Name: ***Unit 1 - Introduction & What is Life

Learning Goals(Chapter 1)

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1 2 3 4 5 61 I can define what the observation step of the scientific method.2 I can define what is the purpose step of the scientific method.3 I can define what is the hypothesis step of the scientific method.4 I can define what is the experiment step of the scientific method.5 I can define what is the analysis step of the scientific method.6 I can define what is the conclusion step of the scientific method.

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Given a story problem I can differentiate each step of the scientific method (observation, purpose, hypothesis, experiment, analysis, & conclusion).

8 I can explain what a theory is.9 I can explain why scientists use the scientific method.

10 I can explain what an independent variable is.11 I can explain what a dependent variable is.12 I can explain what a control group is.

13Given a story problem, I can distinguish the independent variable, dependent variable, and control group.

14 I can explain the three parts of a good hypothesis.15 I can construct a testable hypothesis.16 I can explain the 5 parts every graph must contain.17 I can design a graph appropriate for the type of data collected.18 I can develop concept maps to explain information presented.19 I can define biology.20 I can explain how metabolism is a characteristic of life.21 I can explain how growth & development are characteristics of life.22 I can explain how homeostasis is a character of life.23 I can explain what is means to respond to the environment.24 I can explain how evolution is a characteristic of life.25 I can explain how the genetic code is a characteristic of life.26 I can explain how cells are a characteristic of life.27 I can explain how reproduction is a characteristic of life.28 I can explain the composition of molecules.29 I can explain the composition of cells.

Characteristics of Life & Scientific MethodVocabulary Word Definition in your own words Picture

1 Observation

2 Hypothesis

3 Theory

4 Qualitative

5 Quantitative

6 Independent Variable

7 Dependent Variable

8 Control

9 Homeostasis10 Metabolism11

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14

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Daily Activities/Bell Ringers/Do Now

Date______________________________List 5 important lab safety rules.

1.

2.

3.

4.

5.

Date______________________________List 3 reasons why it is important to follow safety rules.

1.

2.

3.

Date______________________________Give an example of quantitative data from the event.

Give an example of qualitative data from the event.

Date______________________________Mystery Boxes

Date______________________________Identify the:

1. Control group (the group that did not have any changes at the beginning)

2. Independent variable (what was changed between the test groups?)

3. Dependent variable (what was measured during the experiment?)

4. What should Smither’s conclusion be?

5. How could this experiment be improved?

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Date________________________________

1. What was the problem SpongeBob wanted to investigate?

2. What is the independent variable?

3. What is the dependent variable?

4. What should SpongeBob’s conclusion be?

Date______________________________1. In the dancing experiment, which variables were controlled or held constant?

2. What was the conclusion of the experiment?

3. State what you think could have been the hypothesis for this experiment, using an “if….,

then…” statement.

Date______________________________What is the volume of each graduated cylinder?

a. b.

Date______________________________List at least four characteristics that living things possess.

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Lab SafetyHands-on experiences are essential to learning in science class, but (safety, fun) must be the first concern!

The following rules exist for your (enjoyment, safety) .

These rules help to prevent accidents in the lab and allow for more efficient work to occur.

When first entering the science room, (do not touch, play with) any equipment, chemicals or other materials until you are instructed to do so.

NEVER enter the room if (the lights are off, you are unsupervised) .

Stay (focused, talking) & pay attention to (some, all) written and verbal instructions.

Ask questions before proceeding if you are unsure. Know what you are to do (when, before) you do it.

Misbehavior (WILL, CANNOT) and WILL NOT be tolerated!

Immediately notify your teacher of any (weird, unsafe) conditions you observe. Work with your group at (your station, all over the room) only. Report all accidents (later, immediately) to the teacher, no matter

how (big, small) . This includes (sparkly, broken) glass, cuts and (scrapes, buts) , chemical (spills, drinks) and fire. Learn the proper techniques for handling these accidents.

Remain (calm, crazy) ! Please note the location and proper use of the following lab

(decorative, safety) equipment:o Eyewash Stationo (Personal, Safety) Showero Fire (Snuggle, Safety) Blanketo Fire Extinguishero First Aid Kito Telephone with office number

Wear (goggles, sunglasses) when glassware is present and, when needed, gloves and aprons while engaging in lab activities.

Proper dress for lab includes: 5

(Curling, Tying) back long hair Removing dangling (bangs, earrings) Long sleeves and long pants Securing (tight, baggy) clothing No contact lenses No open toed (shoes, boats)

NEVER eat or drink in the lab. Keep hands away from (table, eyes), (mouth, feet) and body while using

chemicals.

Wash your hands with (glue, soap) & (water, alcohol) after performing lab activities.

NEVER touch, (look at, taste) or smell any chemicals unless specified to do so.

Never (push, rinse) anything down the (trashcan, sink) without the permission of your teacher.

Pay attention to (biohazard, storm) warnings.

Note the “ (interesting facts, safety tips)” in the classroom and lab before conducting lab activities.

Use the posted procedure and evacuation route for exiting the classroom and building if necessary.

In fairness to others, (break apart, clean up) glassware, (lab ware, lab reports) and equipment at the end of the lab.

Return all equipment and supplies to the proper (safety, storage) area.

You should have already agreed to and signed the (safety, carwashing) contract. This has to be done before you can do a lab.

Failure to comply with (safety, fun) guidelines may result in your (removal, entry) from the class and (extra credit, loss of credit) for the work that is done in your absence.

Practice SAFE Science…or ELSE!

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Name ________________________

Science Safety Rules

The Bikini Bottom gang has been learning safety rules during science class. Read the paragraphs below to find the broken safety rules and underline each one. How many can you find?

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. The teacher

passed out the materials and provided each person with an experiment book.

SpongeBob and Gary flipped through the book and decided to test the properties of a mystery substance. 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. In the process, he knocked over a bottle of the mystery

substance and a little bit splashed on Gary. SpongeBob poured some of the 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 Gary

so he could see. Gary 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. They were worried about running out of time, so they left the test tube and

materials on the table and moved to a different station to try another experiment.

Patrick didn’t want to waste any time reading the directions, so he put on some safety goggles and picked a

couple different substances. He tested them with vinegar (a weak acid) to see what would happen even though he

didn’t have permission to experiment on his own. He noticed that one of the substances did not do anything, but the

other one fizzed. He also mixed two substances together to see what would happen, but didn’t notice anything. He

saw SpongeBob and Gary heating something in a test tube and decided to do that test. He ran over to that station and

knocked over a couple bottles that SpongeBob had left open. After cleaning up the spills, he read the directions and

found the materials he needed. The only test tube he could find had a small crack in it, but he decided to use it

anyway. He lit the Bunsen burner and used tongs to hold the test tube over the flame. He forgot to move his notebook

away from the flame and almost caught it on fire.

Before they could do another experiment, the bell rang and they rushed to put everything away. Since they

didn’t have much time, Patrick didn’t clean out his test tube before putting it in the cabinet. SpongeBob noticed that

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he had a small cut on his finger, but decided he didn’t have time to tell the teacher about it. Since they were late, they

skipped washing their hands and hurried to the next class.

Measurement TechniquesGraduated CylindersAlways read volume from the bottom of the (meniscus, water). The meniscus is the curved surface of a liquid in a narrow cylindrical container.Try to avoid parallax errors. (Pairwashes, Parallax) errors arise when a meniscus or needle is viewed from an angle rather than from straight-on at eye level.

Determine the volume contained in a graduated cylinder by reading the bottom of the meniscus at eye level.

Read the volume using all (certain, weird) digits and one (uncertain, unweird) digit. (Certain, Fixed) digits are determined from the calibration marks on the

cylinder. The (left over, uncertain) digit (the last digit of the reading) is estimated.

Thermometerso Determine the temperature by reading the

scale on the thermometer at eye level.o Read the temperature by using all certain

digits and one uncertain digit. Sound familiar?!

Do not allow the tip to touch the walls or the bottom of the flask.If the thermometer bulb touches the flask, the temperature of the (liquid, glass) will be measured instead of the temperature of the

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(glass, solution) . Readings may be incorrect, particularly if the flask is on a hotplate or in an ice bath.

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Metric System Review

List the common units of the metric system and what they are used for:

What are the common prefixes? k____ h____ da_____ base d____ c____ m_____mLg

How will you remember them?

Practice problems:1. 2 km = __________ m Steps to solve these problems:2. 0.05 m = __________ mm 1. Put a decimal at the end of the whole 3. 65 cm = __________ mm number if needed.4. 400 cm = __________dam 2. Find the starting prefix on the metric line.5. 6.4 kg = __________ g 3. Find the ending prefix on the metric line.6. 3.6 L = __________ mL 4. Count how many places, left or right, 7. 12.8 mL = __________ L between the two prefixes.

5. Move the decimal that many places.Partner Problems 6. Put a zero in every empty placeholder.

1. 19 mg = __________ g2. 7.2 m = __________ km3. 0.1 L = __________ cL4. 51 cg = __________ g5. 9.1 mm = __________ dm6. 6.5 km = __________ m

a) 34 m = __________ kmb) 0.8 kL = __________ Lc) 18.3 cg = __________ gd) 0.08 dam = __________ mm

a) 2000 mm = __________ cmb) 3 m = __________ dmc) 4.8 cm = __________ md) 0.00652 km = __________ mme) 7.02 m = __________ km

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Taking it from here to thereMetric conversion practice

Part I. Write the correct abbreviations

1. milliliter ______________ 2. decimeter _________________3. kilogram ______________ 4. centimeter _________________5. millimeter______________ 6. gram _____________________7. hectogram _____________ 8. liter ______________________

Part II. Which prefix belongs with each value?

1. 1/100 ____________ 2. 10________________ 3. 1/1000 ___________4. 1/10 _____________ 5. 1000 _____________ 6. 100 ______________

Part III. Conversions

1. 100 mL = _______________________ cL2. 2456 cL = ______________________ L3. 5342 L =________________________ kL4. 89 m = _________________________ cm5. 909 dL = _______________________ kL6. 789 mm =_______________________ m7. 9 000 mg = ______________________ kg8. 83.4 dg =________________________g9. 2345.66 g = ______________________kg10. 5.3 m =___________________________cm11. 1956 dL =_________________________ L12. 110 m =___________________________km13. 0.002 m=__________________________mm14. 123 kg =___________________________ hg15. 56mm = ___________________________cm

Part IV. Which is bigger?

1. 10 cm or 10 m 2. 1 L or 100 mL 3. 4500 g or 4 kg 4. 12 g or 1.2 dg 5. 3 km or 3000 cm 6. 850 L or 8500 mL

Part V. Application.

1. What units would you use to measure the distance from New York to Los Angeles?

2. What units would you use to measure a paper clip?

3. What units would you use to measure the length of the classroom?

4. What units would you use to measure the thickness of a sheet of paper?

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Graphic Organizers:Tools for Mastering Science Concepts

Student Notes

Introduction: A science class can be overwhelming with facts and information. As a science student you will

be faced with new vocabulary words, definitions, and concepts that may be difficult to understand.

You must be the master of the information. Do not let the information master you! The use of graphic organizers is a skill that will help you in your study of science. In this exercise, you will learn to draw and develop several different types of graphic

organizers that are most often used in a science class, including concept maps, events chains and cycle maps.

Concept Maps: A concept map is a diagram that shows the relationships among ideas or concepts. Concept maps are useful for breaking down large concepts into smaller parts, making learning

easier. In a concept map, major terms are placed in ovals or boxes and linked to other terms and

definitions, generally in a descending pattern. Once you learn this technique, you can use it as a study skill all year long.

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Concept Map Example: Read the following short passage. After you read the passage, we will develop a concept map of the major concepts, terms and definitions.

Matter exists in three common states: solids, liquids and gases. A solid has a definite shape and a definite volume. Solids have this characteristic because the particles in them are packed together in relatively fixed positions. The particles of a solid are held together by strong attractive forces between them, and only vibrate about fixed points. Matter that is in the liquid state has a definite volume but no definite shape. The particles composing a liquid are close together but can move past each other, allowing the liquid to flow. The particles in a liquid move more rapidly than those in a solid. Gases have neither a definite volume nor a definite shape. All gases have this characteristic because the particles composing them move very rapidly and are at great distances from one another compared to the particles of a liquid or a solid. A fourth, less common, state of matter is plasma. Plasma is a high temperature state of matter in which atoms lose most of their electrons. Plasma is found in fluorescent bulbs and in stars.

Directions: Use the graphic organizer below to organize the information given in the above reading passage.

Teacher: I have found that it is best to go ahead and teach all three graphic organizers. Once examples have been given for each, I use the enclosed practice problems for drill and review and practice.

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Events Chain: Another type of concept map is an events chain. This is often referred to as a “flow chart”. A flow chart shows the order or sequence of items. It can be used to describe a sequence of events, the steps in a procedure, or the stages

of a process. To begin, identify the first event that starts the chain. Then, find the next event and

continue until the final stage is reached.

Event Chain (Flow Chart) Example: The following passage describes the path of water from the point it enters the roots until the point it exits a leaf. First, read the passage several times. Then, make a flow chart showing the path of water through a plant.

Plants must have water in order to survive. The roots of a plant are responsible for absorbing water from the soil. Water must then be carried to the top of the plant, where the water escapes from the leaves. Roots are found underground and connect to the stems above ground. At the tops and on the sides of stems are found leaves. Water enters the root through small, hair-like structures called roots hairs. The water must then enter long tubes of xylem in order to be carried up the stem and to the leaves. In order to reach the tubes of xylem in the roots, water must pass across a large area of cortex to reach the xylem found in the center of the root. The xylem tubes are connected end to end and lead from the roots, up the stem and into the leaves. Once the water reaches the leaves, it escapes into the atmosphere though small pores in the leaf called stomata. The water may pass through a layer of cells called the spongy layer in order to reach the stomata.

Copyright © Science Stuff

Cycle Maps:14

A cycle map can be used when the series of events do not produce a final outcome. The order of events leads back to the beginning event. The cycle repeats itself. You must first decide what event is the beginning event. Then list the events in the order that they occur, with the last event leading back to the

beginning event.

Cycle Map Example: Read the following short passage. After you read the passage, we will develop a cycle map of the events.

Life Cycle of a Fern: The adult fern plant consists of leafy fronds. The fronds produce spores on the underside of their leaves. The spores are released and may be carried away by wind or water. If the spores land in shady, moist soil they will germinate and grow into small, heart-shaped plants. These heart-shaped plants produce both male sperm cells and female egg cells. The sperm must swim to the egg in rainwater. When the sperm reaches the egg, fertilization occurs, producing a zygote. This zygote begins to form a new plant. The new plant will produce a leafy frond that produces spores, and the cycle begins again.

Copyright © Science Stuff

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Concept Mapping Practice

Directions: Now you will practice the skills you have just learned. Read each of the following passages. First, decide what type of graphic organizer will work best for the

information given. Then, use the space below the passage to organize the information into the appropriate type of graphic organizer.

Passage #1: Symbiosis is a close relationship between two different species of organisms. The relationship between the two organisms may be beneficial or harmful, or neither. A mutualistic relationship is one in which both of the organisms benefit. Insects have a mutualistic relationship with flowers. The insect receives nectar from the flower, and the flower gets pollinated in return. In commensalism, one organism is benefited while the other is neither harmed nor helped. An example of commensalism is seen in the relationship between whales and barnacles. Barnacles are crustaceans that attach to the skin of the whale. The barnacle benefits by having a place to live and it feeds upon scraps of food from the whale’s mouth. The whale neither benefits nor is harmed by this relationship. When one organism is benefited and the other is harmed, the relationship is termed parasitism. Fleas feed upon the blood of dogs and cats, and cause harm to the animal.

Passage #2: The sun’s energy is essential for life on earth. The photosynthetic plants on earth absorb the sun’s energy and use it to build molecules of glucose. This energy is then passed along from one organism to another in a food chain. A herbivore such as a grasshopper eats the plant. A lizard eats the grasshopper. Finally the energy reaches a top carnivore when a hawk eats the lizard.

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Passage #3: When an area in the environment is destroyed by a disturbance such as a fire or volcanic disturbance, living organisms will begin to colonize the barren area in a certain order. This is called ecological succession. The first organisms to appear are referred to as a pioneer species. Good examples of pioneer species are the lichens. The lichens are able to break down rocks, the first step in creating new soils. The lichens are quickly followed by grasses. As more soil is produced and the quality of the soil improves, larger plants begin to appear such as sedges and bushes. The last to appear are trees. The trees are referred to as a climax community because they will remain unchanged for an extended period of time.

Passage #4: Nitrogen is required by all living things to build proteins. Most of the nitrogen on earth is contained in the atmosphere. Bacteria in the soil are able to take atmospheric nitrogen and incorporate it into molecules called nitrates. Plants absorb these nitrates from the soil and convert them to plant proteins. Animals eat the plants, converting the plant proteins into animal proteins. When living organisms die, they are decomposed by bacteria and the nitrogen is returned to the atmosphere.

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Tabling, Graphing and Analyzing Data

I. IntroductionA. Whenever data is collected, it is often presented in a meaningful way so that others can view and

make sense of it. Often the data will be presented in a (data table, mishmash) or a (graph, picture). Data tables are a way of (presenting, organizing) the information. Graphs are (pictorial diagrams, cool diagrams) that represent (entire idea, numerical data) .

B. As a student, it is important that you master these essential skills:1. Interpreting and reading graphs2. Constructing data tables3. Constructing different types of graphs (line graphs, bar graphs, circle graphs)4. Critical thinking and problem solving

II. Interpreting Graphs

A. Study the line graph to the right and answer the following questions.

1. What information is being shown in this graph?(What is being measured is on the Y axis. What caused the changes is on the X axis.)

2. Describe the results shown for corn plants.(How did it’s height change with more fertilizer?)

3. Describe the results shown for oak seedlings.(How did it’s height change with more fertilizer?)

4. Describe the results shown for rose bushes.(How did it’s height change with more fertilizer?)

5. At what fertilizer concentration do oak seedlings stop improving?

6. What was the height of the tallest plant used in this experiment?

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7. For which plant is this fertilizer least effective at higher concentrations?

8. Which plant shows the best growth when the fertilizer concentration is 100 mg/L?

9. Predict how tall corn plants might be when the fertilizer concentration is 75 mg/L.

10. Consider the three types of plants used in this experiment. What reasons might explain why the results turned out as they did?

B. Study the bar graph to the right and answer the following questions:

1. Do fish grow to a larger weight in pond water or in tap water?

2. Which grow larger, the males or the females?

3. What is the average weight of female fish when grown in pond water?

4. What is the average weight of male fish when grown in tap water?

5. Why do you suppose the fish grow the best in pond water?

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III. Making a Table

As scientists collect data, it must be recorded in an organized fashion. Any time data is collected in an experiment it is most often presented in a table. The data table must have a title, rows, columns, and heads. The title should be placed at the top and tells the observer what information is contained in the table. At the top of each column should be a “head” that tells you what information is in the column.

Example 1: Make a data table for the following information

The following data were collected for the growth of a plant. On day 0, there was 0 growth. On day 1, there was 2.0 cm of growth. On day 2, there was 5.3 cm of growth. On day 3, there was 6.1 cm of growth. On day 4, there was 8.4 cm of growth. On day 5, there was 11 cm ofgrowth.

1) In the top row, place the title of your data table. (PLANT GROWTH RATE)2) In the next row, place the two column heads. (DAYS, GROWTH)3) In the remaining rows, fill in the data.

Example 2: Make a data table for the following information

The number of cricket chirps was recorded on two different nights at various temperatures (Celsius). On night 1, the following data was obtained: Temp 16, cricket chirps 33; Temp 18, cricket chirps 38; Temp 20, cricket chirps 42; Temp 22, cricket chirps 46; Temp 24, cricket chirps 50.

On night 2, the following data was obtained: Temp 16, cricket chirps 32; Temp 18, cricket chirps 36; Temp 20, cricket chirps 41; Temp 22, cricket chirps 43; Temp 24, cricket chirps 51.

1) In the top row, place the title of your data table.2) In the next row, place the two column heads.

Since data were collected on two different nights, you will need 4 columns.

3) In the remaining rows, fill in the data.

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IV. Making a Line Graph

Line graphs show data plotted as points that are connected by a line. Line graphs are often used to show change over time and can be used to compare two or more sets of data.

Before a line graph can be constructed, you must identify the two variables that will serve as x and y coordinates on the graph. These are called the (independent, first) variable and the (second, dependent) variable.

The independent variable is the one being (changed, held the same) during the experiment. It is always placed on the (x-axis or horizontal axis, y-axis or vertical axis).

The dependent variable is the observed result of the independent variable being changed. The dependent variable is always placed on the (x-axis or horizontal axis, y-axis or vertical axis)

An easy way to remember this is to ask yourself the questions, “What did I know before I did the experiment?” (independent variable) and “What did I learn by doing the experiment?” (dependent variable)

Using the grid below, make a line graph using the information in example 1 from above.

Be sure to: (1) First determine which variable to place on the horizontal (x) axis and which variable to place on the vertical (y) axis. (2) Label each axis appropriately. (3) Scale each axis appropriately. (4) Title your graph.

GROWTH OF PLANTDAY GROWTH0 01 2.0 cm2 5.3 cm3 6.1 cm4 8.4 cm5 11 cm

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Using the grid below, make a line graph using the information in example 2 from above.

Be sure to: (1) First determine which variable to place on the horizontal (x) axis and which variable to place on the vertical (y) axis. (2) Label each axis appropriately. (3) Scale each axis appropriately. (4) Title your graph. (5) Since this graph will have two different lines, be sure to label each line.

Chirps vs Temp.Night 1 Night 2

Temp (in C) Chirps Temp

(in C) Chirps

16 33 16 3218 38 18 3620 42 20 4122 46 22 4324 50 24 51

V. Making a Bar Graph

Bar graphs are useful for showing comparisons of data collected by counting. A bar graph has two axes, a horizontal axis and a vertical axis. Generally the horizontal axis is labeled and the vertical axis is divided. The data are not related so the bars do not touch.

In the space below, make a bar graph of the following information.In an orchard the following kilograms of peaches were picked during a 6-year period

Year Kilograms1995 54

1996 421997 351998 571999 482000 62

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VI. Making a Circle Graph

Circle graphs are used less often in science reporting, but they are often seen in newspapers and magazines. A circle graph is a convenient way to show the relative sizes of the parts that form an entire body of data.

Suppose that in a particular high school, the number of students taking a science class is as follows: 50% are taking biology, 30% are taking chemistry, 10% are taking physics and 10% are taking some other type of science class. Use the circle below to represent this data in pictorial form.

VII. Analysis Questions

1. Under what circumstance would each of the following types of graphs be best used?

a) Line Graph:

b) Bar Graph:

c) Circle Graphs:

2. How is a graph similar to a data table?

3. Does a steep curve on a line graph indicate a rapid or slow rate of change?

4. You are conducting a photosynthesis experiment to determine how much oxygen is produced over a 24-hour period of time. You are measuring the oxygen production every hour for 24 hours. a) What type of graph is best used to represent this data? b) When you construct a graph of your data, which variable will be placed along the x-axis? c) When you construct a graph of your data, which variable will be placed along the y-axis?

1. What is an advantage of using multiple lines on the same graph?

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Introduction to Science and the Scientific Method

I. What is Science?A. The goal of science is to investigate and understand the natural world, to explain events in the natural

world, and to use those explanations to make useful predictions.

B. Science:1. Science deals only with the natural world.2. Scientists collect and __(organize, report) information in a careful (mishmash, orderly) way,

looking for patterns and connections between events.

3. Scientists propose (explanations, formulas) that can be (learned, tested) by examining evidence.

4. Science is an organized way of using evidence to learn about the natural world.

C. How is science done?1. Science begins with an (idea, observation) . This is the process of gathering information about

events or processes in a careful, orderly way.

2. (Notes, Data) is the information gathered from making observations.

3. There are two types of data:a) Quantitative data are (numbers, drawings) obtained by counting or measuring.

b) Qualitative data are (figures, descriptions) and involve characteristics that cannot be counted.

4. Hypothesisa) A hypothesis is a (scientific explanation, wild guess) for a set of observations.b) A hypothesis must be stated in a way that makes it “testable”. The hypothesis is just a

possible answer to a question, and it must be thoroughly tested.

III. Scientific MethodsA. The scientific method is a series of steps used by scientists to (solve, make-up) a problem or

(answer, repeat) a question.

B. The Steps to the Scientific Method

Step 1: Observation / Asking a Question1. A problem or a question must first be identified. 2. Examples: How much water can a root hair absorb? Why does a plant stem bend toward the light?

What effect does temperature have on heart rate?

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Step 2: Form a Hypothesis1. Hypothesis – a possible (figure, explanation) to the question or (problem, signature).

It is simply a prediction and has not yet been proven or (disproven, discussed) .

2. It must be stated in a way that is testable. A statement is considered “testable” if evidence can be collected that either does or does not support it. Use “If…….., then…….” statements.

Step 3: Designing a Controlled Experiment1. The factors in an experiment that can be changed are called (triggers, variables) . Some example

of variables would be: changing the temperature, the amount of light present, time, concentration of solutions used.

2. A controlled experiment works with (one, lots of) variable at a time. If several variables were changed at the same time, the scientist would not know which variable was responsible for the observed results.

3. In a (controlled, flimsy) only one variable is changed at a time. All other variables should be unchanged or “controlled”.

4. An experiment is based on the comparison between a (control group, imaginary group) with an (experimental, fantasy) group.a) These two groups are identical except for one factor.b) The control group serves as the comparison. It is the same as the experiment group, except that

the one variable that is being tested is removed.c) The experimental group shows the effect of the variable that is being tested.

5. Example: In order to test the effectiveness of a new vaccine, 50 volunteers are selected and divided into two groups. One group will be the control group and the other will be the experimental group. Both groups are given a pill to take that is identical in size, shape, color and texture. One pill contains the vaccine, the other contains sugar.

Describe the control group: (Which group is normal, or does not get any changes?)

Describe the experimental group: (Which group received something different?)

What variables are kept constant? (What conditions are the same between the groups?)

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What variable is being changed? (What is different between the two groups?)

6. There are two variables in an experiment:a) The independent variable is the variable that is deliberately (changed, marked) by the scientist.

b) The dependent variable is the one (decreased, observed) during the experiment.

The dependent variable is the data we collect during the experiment. This data is collected as a result of changing the independent variable.

c) In the vaccine example, what is the independent variable?

d) In the vaccine example, what is the dependent variable?

Step 4: Recording and Analyzing Results1. The data that has been collected must be organized and analyzed to determine whether the data are

reliable.2. Does the data support or not support the hypothesis? (Be sure to review the data to figure this out!)

Step 5: Drawing Conclusions1. The evidence from the experiment is used to determine if the hypothesis is (proven or disproven,

modified and arranged).

2. Experiments must be repeated over and over. When repeated, the results should always be the same before a valid conclusion can be reached.

III. Forming a TheoryA. A theory may be formed after the hypothesis has been tested many times and is supported by

much evidence.B. Theory: A broad and comprehensive (guess, statement) of what is thought to be true.

C. A theory is supported by considerable evidence. (LOTS of evidence and testing!!)

IV. Practice Problem

You want to determine the effects of a certain fertilizer on the growth of orchids grown in a greenhouse. Materials that are available to you include: greenhouse, 100 orchid plants, water, fertilizer, and soil. You want to know if the orchids will grow best with a weak concentration of fertilizer, a medium concentration of fertilizer, or a high concentration of fertilizer. How will you design an experiment to test different concentrations of this fertilizer?

A. State your hypothesis: 26

B. How will you set up a controlled experiment?

C. What is the control group in this experiment?

D. What is the experimental group in this experiment?

E. What variables must be kept constant in this experiment?

F. What variable is being changed in this experiment?

G. After one month of measuring the orchids, the following data is obtained:

Group 1 (Control Group): Grew to an average height of 15 cm.Group 2 (Weak concentration): Grew to an average height of 35 cm.Group 3 (Medium concentration): Grew to an average height of 28 cm.Group 4 (High concentration): Grew to an average height of 10 cm.

Is your hypothesis supported or disproved by these results?

What is your conclusion based on these results?

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V. Analysis Questions:

A. Why is it important to have a large sample size in any experiment?

B. Why is it important to repeat the experiment many times?

C. What is the importance of the control?

D. How is a theory different than a hypothesis?

E. Why is it so important that a scientist accurately describes the procedure used in the experiment?

F. What is the difference between the independent and the dependent variables in an experiment?

G. In a “controlled experiment”, why must all of the variables, except one, be kept constant throughout the experiment?

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Name: ___________________________________________________ Period: ______________

Scientific Method Worksheet

Definitions Variable:

Independent Variable

Dependent Variable

Control Group

3. Some students grew sunflowers in the biology laboratory. After three weeks they measured the height of each plant. The following figure shows the conditions of the experiment:

Temperature Humidity Water Received Daily

Daily Light Exposure

Color of Light

Plant Group A 21° C 50% 30 ml 10 hours VioletPlant Group B 21° C 50% 30 ml 10 hours GreenPlant Group C 21° C 50% 30 m 10 hours White (normal)

a. What factors are the students changing among the plant groups? __________________________________

b. What is the independent variable in this experiment? _______________________________________________

c. What will be measured at the end of the experiment? _______________________________________________

d. What is the dependent variable in this experiment? _________________________________________________

e. Which group is the control group? _________________________ Why? ____________________________________

f. What parts of the experiment were held constant (kept the same) for all groups?

g. What other things should be kept the same for all plants in this experiment? (THINK!)

h. Give a possible hypothesis for this experiment.

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4. A horticulture class wonders if classical music will affect the growth of marigolds. The students plant two groups of marigold seeds in identical soil types. They provide the same amount of water, light, and nutrients to each group. Group A is placed into a quiet atmosphere and Group B is exposed to 12 hours of classical music each day. The class records plant height every day for one month.

a. What is the independent variable in this experiment? _______________________________________________

b. What is the dependent variable in this experiment? _________________________________________________

c. Which group is the control group? _________________ Why? ___________________________________________

d. What parts of the experiment were held constant (kept the same) for all the groups?

e. What other things should be kept the same for all plants in this experiment? (THINK!)

f. Give a possible hypothesis for this experiment.

5. A student wonders if he will get to hunch faster if he is first one out the classroom door. For one week he is the first one to leave class and measures the time it takes to get to lunch each day. The next week he waits until all other students have left the classroom before he leaves. He measures the time it takes to get to lunch each day.

a. What is the independent variable in this experiment? _______________________________________________

b. What is the dependent variable in this experiment? _________________________________________________

c. What variable should the student consider for this experiment? In other words, what things should he try to keep the same?

d. What are some things the student may not be able to control in this experiment?

e. Give a possible hypothesis for this experiment.

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Name: _________________________________________________ Period: ______________

1. While observing the mystery “thing” on the screen, fill in the following:Observations Leading You to Observations Leading You to Think Think It is a Living Thing It is NOT a Living Thing

a. Was it breathing?b. Was it moving?c. Was it changing shape?d. Did it grow?e. Did it’s color change?f. What else do living things do?

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2. What is a living thing (organism)? Try to write a definition that defines life (Note: this is not asking about living versus dead [once living]. That is an interesting but separate issue.):

3. Brainstorm a list of features/characteristics that are common to all living things:

4. After discussing everyone’s response to the three questions above, what are the best features of living things that were proposed?

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What is Life? Prezi Outline

Biology = the scientific study of (life, death) (Bio = life, -ology = to study)

1. What is life?

2. What distinguishes living from non-living

things?

How do we know if something is

living?

All living organisms share 8 general

characteristics.

1. Order – ordered structures typify life

All are made of (sugar, cells)

2. All (die, reproduce) – make or produce their own kind

2 different ways to reproduce:

(sexually, asexually) – sperm/egg

(sexually, asexually) – budding

3. All (move, grow) and develop

4. All growth is regulated by (genetic, brain) material

Genetic code passed from (friend, parent) to (friend, offspring)

DNA & RNA

5. Respond to environment - All maintain an (internal, external) environment

Very narrow limits of how much it can change

Homeostasis = ability to maintain (stable, unstable) internal conditions

6. All respond to environmental stimulus

Ex:

7. All convert (energy, sugar) for food source

(Metabolism = chemical reactions in a body)

All utilize chemical energy to (give, conduct)

activities

8. All change over time (Evolve)

Organisms (change, stay the same) over many generations

Change based on success in environment

The (greater, less) the success, the (more, less) they reproduce

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REMEMBER: The ultimate goal of living organisms is to get more copies of their own DNA into future generations.

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STUDY GUIDE: Biology Unit 1 Test - What is science/biology?

1. What is biology?

2. What are the steps of the scientific method?

3. Is it possible for a hypothesis to be disproven? Explain.

4. Is it possible to write a hypothesis that cannot be tested? Explain.

5. In a controlled experiment, how many variables should be tested?

6. When enough experimental data support a hypothesis, the hypothesis becomes a(an):

7. Explain why a theory is not a fact.

8. When does a scientist have to follow safety procedures?

Use the chart below to answer the next set of questions.

Characteristics of Life

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A researcher investigated two groups of fruit flies. Population A was kept in a 0.5-L container. Population B was kept in a 1.0-L container.

9. What is the problem?

10. What type of data is being kept (quantitative or qualitative) and why?

11. What is the independent variable?

12. What is the dependent variable?

13. What might the scientist conclude from this data?

14. Is this a controlled experiment? Explain.

Define the following terms.

15. homeostasis

16. asexual reproduction

17. stimulus

18. metabolismUse the chart below to answer the next set of questions.

Once a month, a pet owner recorded the mass of her puppy in a table. When the puppy was 3 months old, she started to feed it a “special puppy food” she saw advertised on TV.

19. What is the problem?

20. What type of data is being kept (quantitative or qualitative) and why?

21. What is the independent variable?

22. What is the dependent variable?

23. What might the scientist conclude from this data?36

24. Is this a controlled experiment? Explain.

Which characteristic of life is being shown by the pictures below. Explain.

Which characteristic of life is being described in the statements below. Explain.

25. A person begins to breathe faster while they run the mile.

26. A person blinks when you throw a piece of paper at them.

27. A person who was 5”0 in junior high is now 5”6 as a freshman.

28. DNA can be used to identify criminals.

Name: ______________________________________________ Date: __________________________ Period: _______________

Sponge Animals LabBackground: In the lab you will be given two gelatin capsules that contain sponge animals, which are common toys usually labeled as “magic capsules”. The animals will grow when placed in water. Consider the following questions about sponge animals:

Does the temperature of the water affect the rate of growth? Does stirring the water affect the rate of growth? Does the type of water, salt or tap, affect the rate of growth?

Purpose (which ONE of the above questions will you test in this experiment?):

Hypothesis (what do you think your results are going to be?):

Yum! I’m Hungry!

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In this experiment:a. What is the independent variable? ____________________________________________________________________

b. What is the dependent variable?______________________________________________________________________

c. What is your control group? ___________________________________________________________________________

d. What is your experimental group? ____________________________________________________________________

e. What are 3 constants you will put into place? ________________________________________________________

Materials (what do you need to complete this experiment?):

Procedures (list the steps in order of what you plan to do to test your hypothesis):

Teacher initials __________Data (Construct a data table that shows your experiment and the data gathered. Make sure that the table is labeled correctly, has a title, and is neat!)

Error: List three different things that you may have done wrong in the lab that may have prevented your results from being 100% accurate.

1. ____________________________________________________________________________________________________________

2. ____________________________________________________________________________________________________________

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3. ____________________________________________________________________________________________________________

Conclusion (Write your conclusion. Your conclusion should answer the experimental question (purpose). Use your data to support your answer, including a comparison between your experimental group and your control. Suggest a reason why the sponge animals behaved the way they did.)

What happened in your experiment?

What was measured and how did it change?

Why did this happen?

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Design Your Own ExperimentScientific Method

The assignment:1. Your group (2-3 per group) will be given a problem for which you will need to

design an experiment.2. You must then come up with a hypothesis that could be tested. It does not have

to be in “if, then” format, but it must be testable!3. Identify your independent variable.4. Identify your dependent variable.5. List all the materials you would need to carry out your experiment (you will not

actually be doing the experiment).6. Draw the set-up of the experiment (control and experimental groups) and make

sure everyone is ready to explain this to the class tomorrow.7. Include in your set-up the list of constants that will be maintained throughout

the experiment.8. Draw a data table that could be used to record your data. Include “data” that you

“observed” during your experiment (make it up, but try to be realistic).9. Include a conclusion detailing the results of your experiment.

Put all of your ideas on poster paper. You will have the poster on the board while our group presents. This is worth 25 points. All team members will receive the same grade. Grading will be based on the rubric given to the group. Please use it while you work and turn it in to me before your group presents so I may use it to grade your poster. Each member of your group must present one part of the poster during the presentation.

Your poster must show the following and will be presented tomorrow.1. Problem (Question)

2. Hypothesis

3. Independent Variable

4. Dependent Variable

5. Materials list

6. Provide 2 set-ups: Control Group and Experimental Group

7. Draw your set-ups and be able to explain them

8. Important Constants: things kept the same between all groups (LIST)

9. Possible Data Table and “data” (DRAW)

10. Conclusion

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Names: _________________________________________________________

Rubric for Grading Scientific Method Poster

Points 0 1 2 3

1. Problem None given Clearly statedClearly stated as a question

2. Hypothesis

Possible answer to the problem not given and/or is not testable

Possible answer to the problem given as a statement, but is not testable.

Possible answer to the problem clearly given as a statement. Is testable

3. Independent Variable None given Incorrect Correctly stated4. Dependent Variable None given Incorrect Correctly stated

5. Materials No materials given

Materials list given; missing 1 or more key items Materials list complete

6. Experiment Set-Up

No set-up or incomplete

Experimental group given, but no control group given

Both control and experimental groups given, but have more than one variable

Both control and experimental groups given, one variable

7a. Drawing of Set-Up

Unclear or hard to see pictures with missing differences or similarities

Unclear or hard to see pictures OR missing differences or similarities

Clear, visible pictures showing differences/similarities

7b. Explanation of Set-Up

Group struggles to give steps of experiment

Group gives chronological steps but is unsure how experiment would be performed

All members of group can give chronological steps of how the experiment would be performed.

8. ConstantsNone given, or wrong constants

Constants given important ones missing 5 though-out constants

9. Data Table Incorrect or not given

Not neatly drawn and/or sensible with independent and dependent variables missing; no "data" given

Neatly drawn and sensible with independent and dependent variables labeled and "data" given

10. Conclusions Incorrect or not given

Given but does not adequately detail results of experiment

Given and adequately details results of experiment

Poster Quality Boring…but complete

Colorful and neat but not easily read from the back row of seats

Colorful, neat and easily red from the back row of seats

Total Points = __________/25

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