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Transcript of Biology
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Slide 1
BiologyBiology
Study of lifeStudy of life
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Slide 2
BiologyBiologyChapter 1
..\..\Integrated\PowerPointsHOlt\Ch01\60001.swf
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Slide 3
Biologist StudyBiologist Study
Study Diversity of Life Study Diversity of Life ((ex. Jane Goodall studies “ ex. Jane Goodall studies “ How chimpanzees behave in wild”)How chimpanzees behave in wild”)
Research DiseaseResearch Disease– What causes disease?What causes disease?– How does body fight disease?How does body fight disease?– Develop vaccinesDevelop vaccines– New medicinesNew medicines
Develop technologiesDevelop technologies– ““bionic” handbionic” hand– Store and transport blood plasma for transfusions-Store and transport blood plasma for transfusions-
saved countless soldiers life WWII.saved countless soldiers life WWII. Improve AgricultureImprove Agriculture Preserve the environmentPreserve the environment
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Slide 4
Characteristics Of Living ThingsCharacteristics Of Living Things
LIVING THINGS…..LIVING THINGS….. made of cellsmade of cells based on genetic codebased on genetic code reproducereproduce grow and developgrow and develop adjust to their surroundings--respondadjust to their surroundings--respond adapt and evolveadapt and evolve obtain and use energyobtain and use energy maintain stable internal environmentmaintain stable internal environment
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Slide 5
Living Things Are OrganizedLiving Things Are Organized
Composed of one or more cells Composed of one or more cells that are based genetic code.that are based genetic code.
Organization: an arrangement of Organization: an arrangement of parts (cells) for the performance parts (cells) for the performance of the functions necessary to lifeof the functions necessary to life
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Slide 6
Organisms Number of CellsOrganisms Number of Cells
MulticellularMulticellular – Organisms made of many – Organisms made of many cells cells
(ex. monkey and trees)(ex. monkey and trees)
UnicellularUnicellular – One cells organisms – One cells organisms ( ex. Amoeba)( ex. Amoeba)
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Types of CellsTypes of CellsProkaryotesProkaryotes – an organism, characterized by – an organism, characterized by the absence of a nuclear membrane and by the absence of a nuclear membrane and by DNA that is not organized into chromosomes. DNA that is not organized into chromosomes. (ex. bacteria)(ex. bacteria)
EukaryotesEukaryotes – an organism composed of one – an organism composed of one or more cells containing visibly evident nuclei or more cells containing visibly evident nuclei and organelles (ex. plants and animals)and organelles (ex. plants and animals)
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Slide 8
Living Things Make More Living Things Make More Living ThingsLiving Things
Reproduction: Production of an offspring by Reproduction: Production of an offspring by an organism.an organism.
Species: Organisms that can Species: Organisms that can interbreedinterbreed and and produce produce fertilefertile offspring in nature. offspring in nature.
(Reproduction is not essential for an individual (Reproduction is not essential for an individual organism, but for continuation of a species)organism, but for continuation of a species)
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Slide 9
Types of ReproductionTypes of Reproduction
•Sexual – Requires two parents and offspring are not identical•Asexual – Requires one parent and offspring identical
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Slide 10
Living Things Change Living Things Change During Their LivesDuring Their Lives
single cell grows and takes on the single cell grows and takes on the characteristics of its species.characteristics of its species.
GrowthGrowth: Increase in the amount of material : Increase in the amount of material and formation of new structures in an and formation of new structures in an
organism.organism.DevelopmentDevelopment: All of the changes that take : All of the changes that take
place during the life of an organism.place during the life of an organism.
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Slide 11
Living Things Adjust to Living Things Adjust to Their SurroundingsTheir Surroundings
EnvironmentEnvironment: Living and nonliving surroundings to which : Living and nonliving surroundings to which an organism must constantly adjustan organism must constantly adjust (air, water, weather, temperature, other organisms, other factors)(air, water, weather, temperature, other organisms, other factors)
StimulusStimulus: Any condition in the environment that requires : Any condition in the environment that requires an organism to adjustan organism to adjust
ResponseResponse: : A reaction to stimulusA reaction to stimulus
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Slide 12
HomeostasisHomeostasis
Organism’s regulation of its Organism’s regulation of its internal environment to maintain internal environment to maintain conditions suitable for survival.conditions suitable for survival.
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Slide 13
HomeostasisHomeostasis
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Obtain and use materials Obtain and use materials and energyand energy
•Used to grow, develop and reproduceUsed to grow, develop and reproduce•Metabolism-chemical reactions through Metabolism-chemical reactions through which an organism builds up or breaks which an organism builds up or breaks down materials.down materials.
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Slide 15
Living Things Adapt and Living Things Adapt and EvolveEvolve
AdaptationAdaptation: Evolution of a structure, behavior, or : Evolution of a structure, behavior, or internal process that enables an organism to internal process that enables an organism to
respond to stimuli and better survive in an respond to stimuli and better survive in an environment. environment.
Evolution: Evolution: Gradual accumulation of adaptations Gradual accumulation of adaptations over time.over time.
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Do Now: Suppose you want to test phone cover/skins to decide which is best for protecting your cell phone. What materials would you need? What procedure would you follow? How would you determine which cover best protected your phone?
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A common misperception of A common misperception of science is that science defines science is that science defines
"truth." Science does not define "truth." Science does not define truth; rather, it defines a way of truth; rather, it defines a way of thought. It is a process in which thought. It is a process in which experiments are used to answer experiments are used to answer questions. This process is called questions. This process is called
the scientific method. the scientific method.
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Slide 18 The Advantages of Method
Clarifies our thoughts Uses human potential
Ends aimless wandering Aids in transfer of learning
Guides us to new knowledge
Trains for change and innovation
Helps ideas gather shape Is a repeatable procedure
Organizes our thoughts Encourages thinking
The Opposite of Method is Chance
Wasted time Quick fixes
Wrong analysis Wasted energy
Haphazard guesses Wandering aimlessly
No Solutions Mistakes and errors
Confusion Misdirection
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Slide 19
Scientific MethodScientific Method
Chapter 1
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Scientific Method: Scientific Method: Series of organized steps/procedures that scientist use to Series of organized steps/procedures that scientist use to
solve problems and answer questions.solve problems and answer questions.(A process for investigating nature)(A process for investigating nature)
Observing and Stating the ProblemObserving and Stating the Problem Collecting Data/Gathering InformationCollecting Data/Gathering Information Form a HypothesisForm a Hypothesis Perform an ExperimentPerform an Experiment Analyze DataAnalyze Data Draw Conclusions based on your hypothesis Draw Conclusions based on your hypothesis
and experiment.and experiment. Report ResultsReport Results
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Slide 21
Observing /ObservationsObserving /Observations
Sees, hears, or in some way Sees, hears, or in some way notice something no one has notice something no one has
noticed before.noticed before.
If the facts don't fit the theory, change the facts. -- Albert Einstein
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Slide 22
State the ProblemState the Problem
A scientist can’t begin to solve a A scientist can’t begin to solve a problem until it is clearly stated.problem until it is clearly stated.
For instance, when going to the For instance, when going to the doctor you tell the doctor what is doctor you tell the doctor what is
wrong. (e.g. you have a sore wrong. (e.g. you have a sore throat)throat)
In lab the Problem is always stated in the form of a question.
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Gather InformationGather Information
After defining your problem you After defining your problem you need to gather informationneed to gather information
For instance, a doctor would ask For instance, a doctor would ask how long you have had a sore how long you have had a sore
throat, take your temperature, and throat, take your temperature, and examine your throat.examine your throat.
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Slide 24
HypothesisHypothesisGreek: hypo-”under”, thesis-”placing”Greek: hypo-”under”, thesis-”placing”
A tentative explanation for a question or A tentative explanation for a question or problem that can be formally tested. problem that can be formally tested.
For instance, based on experience, the doctor For instance, based on experience, the doctor theorizes that you have strep throat which theorizes that you have strep throat which
can be tested in a laboratory.can be tested in a laboratory...\..\Integrated\PowerPointsHOlt\Ch01\80003.swf
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Perform an experimentPerform an experiment
A procedure/series of steps that A procedure/series of steps that test a hypothesis under controlled test a hypothesis under controlled
conditions.conditions.
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Controlled Experiment and Controlled Experiment and VariableVariable
Chapter 1
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Slide 27
Experiment ConsiderationsExperiment ConsiderationsUsing Tools-Beakers, test tubes, hot plates, petri dishes, thermometers, dissecting instruments, balances, rulers, microscopes, centrifuges, radiation detectors, etc.
Maintaining Safety
•Minimize hazards
•Know your safety symbols
•Your responsibility to protect yourself as well as your classmates.
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Experimental ConsiderationsExperimental Considerations
Data
Information obtained from experiment
Quantitative: Numerical form (distance, height)
Qualitative: Verbal Form (descriptions, behaviors)
Sometimes referred to as experimental results.
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Experiment FactorsExperiment Factors
Control group- group in which all conditions are kept the same (Standard used to compare with the outcome of a test)
Experimental group-Test Group; receives the variable
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Slide 30
Controlled Experiments:Controlled Experiments:Only one conditions changesOnly one conditions changes
Variable-The factor being tested in an experiment
Independent Variable-Condition in an experiment that is changed. The only variable that affects the outcome of the experiment. (temperature, nutrients, light, soil)
Dependent Variable-A condition that results from change. Depends on changes from independent variable. (height, color, etc)
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Independent DependentIndependent Dependent Presence of bacteriaPresence of bacteria Soil nutrientsSoil nutrients VitaminsVitamins Play Wii Fit 30 m/dPlay Wii Fit 30 m/d petri dish with growth petri dish with growth
medium medium
Growth rateGrowth rate Plant heightPlant height Cholesterol LevelsCholesterol Levels WeightWeight Growth on dishGrowth on dish
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Slide 32
Analyze DataAnalyze Data
Data collected from the Data collected from the experiment is analyzed.experiment is analyzed.
For your sore throat, a lab For your sore throat, a lab technician identifies the growth technician identifies the growth and records data in your chart.and records data in your chart.
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Slide 33
Draw ConclusionDraw Conclusion
Data is used to draw conclusions.Data is used to draw conclusions.
A A conclusionconclusion is a logical answer is a logical answer to a question based on data and to a question based on data and observations of the test material.observations of the test material.
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Slide 34
Does your data support or reject Does your data support or reject your original hypothesis?your original hypothesis?
If the data shows that your sore throat was caused by If the data shows that your sore throat was caused by another kind of bacterium, you don’t have strep throat another kind of bacterium, you don’t have strep throat and the original hypothesis is and the original hypothesis is rejectedrejected. The doctor . The doctor must now revise the hypothesis to include a different must now revise the hypothesis to include a different cause of sore throat.cause of sore throat.
If the hypothesis was If the hypothesis was supportedsupported a scientist will a scientist will sometimes perform additional experiments and sometimes perform additional experiments and gather more data to strengthen their conclusion.gather more data to strengthen their conclusion.
If the experiment supports the hypothesis that you If the experiment supports the hypothesis that you have strep throat, and the doctor feels the data is have strep throat, and the doctor feels the data is sufficient to be statistically valid they may skip further sufficient to be statistically valid they may skip further experimentation and proceed to reporting results.experimentation and proceed to reporting results.
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Slide 35
Reporting ResultsReporting Results
The last step in solving a problem The last step in solving a problem scientifically is to do something scientifically is to do something with the results. This includes with the results. This includes sharing data and suggesting sharing data and suggesting
remedies.remedies.
Your doctor may prescribe an Your doctor may prescribe an antibiotic to kill the bacteria.antibiotic to kill the bacteria.
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Slide 36
Conducting experimentsConducting experiments
• No experiment is a failureNo experiment is a failure
• The results of every experiment can be used The results of every experiment can be used to revise the hypothesis or plan tests of a to revise the hypothesis or plan tests of a different variable.different variable.
Chapter 1
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Slide 37
Scientific TheoryScientific Theory
Hypothesis successfully passes many test Hypothesis successfully passes many test over a long period of time and proves over a long period of time and proves
useful in knitting together a large body of useful in knitting together a large body of scientific work, it takes on the status of scientific work, it takes on the status of
TheoryTheory..
TheoryTheory- A tested explanation of a broad - A tested explanation of a broad segment of basic natural phenomena.segment of basic natural phenomena.
e.g. Atomic Theorye.g. Atomic TheoryBe Valid: Be Valid: explain observationsexplain observations
be repeatablebe repeatable be predictablebe predictable
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Scientific LawScientific LawA concise statement in words or a A concise statement in words or a mathematical equation, about a mathematical equation, about a
fundamental relationship or regularity of fundamental relationship or regularity of nature.nature.
e.g. During a chemical reaction, no e.g. During a chemical reaction, no detectable gain or loss of mass occurs.detectable gain or loss of mass occurs.
Does not explain behavior of nature, it just Does not explain behavior of nature, it just states the generalized experimental finding. states the generalized experimental finding.
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Slide 39
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Comparing Theories and LawsComparing Theories and Laws
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ActivityActivity
Create a chart that:Create a chart that: Defines scientific law, theory and Defines scientific law, theory and hypothesishypothesis Provide qualities/characteristics that Provide qualities/characteristics that distinguish each of them (how do I know distinguish each of them (how do I know it’s a law, theory or hypothesis)it’s a law, theory or hypothesis) Examples of eachExamples of each
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Slide 42
ReasearchReasearch
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Slide 43
ResearchResearch Quantitative—Controlled experiments Quantitative—Controlled experiments
that results in counts or that results in counts or measurements. measurements. – Numerical dataNumerical data– Graphs and tablesGraphs and tables
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Descriptive researchDescriptive research
Observational data; Observational data; Written descriptions of Written descriptions of what scientist what scientist observes.observes.
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Slide 45
Science and SocietyScience and Society
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Slide 46
EthicsEthics
Moral principles and values held by Moral principles and values held by humanshumans
-social, ethical moral concerns -social, ethical moral concerns when planning an investigation.when planning an investigation.
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Slide 47
TechnologyTechnology
Application of scientific researchApplication of scientific research
Making improvements in human life Making improvements in human life and world around usand world around usIncrease production of foodIncrease production of foodReduced manual laborReduced manual laborReduction of waste and environmental Reduction of waste and environmental pollution.pollution.
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Slide 48
Metric SystemMetric System
A decimal system of weights and A decimal system of weights and measurements based on meter measurements based on meter
and kilogram.and kilogram.
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Slide 49
SI UnitsSI Units
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Slide 50
Brief Chronological History Brief Chronological History of the Metric Systemof the Metric System
1670—Gabriel Moulton, a French mathematician, proposes a measurement system based on a physical quantity of nature and not on human anatomy.
1790—The French Academy of Science recommends the adoption of a system with a unit of length equal to one ten-millionth of the distance on a meridian between Earth’s North Pole and equator.
1870—A French conference is set up to work out standards for a unified metric system.
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History continued…History continued…1875—The treaty of the Meter is signed by 17 nations, including the United States. This establishes a permanent body with the authority to set standards.
1893—The United States officially adopts the metric system standards as bases for weights and measures (but continues to use British units).
1975—The Metric Conversion Act is enacted by Congress. It states, “The policy of the United States shall be to coordinate and plan the increasing use of the metric system in the United States and to establish a voluntary conversion to metric system. (No mandatory requirements are made.
History information from: Introduction to Physical Science: Shipman, Wilson, Todd, 2000
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Slide 52
Consistency.Consistency. Scientists use the Scientists use the International System International System
of Units (SI)of Units (SI) to make sharing data and to make sharing data and results easier.results easier.
SI Units
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Slide 53
SI (Le Système Internationale SI (Le Système Internationale d’Unités)d’Unités)
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Slide 54
SI prefixes for large measurementsSI prefixes for large measurements
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Slide 55
SI Units for small measurementsSI Units for small measurements
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Slide 56
Conversions Conversions A roll of copper wire A roll of copper wire contains 15 m of wire. What is the contains 15 m of wire. What is the length of the wire in centimeters?length of the wire in centimeters?
1. List the given and unknown values1. List the given and unknown values..
Given: Given: length in meters, llength in meters, l = 15 m = 15 mUnknown: Unknown: length in centimeters = ? length in centimeters = ? cmcm
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Slide 57
2. 2. Determine the relationship between units.Determine the relationship between units.
Looking at the table of prefixes used Looking at the table of prefixes used for small for small measurements, you can find that:measurements, you can find that:
1 cm = 0.01 m. 1 cm = 0.01 m. Also means that 1 m = 100 cm. Also means that 1 m = 100 cm.
You will multiply because you are converting from a larger You will multiply because you are converting from a larger unit (meters) to a smaller unit (centimeters)unit (meters) to a smaller unit (centimeters)
3. Write the equation for the conversion3. Write the equation for the conversion..
length in cm length in cm = m = m
100 cm
1 m
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Slide 58
4. Insert the known values into the equation, 4. Insert the known values into the equation, and solve.and solve.
length in cmlength in cm = 15 m = 15 m
100 cm
1 m
length in cm = 1500 cm
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Slide 59
METRIC SYSTEM
LENGTH
Unit Abbreviation Number of
Meters Approximate U.S.
Equivalent
kilometer km 1,000 0.62 mile
hectometer hm 100 328.08 feet
dekameter dam 10 32.81 feet
meter m 1 39.37 inches
decimeter dm 0.1 3.94 inches
centimeter cm 0.01 0.39 inch
millimeter mm 0.001 0.039 inch
micrometer µm 0.000001 0.000039 inch
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Slide 60
Divide by 10 or move one decimal place for each box to the left
Prefix kilo hecto Deka
Meter
deci centi milli
Abbreviation k h Dk m d c m
Example kilometer
hectometer
dekameter
meterdecimete
rcentimet
ermillimete
r
Multiplier 1,000 100 10 1 0.1 0.01 0.001
Multiply by 10 or move one decimal place for each box to the right
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Slide 61
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Slide 62
Interpret line graphs, bar graphs, and pie Interpret line graphs, bar graphs, and pie charts.charts.
Use scientific notation and significant figures Use scientific notation and significant figures in problem solving.in problem solving.
Identify the significant figures in calculations.Identify the significant figures in calculations.
Understand the difference between precision Understand the difference between precision and accuracy.and accuracy.
Chapter 1Organizing DataOrganizing Data
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Slide 63
BellringerBellringerImagine your teacher asked you to study how Imagine your teacher asked you to study how providing different amounts of fertilizer affected providing different amounts of fertilizer affected the heights of plants. You perform a study and the heights of plants. You perform a study and collect the data shown in the table below. Use collect the data shown in the table below. Use this data to answer the items that follow.this data to answer the items that follow.
Chapter 1
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Slide 64
Bellringer, Bellringer, continuedcontinued1. 1. Which amount of fertilizer produced the tallest plants?Which amount of fertilizer produced the tallest plants?2. 2. Which amount of fertilizer produced the smallest plants?Which amount of fertilizer produced the smallest plants?3. 3. Plot the data on a grid like the one below.Plot the data on a grid like the one below.4. 4. Describe the overall trend as more fertilizer is added to Describe the overall trend as more fertilizer is added to the plants.the plants.
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Slide 65
Presenting Scientific DataPresenting Scientific Data
Line graphs are best for continuous change.Line graphs are best for continuous change.
• Line graphs are usually made with the x-axis Line graphs are usually made with the x-axis showing the independent variable and the y-axis showing the independent variable and the y-axis showing the dependent variable. showing the dependent variable.
• The values of the dependent variable depend on The values of the dependent variable depend on what happens in the experiment.what happens in the experiment.
• The values of the independent variable are set The values of the independent variable are set before the experiment takes place.before the experiment takes place.
Chapter 1
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Slide 66
Line GraphLine Graph
Chapter 1
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Slide 67
Presenting Scientific Data, Presenting Scientific Data, continuedcontinued
Bar graphs compare items.Bar graphs compare items.
• A bar graph is useful for comparing similar data A bar graph is useful for comparing similar data for several individual items or events.for several individual items or events.
• A bar graph can make clearer how large or small A bar graph can make clearer how large or small the differences in individual values are.the differences in individual values are.
Chapter 1
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Slide 68
Bar GraphBar Graph
Chapter 1
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Slide 69
Presenting Scientific Data, Presenting Scientific Data, continuedcontinued
Pie charts show Pie charts show parts of a whole.parts of a whole.
• A pie chart is ideal A pie chart is ideal for displaying data for displaying data that are parts of a that are parts of a whole.whole.
• Data in a pie chart Data in a pie chart is presented as a is presented as a percent.percent.
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Slide 70
Graphing ActivityGraphing Activity
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Slide 71
Significant Figures and Significant Figures and Scientific NotationsScientific Notations
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Slide 72
Using Significant FiguresUsing Significant FiguresPrecision and accuracyPrecision and accuracy
Precision Precision the exactness of a measurementthe exactness of a measurement
Accuracy Accuracy a description of how close a a description of how close a measurement is to the true value of the quantity measurement is to the true value of the quantity measuredmeasured
Significant figure Significant figure a prescribed decimal place a prescribed decimal place that determines the amount of rounding off to be that determines the amount of rounding off to be done based on the precision of the measurementdone based on the precision of the measurement
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Slide 73
Significant FiguresSignificant Figures
The The significant figuressignificant figures (also called (also called significant digitssignificant digits) of a number are ) of a number are
those those digits that carry meaning that carry meaning contributing to its accuracy. contributing to its accuracy.
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Slide 74
Rules for identifying Rules for identifying significant digits significant digits
1.1. All non-zero digits are considered All non-zero digits are considered significant. significant.
Example: 123.45 has five significant Example: 123.45 has five significant figures: 1, 2, 3, 4 and 5. figures: 1, 2, 3, 4 and 5.
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Slide 75
Zeros appearing anywhere Zeros appearing anywhere between two non-zero digits between two non-zero digits
are significant. are significant.
Example: 101.12 has five Example: 101.12 has five significant figures: 1, 0, 1, 1 and 2.significant figures: 1, 0, 1, 1 and 2.
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Slide 76
Leading (space holding) Leading (space holding) zeros are not significant zeros are not significant
For example, 0.00012 has two For example, 0.00012 has two significant figures: 1 and 2. significant figures: 1 and 2.
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Slide 77
Trailing zeros in a whole Trailing zeros in a whole number are NOT significant. number are NOT significant.
For exampleFor example
200 1200 125000 225000 210,100 310,100 3
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Slide 78
When decimal point are present When decimal point are present at end of whole number, trailing at end of whole number, trailing
zeros ARE significantzeros ARE significant200. > 3200. > 3
25,000. > 525,000. > 510100. > 510100. > 5
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Slide 79
Trailing zeros in a number Trailing zeros in a number containing a decimal point are containing a decimal point are
significant.significant.0.0500 > 30.0500 > 3
0.03040 > 40.03040 > 40.0230 > 30.0230 > 3
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Slide 80
Addition and Subtraction:Addition and Subtraction:least number of digits to least number of digits to
right of decimal placeright of decimal place
Example: 24.46 2 digits Example: 24.46 2 digits + 4.123+ 4.123 3 digits 3 digits
30.58330.583 Rounds to: 30.58Rounds to: 30.58
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Slide 81
Multiplication and Division:Multiplication and Division:Quantity which has the smaller Quantity which has the smaller number of significant figuresnumber of significant figures
Example: 2.61 x 1.2 = 3.13Example: 2.61 x 1.2 = 3.13 Rounds off to: 3.1Rounds off to: 3.112.34 x 1.23 = 15.178212.34 x 1.23 = 15.1782 Rounds off to: 15.2Rounds off to: 15.2
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Slide 82
Rounding Rounding
Start with the leftmost non-zero digit (e.g. Start with the leftmost non-zero digit (e.g. the '1' in 1 200, or the '2' in 0.0256). the '1' in 1 200, or the '2' in 0.0256). Keep Keep nn digits. Replace the rest with zeros. digits. Replace the rest with zeros. Round up by one if appropriate. For Round up by one if appropriate. For example, if rounding 0.039 to 1 significant example, if rounding 0.039 to 1 significant figure, the result would be 0.04. figure, the result would be 0.04.
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Slide 83
ExamplesExamples
Rounding to 2 significant figures:Rounding to 2 significant figures:12 300 becomes 12 000 12 300 becomes 12 000
13 stays as 13 13 stays as 13 0.00123 becomes 0.0012 0.00123 becomes 0.0012
0.1 becomes 0.10 (the trailing zero indicates that 0.1 becomes 0.10 (the trailing zero indicates that we are rounding to 2 significant figures). we are rounding to 2 significant figures).
0.02084 becomes 0.021 0.02084 becomes 0.021 0.0125 becomes 0.012 in unbiased rounding, 0.0125 becomes 0.012 in unbiased rounding,
while it is 0.013 in biased. while it is 0.013 in biased. 19 800 becomes 20 000 19 800 becomes 20 000
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Slide 84
Scientific NotationScientific Notation (standard form(standard form or or exponential notation)exponential notation)
Way of writing numbers that Way of writing numbers that accommodates values too large or accommodates values too large or small to be conveniently written in small to be conveniently written in
standard decimal notation. standard decimal notation.
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Slide 85
Ordinary decimal Ordinary decimal notationnotation
Scientific Scientific notationnotation
11 1 × 101 × 1000
3030 3 × 103 × 1011
5 720 000 0005 720 000 000 5.72 × 105.72 × 1099
−−0.000 000 006 10.000 000 006 1 −−6.1 × 106.1 × 10−9−9
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Slide 86
Using scientific notation,300,000,000 m/sec can also be written as
3 x 100,000,000or in the shorter form,
3 x 108,where 8, the exponent, is the number of
zeros.
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Slide 87 Positive exponents/Large NumbersWritten in scientific notation by
moving the decimal point to the left. e.g. Avogadro's number is approximately
602,200,000,000,000,000,000,000Scientific notation : 6.022 x 1023
1. The decimal point is moved left to just after the first number 2. First number must be at least 1, but less than 103. In the example above, the decimal point has been moved
back by 23 places. That number is now the positive exponent of the base 10.
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Slide 88
Negative exponents/Small NumbersNumbers less than 1 can be expressed in scientific
notation by moving the decimal point to the right. e.g. 0.0006022
Standard Notation: 6.022 x 10-4
1. First number must be a least 1, but less than 10. 2. For our e.g., decimal point needs to move forward by 4 digits to the first non-zero number
3. For every place we move the decimal to the right we decrease the power of ten by one.
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Slide 89
Rule for Multiplication – 1. Multiply the coefficients2. Add the exponents. 3. The base will remain 10.
Rule for Division – 1. Divide the coefficients 2. Subtract the exponents. 3. The base will remain 10.
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Slide 90
RULE #1: Standard Scientific Notation is a number from 1 to 9 followed by a decimal and the remaining
significant figures and an exponent of 10 to hold place value.
Example:
5.43 x 102 = 5.43 x 100 = 5438.65 x 10 – 3 = 8.65 x .001 = 0.00865****54.3 x 101 is not Standard Scientific
Notation!!!
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Slide 91
RULE #2: When the decimal is moved to the Left the exponent gets Larger, but the value of the number stays the same. Each place the decimal moves Changes the
exponent by one (1). If you move the decimal to the Right it makes the exponent smaller by one (1) for each place it
is moved.
Example: 6000. x 100 = 600.0 x 101 = 60.00 x 102 =
6.000 x 103 = 6000(Note: 100 = 1)
All the previous numbers are equal, but only 6.000 x
103 is in proper Scientific Notation.
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Slide 92
RULE #3: To add/subtract in scientific notation, the exponents must first be the same.
Example: (3.0 x 102) + (6.4 x 103); since 6.4 x 103 is equal to 64. x 102.
Now add.
(3.0 x 102) + (64. x 102)
67.0 x 102 = Not in scientific notation
6.70 x 103 = 6.7 x 10 3
67.0 x 102 is mathematically correct/standard scientific notation can only have one number to the left of the decimal
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Slide 93
RULE #4: To multiply, find the product of the numbers, then add the
exponents.
Example: (2.4 x 102) (5.5 x 10 –4) =
[2.4 x 5.5 = 13.2] and [2 + -4 = -2]= 13.2 x 10 –2
Correct scientific notation: 1.3 x 10 – 1
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Slide 94
RULE #5: To divide, find the quotient of the number and subtract the exponents.
Example:
(3.3 x 10 – 6) / (9.1 x 10 – 8) = ? [3.3 / 9.1 = .36] and [-6 – (-8) = 2]
(3.3 x 10 – 6) / (9.1 x 10 – 8) = .36 x 102 3.6 x 10 1
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Slide 95
Scientific NotationScientific Notation
..\..\Integrated\PowerPointsHOlt\Ch01\80402.swf
80402.swf 80402.swf
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Slide 96
Writing Numbers in Scientific Writing Numbers in Scientific NotationNotation
Using scientific notationUsing scientific notation
• When you use scientific notation in calculations, When you use scientific notation in calculations, you follow the math rules for powers of 10.you follow the math rules for powers of 10.
• When you multiply two values in scientific When you multiply two values in scientific notation, you add the powers of 10. When you notation, you add the powers of 10. When you divide, you subtract the powers of 10.divide, you subtract the powers of 10.
Chapter 1
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Math SkillsMath Skills
Writing Scientific Notation Writing Scientific Notation The adult human The adult human heart pumps about 18 000 L of blood each heart pumps about 18 000 L of blood each day. Write this value in scientific notation.day. Write this value in scientific notation.
1. List the given and unknown values.1. List the given and unknown values.Given: Given: volume, Vvolume, V = 18 000 L = 18 000 LUnknown: Unknown: volume, V = ? x 10volume, V = ? x 10?? L L
Chapter 1
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Slide 98
Math SkillsMath Skills
2. Write the form for scientific notation.2. Write the form for scientific notation.VV = ? x 10 = ? x 10?? L L
3. Insert the known values into the form, 3. Insert the known values into the form, and solve.and solve.First find the largest power of 10 that will divide First find the largest power of 10 that will divide
into the known value and leave one digit before into the known value and leave one digit before the decimal point. You get 1.8 if you divide 10 the decimal point. You get 1.8 if you divide 10 000 into 18 000 L. 000 into 18 000 L.
So, 18 000 L can be written as (1.8 x 10 000) LSo, 18 000 L can be written as (1.8 x 10 000) L
Chapter 1
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Slide 99
Math SkillsMath Skills
Then write 10 000 as a power of 10. Then write 10 000 as a power of 10. Because 10 000 = 10Because 10 000 = 1044, you can write 18 000 L as , you can write 18 000 L as
1.8 x 101.8 x 1044 L. L.
Chapter 1
V = 1.8 x 104 L
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Slide 100
Math SkillsMath Skills
Using Scientific Notation Using Scientific Notation Your state plans to Your state plans to buy a rectangular tract of land measuring buy a rectangular tract of land measuring 5.36 x 105.36 x 1033 m by 1.38 x 10 m by 1.38 x 1044 m to establish a m to establish a nature preserve. What is the area of this nature preserve. What is the area of this tract in square meters?tract in square meters?
1. List the given and unknown values.1. List the given and unknown values.Given: Given: length, llength, l = 1.38 x 10 = 1.38 x 1044 m m
width, wwidth, w = 5.36 x 10 = 5.36 x 1033 m m
Unknown: Unknown: area, A = ? marea, A = ? m22
Chapter 1
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Math Skills, Math Skills, continuedcontinued
2. Write the equation for area.2. Write the equation for area.A = l A = l w w
3. Insert the known values into the equation, and 3. Insert the known values into the equation, and solve.solve.A = (1.38 A = (1.38 10 1044 m) (5.36 m) (5.36 10 1033 m) m)Regroup the values and units as follows.Regroup the values and units as follows.A = (1.38 A = (1.38 5.36) (10 5.36) (1044 10 1033) (m ) (m m) m)
When multiplying, add the powers of 10.When multiplying, add the powers of 10.A = (1.38 A = (1.38 5.35) (10 5.35) (104+34+3) (m ) (m m) m)A = 7.3968 A = 7.3968 10 1077 m m22
A = 7.40 A = 7.40 10 1077 m m22
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Slide 102
Precision and accuracyPrecision and accuracy
Precision Precision the exactness of a the exactness of a measurementmeasurement
Accuracy Accuracy a description of how a description of how close a measurement is to the close a measurement is to the true value of the quantity true value of the quantity measuredmeasured
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Slide 103
Accuracy and Precision, part Accuracy and Precision, part 11
Section 3 Organizing DataChapter 1
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Slide 104
Accuracy and Precision, part Accuracy and Precision, part 22
Section 3 Organizing DataChapter 1
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Slide 105
Accuracy and PrecisionAccuracy and Precision
Section 3 Organizing DataChapter 1
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Slide 106
Using Significant FiguresUsing Significant Figures
When you use measurements in When you use measurements in calculations, the answer is only as precise as calculations, the answer is only as precise as the least precise measurement used in the the least precise measurement used in the calculation.calculation.
The measurement with the fewest significant The measurement with the fewest significant figures determines the number of significant figures determines the number of significant figures that can be used in the answer.figures that can be used in the answer.
Chapter 1
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Slide 107
Math SkillsMath SkillsSignificant Figures Significant Figures Calculate the volume of a Calculate the volume of a
room that is 3.125 m high, 4.25 m wide, and room that is 3.125 m high, 4.25 m wide, and 5.75 m long. Write the answer with the 5.75 m long. Write the answer with the correct number of significant figures.correct number of significant figures.
1. List the given and unknown values.1. List the given and unknown values.Given: Given: length, llength, l = 5.75 m = 5.75 m
width, wwidth, w = 4.25 m = 4.25 m
height, hheight, h = 3.125 m = 3.125 m
Unknown: Unknown: Volume, V = ? mVolume, V = ? m33
Chapter 1
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Slide 108
Math Skills, Math Skills, continuedcontinued
2. Write the equation for volume.2. Write the equation for volume.V = l V = l w w h h
3. Insert the known values into the 3. Insert the known values into the equation, and solve.equation, and solve.V = 5.75 m V = 5.75 m 4.25 m 4.25 m 3.125 m 3.125 mV = 76.367 1875 mV = 76.367 1875 m33
The answer should have three significant figures, The answer should have three significant figures, because the value with the smallest number of because the value with the smallest number of significant figures has three significant figures.significant figures has three significant figures.
Chapter 1
V = 76.4 mV = 76.4 m33
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Slide 109
Understanding ConceptsUnderstanding Concepts1. 1. During a storm, rainwater depth is measured During a storm, rainwater depth is measured
every 15 minutes. Which of these terms every 15 minutes. Which of these terms describes the depth of the water?describes the depth of the water?
A.A. controlled variablecontrolled variableB.B. dependent variabledependent variableC.C. independent variableindependent variableD.D. significant variablesignificant variable
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Slide 110
Understanding ConceptsUnderstanding Concepts
2. 2. Why were scientists unable to form a theory that Why were scientists unable to form a theory that diseases are caused by bacteria before the late diseases are caused by bacteria before the late fifteenth century?fifteenth century?
F.F. No on tried to understand the cause of disease until No on tried to understand the cause of disease until then.then.G.G. Earlier scientists were not intelligent enough to Earlier scientists were not intelligent enough to understand the existence of bacteria.understand the existence of bacteria.H.H. The existence of microbes could not be discovered The existence of microbes could not be discovered until the technology to make high-quality lenses had until the technology to make high-quality lenses had been been developed.developed.I.I. Doctors believed they understood the disease Doctors believed they understood the disease process, process, so they would not accept new ideas about so they would not accept new ideas about the causesthe causes..
Chapter 1
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Slide 111
Understanding ConceptsUnderstanding Concepts
3. 3. What is a scientific theory?What is a scientific theory?
A.A. A theory is a guess as to what will happen.A theory is a guess as to what will happen.B.B. A theory is a summary of a scientific fact A theory is a summary of a scientific fact based based on observations.on observations.C.C. A theory is an explanation of how a process A theory is an explanation of how a process
works based on observations.works based on observations.D.D. A theory describes a process in nature that A theory describes a process in nature that can can be repeated by testing.be repeated by testing.
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Interpreting GraphicsInterpreting Graphics
4. 4. What is the What is the volume of the gas volume of the gas 40 seconds into 40 seconds into the experiment?the experiment?
F.F. 15 mL15 mLG.G. 24 mL24 mLH.H. 27 mL27 mLI.I. 50 mL50 mL