Unit I.A: Introduction to Biology

Unit I.A: Introduction to Biology

Chapters: 1 (Biology in the 21st Century) [1.1-1.4], 2 (Chemistry of Life) [2.1-2.2, 2.4]

Standards:

SCSh1 → Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science
SCSh2 → Students will use standard safety practices for all classroom laboratory and field investigations
SCSh3 → Students will investigate and identify problems scientifically
SCSh4 → Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials
SB1 → Students will analyze the nature of relationships between structures and functions in living cells

(d) Explain the impact of water on life processes

Learning Objectives:

Describe the levels of organization in biology

Summarize the characteristics that all living things share and give an example of each

Identify the different elements of scientific inquiry

Differentiate between theories and hypothesis

Identify independent and dependent variables

Identify the importance of microscopes and the different parts of a microscope

Differentiate between an atom and a compound

Compare ionic and covalent bonding

Explain why chemical reactions release or absorb energy

Recognize the importance of hydrogen bonding

Explain why many compounds dissolve in water

Define pH

Compare acids and bases

Lecture Concepts:

Characteristics of life
Cells
Need for energy
Response to environment
Growth and development
Reproduction
Genetic code
Homeostasis
Evolution
Scientific method
Theory vs. law
Microscopes
Magnification vs. resolution
Electron vs. light microscope
Basic chemistry
Atomic structure
Chemical bonding
Reactions
Importance of water

Vocabulary:

Biosphere
Biodiversity
Cell
Homeostasis
Ecosystem
Species
Organism
Hypothesis
Theory
Independent variable
Dependent variable
Control
Atom
Element
Compound/molecule
Ionic bond
Covalent bond
Chemical reaction
Reactants
Products
Hydrogen bond
Cohesion
Adhesion
Solvent
Acid
Base
pH

Introduction to Biology

Standards:

SCSh1 → Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science
SCSh2 → Students will use standard safety practices for all classroom laboratory and field investigations
SCSh3 → Students will investigate and identify problems scientifically
SCSh4 → Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials
SB1 → Students will analyze the nature of relationships between structures and functions in living cells

(d) Explain the impact of water on life processes

Learning Objectives:

Describe the levels of organization in biology

Summarize the characteristics that all living things share and give an example of each

Identify the different elements of scientific inquiry

Differentiate between theories and hypothesis

Identify independent and dependent variables

Identify the importance of microscopes and the different parts of a microscope

Differentiate between an atom and a compound

Compare ionic and covalent bonding

Explain why chemical reactions release or absorb energy

Recognize the importance of hydrogen bonding

Explain why many compounds dissolve in water

Define pH

Compare acids and bases

Vocabulary:

Biosphere
Biodiversity
Cell
Homeostasis
Ecosystem
Species
Organism
Hypothesis
Theory
Independent variable
Dependent variable
Control
Atom
Element
Compound/molecule
Ionic bond
Covalent bond
Chemical reaction
Reactants
Products
Hydrogen bond
Cohesion
Adhesion
Solvent
Acid
Base
pH

Introduction to Biology

worrellscience

Monday / Tuesday / Wednesday / Thursday / Friday
August 10
Syllabus Overview / 11
Laboratory Safety Overview
How to Play It Safe / 12
Lab Equipment—What’s It’s Purpose? / 13
Characteristics of Life PPT / 14
The Martian & the Car Debate
17
Scientific Method PPT / 18
Making a Geyser: Inquiry in Science / 19
Graphing Review / 20
Graphing Review / 21
Introduction to Microscope
24
Introduction to Microscope / 25
Introduction to Chemistry PPT / 26
Properties of Water & pH Activity / 27
Properties of Water & pH Activity / 28
Vocabulary Review
31
Review for Introduction to Biology Exam / September 1
Introduction to Biology Exam

Bell Ringers

Day 1 (8/10/15) → N/A
Day 2 (8/11/15) →
Day 3 (8/12/15) →
Day 4 (8/13/15) →
Day 5 (8/14/15) →
Day 6 (8/17/15) →
Day 7 (8/18/15) →
Day 8 (8/19/15) →
Day 9 (8/20/15) →
Day 10 (8/21/15) →
Day 11 (8/24/15) →
Day 12 (8/25/15) →
Day 13 (8/26/15) →
Day 14 (8/27/15) →
Day 15 (8/28/15) →
Day 16 (8/31/15) →
Day 17 (9/1/15) →

Possible Questions:

Scientists use observations and data to form and test

(a)Constants

(b)Hypotheses

(c)Theories

(d)Conclusions

During an experiment, which factors are observed and measured?

(a)Dependent variables

(b)Independent variables

(c)Constants

(d)hypotheses

Which of the following is an important characteristic of a scientific theory?

(a)Proven by more than one scientist

(b)Unchanged by new evidence

(c)Supported by much evidence

(d)Accepted by the public

In an experiment, the condition that is manipulated by a scientist is the

(a)Independent variable

(b)Dependent variable

(c)Constant

(d)Control

Do Now (Activators)

Day 1 → Fill out Making Biology Personable/Student Contact Log sheet
Day 2 →What are 2 important safety rules in a science classroom?
Day 3 → With your neighbor, read the paragraph and identify 3 science errors by SpongeBob, Patrick, or Gary:

SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a chemistry set! Mr. Krabbs warned them to be careful and reminded them to follow the safety rules they had learned in science class. Since the teacher did not tell them to wear the safety goggles, they left them on the table.SpongeBob lit the Bunsen burner and then reached across the flame to get a test tube from Gary. SpongeBob poured some of a substance into a test tube and began to heat it. When it started to bubble he looked into the test tube to see what was happening and pointed it towards Patrick so he could see. Patrick thought it smelled weird so he took a deep whiff of it. He didn’t think it smelled poisonous and tasted a little bit of the substance.

Day 4 →Possible quiz questions on safety:
If you break a beaker in the lab, the first thing you should is:

(a)Tell your teacher

(b)Clean up the glass

(c)Put the broken glass in a separate container labeled broken glass

(d)Carefully use your hands to pick up the largest pieces

When heating liquids in test tubes:

(a)Always tightly cork the test tube

(b)Hold the test tube pointing upward

(c)Hold test tubes at a slant pointed away from everyone

(d)Look straight into the test tube to observe the reaction

Goggles are worn in the laboratory

(a)To avoid eye strain

(b)To improve your vision

(c)Only if you don’t have corrective glasses

(d)Any time chemicals, heat or glassware are used

Which of the following practices is correct?

(a)Never use cracked glassware

(b)Wash hands before and after experiments

(c)Taste all chemicals

(d)More than one of these

Day 5 →What is a species and an ecosystem?
Day 6 →With your neighbor, name 2 steps of the scientific method.
Day 7 →Possible quiz questions on characteristics of life:
The best unit of life

(a)The cell

(b)An atom

(c)DNA

(d)A species

Which of these characteristics is shared by all living things?

(a)They are made up of one or more cells.

(b)They make their own chemical energy.

(c)They have similar responses to light.

(d)They reproduce when one cell divides into two.

The maintenance of constant internal conditions in an organism is known as

(a)Homeostasis

(b)Negative feedback

(c)Evolution

(d)Adaptation

An individual living is called a(n)

(a)Species

(b)Cell

(c)Atom

(d)Organism

Day 8 →What is one important part of a graph?
Day 9 →Possible quiz questions on scientific method and graphing:
If a scientific experiment yields results that are consistent with the expectations of the hypothesis, what should the scientist do with the hypothesis?

(a)Modify it or change it

(b)Accept it

(c)Reject it

(d)Test it again

Which of the following shows the general order of steps of the scientific method?

(a)Hypothesis → prediction → observation → experiment → conclusion

(b)Observation → hypothesis → prediction → experiment → conclusion

(c)Observation → prediction → hypothesis → experiment → conclusion

(d)Hypothesis → prediction → theory → law

The dependent variable on this graph is

(a)Number of flies

(b)Number of groups

(c)Time in days

(d)Size of the containers

The independent variable on this graph is

(a)Number of flies

(b)Number of groups

(c)Time in days

(d)Size of the containers

Day 10 →What is the purpose of a microscope?
Day 11 →What part of the microscope do you place the slide?
Day 12 →Possible quiz questions on the microscope:
The wheel under the stage that adjusts the amount of light is called the

(a)Coarse adjustment knob

(b)Body tube

(c)Stage clip

(d)Diaphragm

When using the high power objective, you should not adjust the

(a)Coarse adjustment knob

(b)Fine adjustment knob

(c)Diaphragm

(d)Stage clips

A microscope has a 4X ocular lens and a 10X objective, what is this microscope’s total magnification?

(a)4X

(b)14X

(d)400X

On the image, which letter represents the stage?

(a)A

(b)B

(c)AB

(d)E

Day 13 →Name 2 special properties of water.
Day 14 →Possible quiz questions on introduction to chemistry:
Which phrase best describes atoms?

(a)Single-celled organism

(b)Smallest basic units of matter

(c)Parts of a nucleus

(d)Positively charged particles

Atoms connected by covalent bonds share

(a)Pairs of electrons

(b)Ionic compounds

(c)Carbon and oxygen

(d)Hydrogen ions

The attraction among molecules of different substances is called

(a)Cohesion

(b)Adhesion

(c)Specific heat

(d)Surface tension

What gives water many properties that are important to living things?

(a)Temperature

(b)Hydrogen bonds

(c)Density

(d)Specific heat

Day 15 →
Day 16 →
Day 17 →

Laboratory Safety Contract

General Lab Procedures:

1)Never “horse around” in the laboratory.

2)Never play with lab equipment or materials.

3)Always follow instructions and wait until you are told to begin starting the investigation.

4)Never carry out unassigned experiments.

5)Never eat or taste anything in the laboratory. This includes food, drink, gum, as well as chemicals found in the lab.

6)Know the location of emergency equipment and how to use equipment without direct instructions from the teacher.

7)Be familiar with laboratory procedures to be used in the event of a lab emergency.

8)Wash your hands off after every experiment.

9)Keep books and other nonessential items away from the work area. Keep all equipment well away from the edge of the table.

10)Keep your work area clean. Dispose of waste materials in the appropriate containers as directed by the teacher.

11)Turn off any gas jets or any electrically operated equipment when you have completed the lab investigation. (Gas jet off when perpendicular to table)

12)Report all injuries or accidents to your teacher immediately.

13)Tie back long hair and restrict loose clothing. Remove any loose or dangling jewelry thatmight present a safety hazard.

14)Wear safety goggles, lab aprons, and gloves when you are instructed to do so.

15)Clean and wipe dry all work surfaces at the end of each lab session. Allow yourself adequate time for proper clean up.

16)Dispose of waste materials as directed by your instructor.

Handing Chemicals:

1)Read and double-check labels on bottles of chemicals before removing any.

2)When mixing an acid to water, always add the acid to the water.

3)Avoid touching chemicals with your hands. If chemicals do come in contact with your skin, notify your teacher and wash the affected area immediately.

4)Keep chemical containers firmly closed when not in use.

Handling Glassware:

1)Do not use cracked or badly chipped glassware.

2)Never handle broken glass with your bare hands. Cleanup broken glass and dispose of in the “broken glass” container.

3)Allow plenty of time for hot glass to cool before touching it. Remember, hot glass shows no visible signs of its temperature and can cause painful burns.

Working with Fire and Heat:

1)Never heat anything unless instructed to do so.

2)Never heat a liquid in a closed container.

3)Whenever possible, use a hot plate for heating. Use a gas burner only when specifically told to do so.

4)When heating materials, be sure the containers are made of heat-proof glass.

5)Never point a heated container at anyone. Be especially careful with heated test tubes.

6)Turn off the heat as soon as you have finished with it. Do not move it until the heat has cooled.

7)Keep flammable materials away from heat sources.

8)Use test tube holders, tongs, or heavy gloves to handle hot items.

9)Do not put your hands, face over any substance being heated.

10)Never leave unattended anything that is being heated.

Working with Electrical Equipment:

1)Be careful with electrical cords. Never leave them where someone can trip over them. Keep cords away from heat and water.

2)Never touch cords or electrical equipment with wet hands.

3)Grasp the plug when disconnecting an electrical cord from an outlet. Do not pull on the cord.

4)Turn off all lab equipment when the investigation is complete.

*Adapted from Flinn Scientific’s Student Safety Contract

Name ______Period ______

What’s the Best Tool for the Job?

Below is a list of different laboratory equipment. Match each task described to the appropriate equipment needed to complete that task.

Balance
Beaker
Microscope
Funnel
Graduated cylinder
Ring stand
Spatula/scoopula
Stirring rod
Thermometer
Forceps
Petri dish
Mortar & pestle

1)Holding 50 mL of boiling water

2)Crashing sugar into smaller bits

3)Transferring 50 mL of acid from one container to another

4)Measuring exactly 43 mL of water

5)Growing E.coli bacteria

6)Weighing out 120 grams of sodium chloride

7)Suspending glassware over a Bunsen burner

8)Removing solid chemicals from a reagent bottle

9)Viewing a cheek cell

10)Mixing salt in water to dissolve the salt

11)Measuring the temperature of a liquid

12)Picking up small beads

Characteristics of Life

What is biology?
Definition: scientific study of life
Focuses on biosphere—made ______they are found on Earth
Studies biodiversity (biological diversity)
Decreases near poles
All living things…
are ______
Cell—basic unit of life
Two types
Eukaryotic (contains nucleus)
Prokaryotic (doesn’t have a nucleus)
are based on a ______
______and die
reproduce
Two types
Asexual—offspring ______to parent; no egg and sperm involved
Sexual—______in offspring; sperm and egg combine
use and need energy
Gain energy from food
Need ______—all of the chemical processes that build up or break down material
maintain homeostasis
Homeostasis—the maintenance of ______in an organism
Example: Maintaining temperature by sweating or shivering
react to ______
Person walking into sunlight out of a building
Plants facing sunlight
Someone taps you on the shoulder, you look at them
have adaptations and/or evolve
Evolution—the ______over time
Thorn bug

Organization of Life

Species—a particular type of living things that can ______among themselves
Ecosystem—a physical environment with ______with one another and with nonliving things
Organism—any individual living thing

DO NOT WRITE ON!!!DO NOT WRITE ON!!!DO NOT WRITE ON!!!

The Martian & the Car

Marty Martian was sent to Earth by the Martian government to find life. While on Earth, Marty captured a car and brought it back to Mars. He thought he'd found a good example of life on Earth. The Martian government does not believe that the car Marty brought back is alive. Marty must stand trial for failing to perform his Martian duties.

At the trail, Marty spoke in his defense. "I first saw these life forms rolling along roads in great numbers. They were giving off thick clouds of poisonous waste as they moved. They seemed to exhibit herding behavior, as many of the cars moved in the same direction. They appeared to have a great deal of energy, some of them moved faster than 60 kilometers per hour. When one of these life forms stopped or slow down, the others behind it responded. They slowed down and gave off a reddish light from the back, and sometimes they would make honking noises. I observed that they would stop to feed on a liquid substance."

Working with a partner:

Take the part of Marty's defense attorney and make a good case for the car's being alive
Give 2 reasons why the car could be considered alive
Then be the prosecutor and show that the car is a nonliving thing
Give 2 reasons why the car is not a living thing

Put your answers in a word document/notes and submit it through Showbie. Make sure to include everyone’s names.

Scientific Method

Scientific Method
If scientists are ______they use scientific method to investigate
Steps:
Forming Hypotheses
Testing Hypotheses
Evaluating Results
Observations
Scientists make careful and systemic observations and ______
Asking Questions & Forming Hypothesis
Observations allow scientists to ask questions about phenomena
Questions must be ______
Does increasing the amount of light a plant receives increase its growth rate? versus Are plants grown in artificial light look nicer than those grown in sunlight?
From these questions scientists can ______
Hypothesis—a ______for a scientific question
Testing Hypothesis
Scientists collect data that they use to support or reject a hypothesis through an experiment
Aspects of experiment
Variables
Independent variable—a condition that is ______, or changed, by a scientist
Dependent variable—observed and ______during an experiment; experimental data
Control—conditions that ______during an experiment
Analyzing Data
Scientists analyze their data to draw conclusions about their research
Two types of data
Quantitative—______
Qualitative—______
Evaluating Data
Scientists evaluate the data and conclusions presented by other scientists
Theory—a ______for a wide range of observations and experimental results that is supported by a wide range of evidence

DO NOT WRITE ON!!!DO NOT WRITE ON!!!DO NOT WRITE ON!!!

Making a Geyser: Inquiry in Science

About 300 years ago, people started to question the world around them and tried to learn how processes worked; thus the Scientific Method was born. Today you watched a demonstration of Diet Coke and Mentos. Based on your observations, you are going to come up with a question concerning this demonstration and develop an experiment based on that question. Working in groups up to four people, answer the following questions, on a separate sheet of paper, to expand on the Diet Coke and Mentos demonstration. Each group will be asked to give a quick summary of their experiment.