Do Now
• List 5 safety rules one might encounter in the
laboratory!
• What day do you have lab??
• **Make sure you get your Safety Contracts
signed before your first lab or you must take a
0 for that lab!!**
Objectives
• To understand the different safety precautions
that must be taken during lab.
• To define the science of Biology.
• To explain the different areas of science
biologists get involved in.
Before we get to safety…
• Please take out your rules sheet!
Safety Procedures!!
• TELL ME ANY TIME THERE IS ANY ISSUE INVOLVING
SAFETY IMMEDIATELY!!!!
• Follow Directions!! Only do what the lab procedure says
to do.
• NEVER TASTE A CHEMICAL!! Don’t touch it with your
hands, apply make-up, or eat or drink during lab.
• Keep all lab equipment clean and tidy. A clean
workspace is a safe workspace!
• Never pour chemicals back into “stock” bottles
Safety Procedures!!
•
•
•
•
Long hair MUST be tied back.
You must wear close-toed shoes – no flip flops
Test tubes should always face AWAY from you.
All broken glass should be disposed of in the
broken glass container.
• Check with me before dumping anything
down the drain!!
• No “horseplay” during lab please!
Safety Procedures
• No lab materials should be taken from the
laboratory room unless you are told by me to
do so!
• Safety goggles must be worn at ALL TIMES,
and anyone who takes them off will receive a
zero for that lab.
Safety Scavenger hunt!
• Find the following pieces of safety equipment:
–
–
–
–
–
–
–
–
–
–
–
Fire extinguisher
Emergency shower
Emergency eye wash
Goggles
Broken glass bin
Phone (in case you ever need to call the office)
Emergency gas shut-off (it’s a big red button)
Chemical Hood
Safety Gloves
Water supply
Paper towels for clean-up
• Please draw a quick sketch of this room with the places safety equipment
is found. (note where the door is and where the board is)
Chapter 1
“The Study of Life”
What is Biology?
• Study of life or once living things
• Study the structure of living things and how
they interact with one another
• Study of how living things function
Think-Pair-Share
Turn the person sitting next to you!
• What is a biologist?
• What does a biologist do?
• Do you know of any famous biologists? Name
them!
• Where do they do their work?
• Draw a biologist!!!
Biologists…What do they do?
• There’s more to it then cutting open dead
critters! They also…
– Study the Diversity of life
– Research diseases
– Develop technologies
– Improve agriculture
– Preserve the environment
Homework
• Read pgs. 6-10 Characteristics of Life
• Safety Handout
• Review for Safety Quiz 9/12/13
Do Now
• How is Biology used in a supermarket?
• List at least 3 different ways.
Objectives
• To compare and contrast living things vs. nonliving things.
• To list the 8 characteristics of life.
Think-Pair-Share
• Make a list of the
items in this
picture that you
consider alive or
that were alive at
some point.
Is it Alive??? Why or why not?
1)
2)
What makes something “living”?
8 Characteristics of Life…
1.
2.
3.
4.
5.
6.
7.
8.
Made of 1 or more cells
Displays organization
Grows and develops
Reproduces
Responds to stimuli
Requires energy
Maintains homeostasis
Adaptations evolve over time
1.) Made of 1 or more cells
Unicellular
Multicellular
2.) Displays Organization
• Living things are arranged in an orderly way.
• Cell- Smallest unit of life
– Ex. Animal Cell
• Tissue- group of cells that have same structure
and function (look alike)
– Ex. – Muscle Tissue
• Organ- different tissues that work together to
perform a function
– Ex- Calve Muscle
Organization Continued…
• System- Group of organs working together
– Ex. Muscular System
• Organism- Organ systems working together
(whole)
– Ex. Human
3.) Grows and Develops
• Organisms get larger by using materials and energy from
the environment.
• Growth occurs through cellular division and cell
enlargement. (we will talk more about this later in the year!)
4.) Reproduces
Asexual Reproduction
Sexual Reproduction
5.) Responds to stimuli
http://www.youtube.com/watch?v=WFDHWk_bjsU
6.) Requires Energy
Energy is the ability to do
work
•Plants use energy from
the sun (photosynthesis)
•All living organisms break
down food and release
energy
(cellular respiration)
7.) Maintains Homeostasis
Homeostasis: Regulation of an
organism’s internal conditions to
maintain life
Blood sugar levels
Temperature
Blood Pressure
8.) Adaptations evolve over time
An adaptation is any inherited
characteristic that results from changes
to a species over time.
Think-Pair-Share
• Explain in detail why this organism is alive…
Imaginary Creature
Project
• Read the handout for instructions
• Assignment will be due the next class.
• You must make an ORIGINAL CREATURE!!
DO NOW
• Explain (using the 8 characteristics of life) why
WE are alive!
Objectives
• To use the 8 characteristics of life to explain
why something is living or not.
• To determine whether or not a virus is alive.
Lets have a quick refresher!
• http://www.youtube.com/watch?v=uM_CgOg
JGG0
Viruses…are they alive?
• Why yes?...
• Why no?...
Alive or not Lab!
• Get with your assigned lab partner.
• Make sure BOTH of you have a handout!
• Listen carefully as I explain the lab.
Do Now
• Using the 8 characteristics of life, explain why
a sunflower is alive. How does it display the 8
characteristics of life? (make sure you have
evidence of each characteristic! Don’t just list
them)
Objectives
• To understand the nature of science.
• To list the steps of the scientific method.
• Compare and contrast observations vs.
inferences.
• Determine how to write a testable hypothesis.
• Identify the 4 components of an experiment.
What is Science?
• Which of the following are considered
science?
– Astrology
– Ornithology
– Marine Biology
– Religion
– Zoology
Nature of Science
• Science is a body of knowledge based on the
study of nature.
• Scientific inquiry is both a creative process
and a process rooted in unbiased observations
and experimentation.
The Scientific Method
1.
2.
3.
4.
5.
Identify the problem- make an observation
Research and form a hypothesis
Test your hypothesis- experimentation
Collect and record DATA
Conclusion- Analyze your data. Was your
hypothesis correct?
1. Identify the problem/make an
observation…
 Scientific inquiry begins with observation.
 Science inquiry involves asking questions and
processing information from a variety of
reliable sources.
Observations vs. Inferences
• Observation- direct way of gathering
information in an organized way.
• Inference- taking observations and making a
logical conclusion
Lets make some observations!
• I need someone to write on the board for me!
Do Now!
• Look at the picture below. Make 3
observations and 3 inferences from the
picture.
Objectives
• Determine how to write a testable hypothesis.
• Identify the 4 components of an experiment.
• Compare and contrast quantitative vs.
qualitative data.
2. Form a Hypothesis
• Hypothesis - a testable explanation of a
situation.
• Hypothesis that are supported through
experiments and data are then accepted in
the scientific community.
How to write a hypothesis
• Hypothesis are written as an “if…then”
statement.
• Example:
– If salt is added to water that is being heated then
the water will boil at a faster rate.
Identify the hypothesis
• A study is being done on the increase in cases of skin
cancer. It has been said that skin cancer shows a
direct correlation with exposure to UV light. If skin
cancer is related to ultraviolet light, then people with
a high exposure to UV light will have a higher
frequency of skin cancer.
• Is this hypothesis a testable hypothesis?
Which hypothesis are testable?
• Chocolate may cause pimples.
• Good instructional design and proper application of
media can lead to effective learning.
• Bacterial growth may be affected by temperature.
• Students who give teachers gifts tend to earn higher
grades.
• Temperature may cause leaves to change color.
After forming a hypothesis you
EXPERIMENT!!
• You have noticed that the plants in your garden are beginning
to wilt and die. This could be due to a number of different
things. You want to figure out why this is happening because
you yard is starting to look TERRIBLE! First you observe that
the plants closest to the house were the first to start wilting.
You then observe that there is a gutter dumping water directly
into your garden. You hypothesize that this may be the reason
your plants are dying. How could you test this hypothesis?
• Can you be positive that it is the runoff that is causing the
problem?
Experiments
• What is involved in an experiment?
1.
2.
3.
4.
Independent Variable: variable being tested
Dependent Variable: variable being measured
Control Group: group that remains the same
Experimental Group: Group that is manipulated
or changed.
5. Constants: factors that remain the same
throughout the entire experiment.
Identify the components of the
experiment
• A group of college students were given a short course in
speed-reading. The instructor was curious if a monetary
incentive would influence performance on a reading
test taken at the end of the course. Half the students
were offered $5 for obtaining a certain level of
performance on the test, the other half were not
offered money.
• Independent Variable:
• Dependent Variable:
• Experimental Group:
• Control Group:
• Constants:
Partner Work
• Get with a partner! Work with your partner to
answer the questions on the Simpson’s
worksheet.
Collect and gather data
• Data- information gained from observations.
• Quantitative Data- measurements of time,
temperature, length, or other factors.
• Qualitative Data- descriptions of what our senses
detect.
Gather both qualitative and
quantitative data about the
picture below.
What are some ways to present
data?
• Organize data into a chart
• Take data from chart and create a graph
– Bar graph
– Line graph
– Pie chart
Analyze Data to from a
Conclusion
• We have to do something with our data!
• What can we conclude from this graph?
Report your conclusion!
• After experimenting you must come to some type of
conclusion either disproving or proving your
hypothesis!
• Conclusions are published so others can review the
results and discuss the merit of the experiment.
Do Now Per. 5
1. You may take out your “alive or not” lab to review for your
quiz quietly until I instruct you to put them away.
2. WHEN YOU ARE FINISHED WITH YOUR QUIZ…place your quiz
in the basket on my desk and take a lab. Begin reading
through the lab quietly and answer the following questions
in your Do Now section.
1.
2.
3.
4.
List 3 common behaviors of a beta fish.
Why might you see a pile of bubbles on the surface in a betta tank?
Explain what a betta does when it is demonstrating aggressive behavior.
What is anthropomorphizing and why don’t we want to do it during a
lab?
Objectives
• Recall the components of an experiment.
• Compare and contrast calm behavior vs. aggressive
behavior in a Beta fish.
• Develop a hypothesis based on your observations of
fish behavior.
• Construct an experiment to test your hypothesis.
• Evaluate your experiment and determine what you
might do differently in a future experiment.
Scientific Method
• We will be using the steps of the scientific
method in today’s lab.
• Lets go through the steps!
–1
–2
–3
–4
–5
Collect and gather data
• Data- information gained from observations.
• Quantitative Data- measurements of time,
temperature, length, or other factors.
• Qualitative Data- descriptions of what our senses
detect.
Beta splendens inquiry lab
• Lets look back at the DO NOW…
• What are we going to do???
• Questions?
• Find your partner!
Safety!!
• Remember NO HORSEPLAY! We are working with the
fish, we don’t want to knock them over.
• DO NOT TOUCH THE FISH- your experiment should
NOT involve touching the fish at all. We never want
to harm animals during our experiments.
• **At the conclusion of your experiment, be sure to
answer conclusion questions and be ready to share
your results with your classmates.
Closing Activity
• What limitations did we have in this lab?
• What would you do if you could do this lab
again and had access to more materials?
• Be prepared to explain your results to your
classmates.
Do Now
• What is the SI unit system of measurement?
• Why is it used?
• What unit would I use to describe length?
Mass? Volume?
Objectives
• Explain the nature of science
• Compare and contrast the English and metric
systems
• Practice conversions between metric units.
Nature of Science
• *Uses Scientific Theory…
• Theory
– Explanation of natural phenomenon supported by
many observations and experiments over time
– Explains how or why something happens.
– Ex: The Big Bang Theory (not the show!), Cell Theory
• Law
–
–
–
–
A statement about an event that occurs in nature
Doesn’t give us the “how” or “why” explanation
Usually expressed as a mathematical equation
Ex: The Law of Gravity, Boyle’s Law, etc.
A. Expands Scientific
Knowledge
• Science is under constant reevaluation of what
is known.
• Ex. Classification, Food Pyramid
• Can lead to new knowledge
• Reevaluation cycle continues!
B. Challenges accepted theories
• Scientists debate each other’s ideas
• Science accommodates new information as it
is discovered
C. Questions Results
• Scientist can find data that is not consistent
with current scientific understanding
• These inconsistencies often lead to further
investigations
D. Tests Claims
• Conclusions are reached after
– Controlled experiments
– Unbiased investigations
– Large amounts of data
Undergoes Peer Review
• Experiments are reviewed by scientist’s peers.
(Peer review )
 Evaluated by other scientists who are in the
same field or who are conducting similar
research.
Partner Work!
• Get with a partner and work on the “Section
2” worksheet.
Measurements used in Science
• Different methods used for measuring
• International System of Units (SI)- what
scientists all over the world use
– Measured in groups of 10
Length - SI
• SI uses the meter
Centimeter
Decimeter
• Measures how long something is
• Tools: Ruler, meter stick
Volume
• SI uses m3
• Most often we use liter
• Measures how much space
Something takes up
Mass and Weight
• Mass = how much matter something has
• SI units are kilogram (kg)
• Weight = force of gravity on an object
Time and Temperature
• Time: period between two events
– SI unit is seconds (s)
• Temperature: how much heat contained in an
object (how hot or cold something is)
– SI unit is Kelvin (K)
– Scientists often use Celsius (C)
Conversions
• 4 kiloliters= ___________ hectoliters
• 36.87 millimeters= ________ decameters
• 0.098 meters = ___________ micrometers
• 56.7 decimeters= _________ decameters
Conversion Worksheet
• I would like you to work on this by yourself!
Once you have finished, you may check your
answers with a classmate.
Study Guide