis using an if–then sentence that suggests a way of testing it.
4. In 1668, Francesco Redi proposed a different hypothesis to explain the specific example
of maggots that appear on spoiled food. He had observed that maggots appear on meat a
few days after flies have been seen on the food. He inferred that the flies had left behind
eggs too small to see. Redi’s experiment is shown below. What conclusion can you draw
from Redi’s experiment?
5. In the late 1700s, Lazzaro Spallanzani designed a different experiment to show that life
did not arise spontaneously from food. He inferred that some foods spoil because of
growing populations of microorganisms. Fill in the information requested below.
Independent variable:
Dependent variable:
Controlled variables (identify three):
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THINK VISUALLY
6.
Critics of Spallanzini said that he showed only that organisms
cannot live without air. In 1859 Louis Pasteur designed an experiment to address that
criticism, an experiment that reproduced Spallanzani’s results.
Draw in the third and final steps in the experiment. Use an arrow to show the path of
travel of the microorganisms. Shade the broth in the flask(s) in which microorganisms
grew.
7. How did Pasteur solve Spallanzani’s problem of limiting exposure to air?
8. What purpose did boiling the meat broth serve in both the Spallanzani and Pasteur
experiments?
9. How do the Redi, Spallanzani, and Pasteur experiments disprove the hypothesis you
wrote in Question 3?
10. Today, we use a process of heating liquids to prevent spoiling by bacteria and other
microorganisms, pioneered by one of the three scientists mentioned above. What is that
process called and for what food it is used?
Apply the Big idea
11. What facts did Redi’s, Spallanzani’s, and Pasteur’s experiments establish? What broader
scientific understanding about life did the experiments explore? How does the example
of these experiments demonstrate science as a way of knowing?
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1.2 Science in Context
Lesson Objectives
Explain how scientific attitudes generate new ideas.
Describe the importance of peer review.
Explain what a scientific theory is.
Explain the relationship between science and society.
Lesson Summary
Exploration and Discovery: Where Ideas Come From Scientific
methodology is closely linked to exploration and discovery. Good scientists share scientific
attitudes, or habits of mind, that lead them to exploration and discovery. New ideas are
generated by curiosity, skepticism, open-mindedness, and creativity.
Ideas for exploration can arise from practical problems.
Discoveries in one field of science can lead to new technologies; the new technologies
give rise to new questions for exploration.
Communicating Results: Reviewing and Sharing Ideas Communication and
sharing of ideas are vital to modern science. Scientists share their findings with the scientific
community by publishing articles that undergo peer review. In peer review, scientific papers
are reviewed by anonymous, independent experts. Publishing peer-reviewed articles scientific
journals allows scientists to
share ideas.
test and evaluate each other’s work.
Once research has been published, it enters the dynamic marketplace of scientific ideas. New
ideas fit into scientific understanding by leading to new hypotheses that must be
independently confirmed by controlled experiments.
Scientific Theories In science, the word theory applies to a well-tested explanation that
unifies a broad range of observations and hypotheses and that enables scientists to make
accurate predictions about new situations.
No theory is considered absolute truth.
Science is always changing; as new evidence is uncovered, a theory may be reviewed or
replaced by a more useful explanation.
Science and Society Using science involves understanding its context in society and
its limitations. Understanding science
helps people make decisions that also involve cultural customs, values, and ethical
standards.
can help people predict the consequences of their actions and plan the future.
Scientists strive to be objective, but when science is applied in society, it can be affected
by bias, a point of view that is personal rather than scientific.
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Exploration and Discovery: Where Ideas Come From
1. Describe how new ideas are generated.
2. How are science and technology related?
3. It took hundreds of years of discussion and the experiments of Louis Pasteur in the
nineteenth century for the larger scientific community to accept that spontaneous
generation of life was not a valid scientific concept. Referring to the diagram, describe
how modern methods of communication have changed the scientific process.
Communicating Results:
Reviewing and Sharing Ideas
4. THINK VISUALLY
Use lesson concepts to complete
the diagram to show the outcome of communication
among scientists. Why are “New Ideas” placed at the
center of the diagram?
5. Of the four types of communication you added, identify
the one that is critical to ensuring communication among
the scientific community.
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Scientific Theories
6. A typical dictionary will have different definitions for the word theory. It will include a
definition that describes how scientists use the term, but it will also define theory as
speculation, or an assumption, or a belief. Are these common definitions of theory
synonyms (words similar in meaning) or antonyms (words opposite in meaning) to the
definition of a scientific theory? Explain your thinking.
For Questions 7–11, identify whether each statement is a hypothesis or a theory. For a
hypothesis, write an “H” on the line. For a theory, write a “T.”
7. The universe began about 15 billion years ago.
8. New tennis balls bounce higher than old tennis balls.
9. Caffeine raises blood pressure.
10. The rate that grass grows is related to the amount of light it receives.
11. All life is related and descended from a common ancestor.
Science and Society
12. How can bias affect the application of science in society? What role does a good
understanding of science play in this phenomenon?
Apply the Big idea
13. What is it about science, as a way of knowing, that makes it self-correcting?
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1.3 Studying Life
Lesson Objectives
List the characteristics of living things.
Identify the central themes of biology.
Explain how life can be studied at different levels.
Discuss the importance of a universal system of measurement.
Lesson Summary
Characteristics of Living Things Biology is the study of life. Living things share
these characteristics: They are made of cells and have a universal genetic code; they obtain
and use materials and energy to grow and develop; they reproduce; they respond to signals in
their environment (stimuli) and maintain a stable internal environment; they change over
time.
Big Ideas in Biology The study of biology revolves around several interlocking big
ideas:
Cellular basis of life. Living things are made of cells.
Information and heredity. Living things are based on a universal genetic code written in
a molecule called DNA.
Matter and energy. Life requires matter that provides raw material, nutrients, and
energy. The combination of chemical reactions through which an organism builds up or
breaks down materials is called metabolism.
Growth, development, and reproduction. All living things reproduce. In sexual
reproduction, cells from two parents unite to form the first cell of a new organism. In
asexual reproduction, a single organism produces offspring identical to itself.
Organisms grow and develop as they mature.
Homeostasis. Living things maintain a relatively stable internal environment.
Evolution. Taken as a group, living things evolve, linked to a common origin.
Structure and function. Each major group of organisms has evolved structures that make
particular functions possible.
Unity and diversity of life. All living things are fundamentally similar at the molecular
level.
Interdependence in nature. All forms of life on Earth are connected into a biosphere—a
living planet.
Science as a way of knowing. Science is not a list of facts but “a way of knowing.”
Fields of Biology Biology includes many overlapping fields that use different tools
to study life. These include biotechnology, global ecology, and molecular biology.
Performing Biological Investigations Most scientists use the metric system as a
way to share quantitative data. They are trained in safe laboratory procedures. To remain safe
when you are doing investigations, the most important rule is to follow your teacher’s
instructions.
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Characteristics of Living Things
1. Complete the graphic organizer to show the characteristics living things share.
grow, develop,
and
respond to their
maintain a stable
internal
Living things
are made up of
basic units called
obtain and use
materials and
are based on a
universal genetic
2. The combination of chemical reactions that make up an organism’s
help to organize raw materials into living matter.
3. The genetic molecule common to all living things is
4. The internal process of
conditions.
.
enables living things to survive changing
5. Living things are capable of responding to different types of
6. Living things have a long history of
.
change.
7. The continuation of life depends of both
and
.
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Big Ideas in Biology
8. Complete the table of Big Ideas in Biology. The first row is filled in for you.
Big Idea
Description
Cellular basis of life
Living things are made of cells.
Growth, development, and reproduction
All living things are fundamentally similar at the
molecular level.
Information and heredity
Life requires matter that provides raw materials,
nutrients, and energy.
Evolution
All forms of life on Earth are connected into a
biosphere—a living planet.
Each major group of organisms has evolved
structures that make particular functions
possible.
Living things maintain a relatively stable internal
environment.
Science as a way of knowing
9. Pick two of the big ideas from the chart and describe how the ideas interlock.
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Fields of Biology
10. Biology is made up of many overlapping fields, each of which uses different tools to
gather information about living things. Fill out the table below with information about
two fields of biology—one that appeals to you, and one that does not. Include a
description of each field and the tools scientists in the field use, as well as your
impressions of each.
Field of
Biology
Description of Field
Why It Does or Does Not
Appeal to Me
Performing Biological Investigations
11. What is the most important safety rule for you to follow in the laboratory?
12. Why do scientists need a common system of measurement?
13. Describe the system of measurement most scientists use when collecting data and doing
experiments.
Apply the Big idea
14. Your teacher is doing a long-term experiment by having you and your classmates grow
plants at home. You are testing the hypothesis that plant growth is affected by the amount
of water a plant receives. All the data will be compiled in three weeks. Why isn’t it a good
idea to use the 8-ounce measuring cup from your kitchen or the 12-inch ruler you have on
your desk?
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CHAPTER
Date
In the Chapter Mystery, you read about
parents who had their healthy son injected
with HGH hormones in the hope the
treatment would increase his height. You
also read that there is no evidence that
treatment will make a child grow taller.
MYSTERY
HEIGHT BY PRESCRIPTION
21st Century Learning
Should Pharmaceuticals Be Advertised on Television?
Today, medical consumers often make the final decision about their or their child’s treatment.
It was not always like that. Not that long ago, patients were far more accepting of treatments
prescribed by their doctor. They listened to the doctor’s advice and did not demand a
particular treatment. Why have the roles of doctor and patient changed today? One reason has
to do with pharmaceutical advertising on television and in magazines. Drug ads are aimed at
consumers, not doctors. Is it a good idea to advertise prescription drugs on television? Two
viewpoints are presented below.
Want some fries with that?
By: The Opinionator
I was watching TV last night, and I counted 14 ads for drugs. That’s right, 14! I think things
have gotten a bit out of hand. I mean, I’m all in favor of informed consumers, but I think this
goes far beyond that.
I did some research this morning. Turns out that of all the people who go to their doctor and
say, “Please write me a prescription for Drug X,” 80% of them get it! Apparently, the doctor is
just following the patients’ orders.
Here’s the thing. All drugs, all medicines, can be dangerous under certain circumstances.
Doctors know if a patient should be taking a particular drug or not, and how much the patient
should take. Doctors, not patients, should be making the decisions about medical treatments
and what drug a patient should take.
Responses to “Want some fries with that?”
Posted at 9:17 by Dragonfly
Believe it or not, this humble blogger still reads newspapers. I read an OpEd piece in the
paper this morning that was all about how dangerous TV ads for drugs are. Here’s a link to it.
I couldn’t find one point in the OpEd that I agreed with. What’s wrong with letting people know
what’s out there? Nothing. Doctors are still the gatekeepers. They still have to write the
prescription. If a drug is dangerous for people who have kidney problems, and you have
kidney problems, your doctor won’t write the prescription. But you probably wouldn’t ask for it
because you heard that little voice at the end of the ad say, “Do not take Drug X if you have
kidney problems.” Doctors can’t possibly keep up with all the medical journals and stuff they
get. TV advertising lets doctors know about new medications, too. So when it comes to drug
ads, I say bring ‘em on.
Continued on next page
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21st Century Themes Science
Date
and Civic Literacy
Answer the following questions.
1.
What is the main point made by the first blogger?
2.
How does the second blogger address the first blogger’s point of view?
3.
What argument does second blogger use to support his or her viewpoint?
4.
Which blogger do you agree with? Give reasons for your answer.
5. More than 200 medical school teachers, as well as 39 medical and senior citizens’ groups, have
supported an end to all medical advertising aimed at consumers. They want to ban these ads on
television, on the radio, in newspapers and magazines, and online. Does this change the opinion
you expressed in the previous answer? Why or why not?
21st Century Skills
Evaluating Sources of Information
The skills used in this activity include social responsibility, critical thinking and systems
thinking, information and media literacy, and communication skills.
Use Internet resources to find additional arguments in favor of and against advertising
pharmaceuticals to consumers. “DTCA” (which stands for “direct to consumer advertising”) might be
a helpful keyword to use in your search. Make two lists, one containing arguments that support DTCA
for drugs and one containing reasons for opposing drug DTCA. Each list should contain at least 4
items. Then, for each source, evaluate the accuracy of the Web site and the usefulness of the
information. HINT: Sites with URLs that end in “.gov” or “.edu” are usually fairly reliable. Sites put
up by organizations or individuals who have a financial interest in the issue may be biased.
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The Science of Biology
Date
Chapter Test A
Multiple Choice
Write the letter that best answers the question or completes the statement on the line provided.
_____ 1. Suppose that a scientist proposes a hypothesis about how a newly discovered virus affects
humans. Other virus researchers would likely
a. reject the hypothesis right away.
b. change the hypothesis to fit their own findings.
c. design new experiments to test the proposed hypothesis.
d. assume that the hypothesis is true for all viruses.
_____ 2. Why is creativity considered a scientific attitude?
a. Scientists need creativity to make good posters to explain their ideas.
b. Creativity helps scientists come up with different experiments.
c. Creative scientists imagine the results of experiments without doing them.
d. Scientists who are creative are better at handling and training animals.
_____ 3. Who reviews articles for peer-reviewed journals?
a. friends of the scientists who wrote the articles
b. anonymous and independent experts
c. the scientists who did the experiments
d. people who paid for the experiments
_____ 4. How does sharing ideas through peer-reviewed articles help advance science?
a. Peer-reviewed articles are published only when the ideas they contain have been accepted
by most scientists.
b. Experiments in peer-reviewed articles do not need to be repeated.
c. Scientists reading the articles may come up with new questions to study.
d. Ideas in the articles always support and strengthen dominant theories.
_____ 5. Science differs from other disciplines, such as history and the arts, because science relies on
a. facts.
b. testing explanations.
c. observations.
d. theories.
_____ 6. Measurements made while observing a plant grow 3 cm over a two-week period are called
a. inferences.
b. variables.
c. hypotheses.
d. data.
_____ 7. Based on your observations, you suggest that the presence of water could accelerate the
growth of bread mold. This is
a. a conclusion.
c. an experiment.
b. a hypothesis.
d. an analysis.
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_____ 8. Cells in multicellular organisms have many different sizes and shapes. These differences in
cells are part of cell specialization. Cell specialization allows cells to
a. reproduce.
c. respond to their environment.
b. perform different functions. d. be less complex.
_____ 9. Which big idea in biology is MOST concerned with DNA?
a. information and heredity
c. matter and energy
b. cellular basis of life
d. interdependence in nature
_____ 10. What are the smallest objects that biologists study?
a. cells
b. body organs
c. molecules
d. organisms
_____ 11. The basic unit of length in the metric system is the
a. gram.
b. liter.
c. yard.
d. meter.
_____ 12. How many meters are in 2.4 km?
a. 240
b. 2400
c. 24,000
d. 240,000
_____ 13. Suppose that a scientific idea is well-tested and can be used to make predictions in
numerous new situations, but cannot explain one particular event. This idea is a
a. hypothesis that is incorrect.
b. hypothesis that must be retested.
c. theory that should be discarded.
d. theory that may need revision.
_____ 14. How do scientific theories compare to hypotheses?
a. Theories are the same as hypotheses.
b. Theories unify a broad range of observations and hypotheses.
c. Hypotheses combine the ideas of several theories to explain events.
d. Hypotheses are the dominant view among scientists.
_____ 15. Which of the following is NOT a way that science influences society?
a. Science provides answers to some of society’s practical problems.
b. Science gives society answers to difficult ethical issues.
c. Science advances technology that is useful to society.
d. Science increases society’s understanding of how people affect the environment.
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Completion
Complete each statement on the line provided.
16. Every living thing is made up of a set of body parts. Each body part, or structure, has a certain job
or
.
17. A mass of 3000 g is equal to
kg.
18. An experiment in which only one variable is changed is a(an)
experiment.
19. A biologist reads about a study in a peer-reviewed journal where the results do not agree with
her research. This scientist must remain
and think about how those
results might affect her own work.
20. An article that is undergoing
scientists.
is read carefully and checked by other
Short Answer
In complete sentences, write the answers to the questions on the lines provided.
21. Some opponents of the theory of evolution dismiss the idea as being “just a theory.” Why is this
NOT a very good argument against the theory of evolution?
22. What is a bias?
23. Give an example of a question that society might have that can be answered by science.
24. Which characteristic of living things is important to the survival of a group of animals rather than
an individual member of this group? Why?
25. Why do reviewers of scientific papers have to be anonymous and independent?
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Using Science Skills
Use the diagram below to answer the following questions on the lines provided.
A scientist conducted an experiment to determine the effect of environment on the fur color of a
Himalayan rabbit. The Himalayan rabbit typically has a white coat except for its colder nose, feet, tail,
and ears, which are black. The scientist shaved an area of hair on the back of each rabbit, then placed
an ice pack over the shaved area on one rabbit (A).
Figure 1–1
26. Interpret Visuals In Figure 1–1, what is the variable in this experiment?
27. Interpret Visuals In Figure 1–1, which rabbit is the control?
28. Apply Concepts Why is Rabbit B essential to the experiment in Figure 1–1?
29. Form a Hypothesis Before completing the experiment in Figure 1–1, the scientist made a
hypothesis. What is the hypothesis she is testing?
30. Draw Conclusions Based on your observations of Figure 1–1, conclude what effect temperature
has on Himalayan rabbits.
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Essay
Write the answer to each question in the space provided.
31. Can a theory change over time? Explain your answer.
32. How would you determine whether something is living or nonliving?
33. What is a goal of science?
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Figure 1–2
34. Two big ideas in biology are structure and function and the unity and diversity of life.
Analyze the images in Figure 1–2 in terms of these two big ideas. What are the functions
of these structures? How are they similar and how are they different?
35. What is meant by a population of organisms? Describe two examples.
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Chapter Vocabulary Review
For Questions 1–8, complete each statement by writing the correct word.
1.
is an organized way of gathering and analyzing evidence about the
natural world.
2. A(n)
3. In
is a signal to which an organism responds.
reproduction, the new organism has a single parent.
4. A(n)
is a well-tested explanation that unifies a broad range of
observations and hypotheses.
5. A(n)
is a scientific explanation for a set of observations that can be
tested in ways that support or reject it.
6. A(n)
is a logical interpretation based on what scientists already know.
7. The information gathered during an experiment is called
.
8. The act of noticing and describing events or processes in a careful, orderly way is called
.
For Questions 9–17, write the letter of the definition that best matches each term on the
line provided.
Term
Definition
9. biology
10. bias
A. a point of view that is personal rather than
scientific
11. homeostasis
B. the study of life
12. metabolism
C. living things maintaining a relatively stable
internal environment
13. DNA
14. control group
15. independent variable
16. dependent variable
17. biosphere
D. in an experiment, the variable that is
manipulated
E. the combination of chemical reactions
through which an organism builds up or
breaks down materials
F. a living planet
G. in an experiment, the group exposed to the
same conditions as the experimental group
except for one independent variable
H. in an experiment, the responding variable
I. a molecule containing the universal genetic
code
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Figure 2
Population (in Millions)
Population of the United States 1880-1990
300
250
200
150
100
50
0
1880
1890
1900
1910
1920
1930
1940
1950
1960
1970
1980
Year
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1990
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Understanding Biological Terms
On the front and part of the back of the following paper entitled “Understanding
Biological Terms,” use a dictionary to define the 131 prefixes, suffixes and roots. Look
for hyphenated versions in your reference as appropriate when looking for the terms.
Use the definition that may have the most relevant biological or scientific meaning.
Limit your definition to one or two words. Under no circumstances should the definition
exceed three words.
On the lower back of the paper (#’s 1-25), use the previous 131 definitions from
the front and top of the back to define the biological terms listed on the lower back. Do
not use a dictionary to define these terms, but rather your glossary of biological terms
that you have completed on the front of the paper.
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a-/anab-able
adaeroamphianteanthroantiaquearchaearthroautobibioblastcarcincephalocerebchemochlorochromochondrocirc-cide
co-/concyan-cycle
-cyst
cyt-/cytodederm-/dermadi-/diplodiaeco-/ecolecto-ectomy
endoepieuex-/exogastro-gen
-gestion
glyco-gram
halohaplohemihemo-
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heterohisthomo-/homeohydrohyperhypo-ic
interintraiso-ist
-itis
karyo-kinesis
leuko-logy
-lysis
macromalmega-mer
mesometamicromonomorphomultineo-nephr
neurnomoo-/ovorg-oma
orth-osis
osteopachyparapathperiphago-phase
-philic
-phobic
photophyto-plasm
-plast
-ploidy
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pod-/pedpolyprepro-/protopseudoretrosaccharo-scope
semisoma-/somatostaphylo-stasis
stomastreptosubsuper-/supra-
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autotrophic
bacteriophage
biology
biped
carnivorous
cytokinesis
cytostatic
diploid
ecology
ectoderm
entomology
eukaryotic
exothermic
halophile
haploid
heterotrophic
hypothesis
isotonic
leukocyte
multicellular
omnivorous
prokaryotic
pseudopod
triglyceride
unicellular
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sym-/syn-synthesis
telotetrathermo-thesis
-tomy
transtritrophouni-ur
visczoozygo-
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