Introduction To Biology - SCHMITZ SCIENCE
Introduction To Biology Amy Brown SciencePage 1
What is Science?The goal of science is to investigateand understand the natural world, toexplain events in the natural world,and to use those explanations tomake useful predictions.1. Science deals onlywith the naturalworld.2. Scientists: . collect and organizeinformation in a careful,orderly way, looking forpatterns and connectionsbetween events.3. Scientists proposeexplanations thatcan betested byexamining evidence.4. Science is an organized way of using evidence to learnabout the natural world.Page 2
How is Science Done?Science begins with an observation.This is the processof gatheringinformation aboutevents orprocesses in acareful, orderlyway.Data is the information gathered frommaking observations.Page 3
There are two types of data:Quantitative data are: numbers and areobtained by counting ormeasuring.Qualitative data are: descriptions andinvolve characteristicsthat cannot becounted.Page 4
A hypothesis is ascientific explanation fora set of observations.A hypothesis must bestated in a way thatmakes it “testable”. Thehypothesis is just apossible answer to aquestion, and it must bethoroughly tested.Page 5
Biology is the study of life.This study of life rangesfrom the very simple onecelled organisms . .to the very complexmulticellular organisms.Page 6
The Themesof BiologyBiology isunified bycertainthemes nomatter whatkind oforganism isbeing studied.The themes of biology are:1.2.3.4.5.6.Cell structure and functionStability and homeostasisReproduction and InheritanceEvolutionInterdependence of organismsMatter, energy and organizationEach of these themes will be explored in the following slides.Page 7
Theme: Cell Structure and FunctionThe cell is the .basic unit of life All living organisms arecomposed of cells.Different levels of cell structure and organization include:UnicellularColonialMulticellularPage 8
Unicellular OrganismsColonial OrganismsA unicellular organism iscomposed of a single cell.1. Unicellular organisms thatlive together in groups.2. The cells have norelationship to each other.Examples: Bacteria,yeast, ameba3. There is no specializationor differentiation.Page 9
Multicellular Organisms1. A multicellular organism is a group of cells that live and worktogether in one organism.2. There is differentiation and cell specialization.3. Cell Specialization: A cell that is highly specialized for just onefunction.4. Tissue: a group of similar cells all performing a similar activity.5. Organ: several tissues functioning as a unit.6. Organs work together to form systems.7. Various systems form a multicellular organism.8. Advantage of having cell specialization: A cell that has only onefunction can be much more efficient at that one job.9. Disadvantage of cell specialization: The cells are dependent uponone another. If one group of cells fails to do its job, the other cellswill perish.Page 10
There are many different types of cells, but theyare alike in several ways:They are surroundedby a membrane.They contain genetic information (DNAor RNA) that is a set of instructions formaking new cells and new cell parts.Page 11
Theme: Stability and Homeostasis1. Cells must be able tomaintain very stableinternal environments.2. All cell processes mustbe very carefullyregulated.3. Homeostasis isthe internalbalance that acell mustmaintain.Page 12
Theme: Reproduction and InheritanceReproduction: All organismsproduce new organisms likethemselves.All organisms pass theirgenetic information to theiroffspring in the form of DNA.Gene: A short segment ofDNA that is the instructionsfor a single trait orcharacteristic.Page 13
Sexual ReproductionAsexual ReproductionOffspring are produced bythe joining together of DNAfrom two parents. The eggof one parent joins with thesperm of the other parent toproduce a zygote.Offspring are produced byonly one parent. Alloffspring are exact copiesof the parent.Page 14
Theme: EvolutionTo evolve means to change over time.Scientists studyevolution in order tounderstand how all thedifferent organisms thatlive on Earth today cameto be.Page 15
Evolution is the result of Natural Selectiona) Organisms with favorable characteristics are morelikely to survive and reach reproductive age.b) Favorable characteristics might include: the ability tocatch food, the ability to be well camouflaged, or theability to withstand harsh environmental conditions.c) When these organisms reproduce:they will pass down these favorable characteristics totheir offspring.d) If an organism is not well suited to itsenvironment, it is unlikely that it willlive and reproduce.e) Since different genes are beingpassed on to offspring, organismsslowly change over time.Page 16
Theme: Interdependence of OrganismsThe study of an individual organism isvery important, but in order tounderstand our biological world,scientists must study the interaction oforganisms with one another and withtheir environment.This branch of biology is called: EcologyNo single organism can survive on its own. Animalsdepend onplants as a source of food. Plants maketheir own food, but require thecarbon dioxide releasedinto the environment by animals. All of the organisms onEarth are interconnected.Page 17
Theme: Matter, Energy, and OrganizationLife on Earth depends upon the energy fromthe sun.Through the process of photosynthesis,plants are able to harness the energy of thesun to make their own food in the form ofglucose.Autotrophs are:Organisms that can make their own food.These organisms include green plants andsome unicellular organisms.Heterotrophs are:Not capable of making their own food.These organisms include animals and the fungi. Heterotrophs must takein food by consuming autotrophs.Page 18
Scientific MethodsThe scientific method is:A series of steps used by scientiststo solve a problem or answer aquestion.The Steps to the Scientific Method1. Observation / Asking a Question2. Form a Hypothesis3. Design a Controlled Experiment4. Record and Analyze Results5. Draw ConclusionsPage 19
Step 1:Observation / Asking aQuestionA problem or aquestion mustfirst beidentified.For example:Step 2: Form a HypothesisHypothesis:A possibleexplanation to thequestion orproblem.It is simply a prediction and hasnot yet been proven or disproven.How much water can a roothair absorb?Why does a plant stem bendtoward the light?What effect does temperaturehave on heart rate?Page 20
Step 3: Designing a ControlledExperiment1. The factors in an experiment that can be changed are calledvariables. Some examples of variables would be: changing thetemperature, the amount of light present, time, concentration ofsolutions used.2. A controlled experiment works with one variable at a time. Ifseveral variables are changed at the same time, the scientist wouldnot know which variable is responsible for the observed results.3. In a “controlled experiment” only one variable is changed at a time. All other variablesshould be unchanged or “controlled”.4. An experiment is based on the comparison between acontrol group with an.experimental groupa) These two groups are identical except for one factor.b) The control group serves as the comparison. It is the same as theexperiment group, except that the one variable that is being tested isremoved.c) The experimental group shows the effect of the variable that is beingtested.Page 21
Example: In order to test theeffectiveness of a new vaccine, 50 volunteersare selected and divided into two groups.One group will be the control group and theother will be the experimental group. Bothgroups were given a pill to take that wasidentical in size, shape, color and texture.Describe the control group.Even though the volunteers are given identicallooking pills, the control group will notactually receive the vaccine.Describe the experimental group. This group will receive the vaccine.What variables are kept constant? The size, shape, color, and texture ofthe pill.What variable is being changed? Whether or not the pill contains thevaccine.Page 22
There are two variables in an experiment:a) The independentvariable is thevariable that isdeliberatelychanged by thescientist.b) The dependent variable isthe one observed during theexperiment. The dependentvariable is the data we collectduring the experiment. Thisdata is collected as a resultof changing the independentvariable.c) In the aboveexample, what is theindependentvariable?It is the addition of thevaccine to the pillsthat were given to thevolunteers.d) In the aboveexample, what isthe dependentvariable?The observedhealth of the peoplereceiving the pills.Page 23
Step 4: Recording and Analyzing Results1. The data that has been collected must beorganized and analyzed to determine whetherthe data are reliable.2. Does the datasupport or notsupport thehypothesis?Page 24
Step 5: Drawing ConclusionsThe evidence from the experiment is used todetermine if the hypothesis is proven or disproven.Experiments must berepeated over andover. When repeated,the results shouldalways be the samebefore a validconclusion can bereached.Page 25
Forming a TheoryA theory maybe formedafter thehypothesishas beentested manytimes and issupported bymuchevidence.Theory:A broad andcomprehensivestatement ofwhat is thoughtto be true.A theory issupported byconsiderableevidence.Page 26
Making a Data TableAs scientists collect data, itmust be recorded in anorganized fashion. Anytime data is collected in anexperiment, it is most oftenpresented in a table. Thedata table must have a title,rows, columns, and heads.The title should be placedat the top and tells theobserver what informationis contained in the table. Atthe top of each columnshould be a “head” thattells you what information isin the column.Page 27
Example 1: Make a data table for the following informationThe following data were collected forthe 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 of growth.In the top row, place the title of yourdata table.In the next row, place the two columnheads.The growth of a plant incentimetersDayGrowth00 cm12.0 cm25.3 cm36.1 cm48.4 cm511 cmIn the remaining rows, fill in the data.Page 28
Example 2: Make a data table for the following informationThe number of cricket chirps was recorded on two different nights at various temperatures (Celsius). Onnight 1, the following data was obtained: Temp 16, cricket chirps 33; Temp 18, cricket chirps 38; Temp20, 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.The number of cricket chirps recorded atdifferent temperaturesIn the top row, placethe title of your datatable.Night 1In the next row, placethe two columnheads. Since datawere collected on twodifferent nights, youwill need 4 columns.TempIn the remaining rows,fill in the data.Night 2# ChirpsTemp# Chirps1633163218381836204220412246224324502451Page 29
Making a Line GraphLine graphs show data plotted as points thatare connected by a line. Line graphs areoften used to show change over time and canbe used to compare two or more sets of data.Before a line graph can be constructed,you must identify the two variables thatwill serve as x and y coordinates on thegraph. These are called the “independentvariable” and the “dependent variable”.An easy way to remember thisis to ask yourself thequestions:The independent variable is the one beingmanipulated or changed during the experiment. It isalways placed on the x-axis or horizontal axis.“What did I know before I didthe experiment?” (independentvariable)The dependent variable is the observed result of theindependent variable being changed. Thedependent variable is always placed on the y-axis orvertical axis.“What did I learn by doing theexperiment?” (dependentvariable)Page 30
Using the grid below, make a line graph using theinformation in example 1 from above.1210862Scale each axisappropriately.The Growth of Plants in Centimeters4Label each axisappropriately.Growth (cm)First determine whichvariable to place on thehorizontal (x) axis andwhich variable to place onthe vertical (y) axis.Title your graph.Plot the points on thegraph.012345Time (days)Page 316
Your graph should look like this:Page 32
Using the grid below, make a line graph using theinformation in example 2 from above.Title your graph.Plot the points on thegraph.Since this graph will havetwo different lines, be sureto label each line.50403020Scale each axisappropriately.Number of Cricket Chirps Recorded atVarious Temperatures10Label each axisappropriately.# cricket chirpsFirst determine whichvariable to place on thehorizontal (x) axis andwhich variable to place onthe vertical (y) axis.1618202224Temp ( C)Page 33
Your graph should look like thisPage 34
Making a Bar GraphBar graphs areuseful for showingcomparisons of datacollected bycounting.A bar graph has two axes, a horizontal axis and avertical axis. Generally the horizontal axis islabeled and the vertical axis is divided.Page 35
In the space below, make a bar graph of the following information.50 6040302000199919981997Title the graph.1996Draw bars showing theappropriate amounts.1995Determine which variable toplace on each axis. Labeleach 19992000Peaches Picked in an OrchardKilograms of PeachesIn an orchard thefollowing kilograms ofpeaches were pickedduring a 6 year period.YearPage 36
Early Ideas About the Origin of LifeThe principle of biogenesis states that:All living things come from pre-existing living things.Prior to the 17th century, scientists believed in the idea ofspontaneous generation or abiogenesis.This was the idea that . living things could arisefrom nonliving things.Examples: Maggots arise from dead, rotted meat. Mice arise from grain stored in a barn. Beetles arise from cow dung.Page 37
Francesco Redi - 1668Redi did not believe in spontaneousgeneration and conducted anexperiment todisprove it.It was believed at the timethat maggots and fliesarose from rotting meat.Redi wanted to disprovethe idea that flies wereproduced spontaneouslyfrom rotted meat.Page 38
Redi’s experiment consisted of . a control group and an experimental group.Control Group Meat was placed in thebottom of a jar. The jar was left uncoveredand open to the air. After several days,maggots appear in themeat. Why? Flies landed on themeat and laid their eggs.The eggs hatched intomaggots.Page 39
Experimental Group In this group, the jar wascovered with a cloth. The flies are attracted to therotting meat, but cannot reachthe meat to lay their eggs. No maggots appeared in themeat.Results: The cloth allowed air to enter the jar, but prevented the flies fromlanding on the meat. Therefore no maggots appeared in the covered jars. This proved Redi’s hypothesis that flies produce maggots, and thatmaggots do not spontaneously arise from rotting meat.Page 40
Lazzaro SpallanzaniAt the time that Redi was conducting hisexperiment, themicroscope was invented,revealing that the world is teeming with.microorganismsMany scientists believed that microorganismsappeared by .spontaneous generation from the airSpallanzani designed an experiment to test a hypothesisabout the spontaneous generation of microorganisms.His Hypothesis:Microorganisms are notformed from air, butarise from othermicroorganisms.Page 41
ControlGroupBroth is boiled.ExperimentalGroupSpallanzani’s ExperimentBroth is boiled.Spallanzani reasoned that boiling thebroth would kill all the microorganisms inthe broth. Both flasks were heated untilthe broth boiled.The control flask was left open. Theexperimental flask was sealed with astopper while the broth was still very hot.Flask is left open.Flask is stoppered.After several daysthe broth is cloudywith microorganisms.Broth remains clear.No microorganisms.The broth in the sealed flask remainedclear after several days, while the brothin the open flask became cloudy due tocontamination with microorganisms.Page 42
Spallanzani concluded that the boiled broth in theopen flask became contaminated with microorganismsfrom the .airSince no microorganisms appeared in the closedflask, microorganisms were not produced by.spontaneous generationPage 43
Many scientists at the time, who still believed in spontaneousgeneration, objected to his experiment.These scientists claimed that Spallanzani had heated the flasksvital force ” in the air.for too long and had destroyed the “vital forceSince the flask was sealed, new air containing this “ ”could not enter and spontaneous generation was not allowedto occur.The idea ofspontaneousgeneration waskept alive foranother century.Page 44
Louis Pasteur(mid 1800’s)Pasteur finally disprovesspontaneous generation once andPage 45
Pasteur’s ExperimentBroth is boiled in a curve-necked flaskuntil all microorganisms have been killed.The end of the curve-necked flask is leftopen. One year passes, and the brothremains free of microorganisms.After a year, the curved-neck isbroken off the flask.One day passes, and the broth becomescloudy with microorganisms.Scientists who believedin spontaneousgeneration could notobject since thevital force air was still“ ”allowed to enter theflask.The curved neck wasopen to the air, but thecurved neck preventedsolid particlescontainingmicroorganisms fromentering the flask.Once the neck wastaken off,enteredmicroorganismsthe flask and the brothimmediately becamewithcloudymicroorganisms.Page 46
The Characteristics of LifeAll living things . no matter how different from eachother they may be . .share a set ofcommon characteristics.Page 47
.are made up of units called cells.Page 48
.reproduce.Page 49
.are based on a universal genetic code called DNA.Page 50
.grow and develop.Page 51
.obtain and use materials and energy.Page 52
.respond to their environment.Page 53
.maintain a stable internal environment ina process called homeostasis.Homeostasis is the balance between cellsand their environment.Page 54
.evolve, or change, over time.Page 55
The Microscope1. Base2. Fine Adjustment Knob: Moves thestage up and down very slowly.3. Coarse Adjustment Knob:Moves the stage up anddown rapidly.4. Stage Clips: Holds theslide in place.5. Objective Lens: Thesecond set of lenses in acompound microscope.6. ArmPage 56
The Microscope7. Ocular: The first lens in a compoundmicroscope.8. Rotating Nosepiece: Allows the userto change objectives.9. Body tube: Keeps thetwo sets of lenses thecorrect distance apart.10. Stage: A place to putthe slide.11. Diaphragm: Regulatesthe amount of light thathits the slide.12. Light sourcePage 57
The Compound (Light) MicroscopeSome early microscopes Compound Microscope: This microscopeallows light to pass through the specimenand uses two lenses to form an image.Page 58
Magnification and ResolutionMagnification is how much theimage is enlarged.Total mag. (ocular)(objective)4x objective (10) (4) 40 times magnification10x objective (10) (10) 100 times magnification40x objective (10) (40) 400 times magnificationResolution:1. A measure of the clarity of an image.2. It is the power to show detailsclearly.Page 59
How to Measure Under the MicroscopeThe unit of measurement used to measure thingsunder the microscope is the micron ( ).One micron .000001 meters or 1/25,000 inch.Using the 10x objective The 10x objective has afield of view with adiameter of 1500 Estimate the size of the cellin the drawing to the left.With the 10x objective, the size ofthe cell would be about 650 μ.Page 60
How to Measure Under the MicroscopeUsing the 40x objective .With the 40xobjective, the size ofthe cell would beabout 100 μ.The 40x objective has afield of view with adiameter of 375 Estimate the size of the cellin the drawing to the left.Page 61
The Electron MicroscopeDoes not use light.It uses a stream of electrons. Magnets guide thestream of electrons toward the specimen, and theimage is projected on a photographic plate.Advantage:Magnificationup to200,000times.Disadvantage: The method usedto prepare the specimen will killthe cells so that living cells cannotbe observed.Page 62
Created by Amy BrownCopyright Amy Brown ScienceAll rights reserved by author.This document is for yourclassroom use only.This document may not beelectronically distributed or postedto a web site.Page 63
of Biology The themes of biology are: 1. Cell structure and function 2. Stability and homeostasis 3. Reproduction and Inheritance 4. Evolution 5. Interdependence of organisms 6. Matter, energy and organization Biology is unified by certain
animation, biology articles, biology ask your doubts, biology at a glance, biology basics, biology books, biology books for pmt, biology botany, biology branches, biology by campbell, biology class 11th, biology coaching, biology coaching in delhi, biology concepts, biology diagrams, biology
Lothar Schmitz, Sylvain Schmitz, Thomas Schoebel-Theuer, Klaas Sikkel, Michael Sperberg-McQueen, Michal Žemlicka, Hans Åberg, and many others, for helpful cor-ˇ respondence, comments on and errata to the First Edition, and support for the Second Edition. In particular we want to thank Kees van Reeuwijk and Sylvain Schmitz for
DAT Study Tips* Biology Materials: DAT Destroyer, Feralis Biology Notes, Cliff's AP Bio 3rd Edition, DAT Bootcamp (Both Cliff’s AP Bio and Feralis Notes are free online) Biology is one of the most time consuming sections to study for, given that the scope of the material covered in DAT biology is so randomly big. Cliff's AP Bio 3rdFile Size: 527KBPage Count: 9Explore furtherDAT Bootcamp Biology Flashcards Quizletquizlet.comHow to Study for the DAT Biology Section the Right Way .datbootcamp.comFeralis Biology Notes DAT Study Tips Free Downloadferalisnotes.comFeralis Biology Notes? Student Doctor Network Communitiesforums.studentdoctor.netBiology Cumulative Exam Flashcards Quizletquizlet.comRecommended to you b
Jan 17, 2018 · Biology: The Dynamics of Life, Glencoe Biology/Biophysical Science 2005 Modern Biology, Holt, Reinhart, and Winston Biology/Biophysical Science 2002 Biology, Prentice Hall Biology/Biophysical Science 2004 BSCS Biology: A Molecular Approach, 8th
IB Biology 9780198307747 IB Biology Course Book (Print Online) 134.95 IB Biology 9781927173930 Biozone IB Biology Student Workbook 49.95 IB Biology 9781927173947 Biozone IB Biology Model Answers 12.95 IB Biology 9780198393511 Biology for the IB Diploma - IB Study Guide 63.95
Biology, Mathematics, and a Mathematical Biology Laboratory 1.1 The Natural Linkage Between Mathematics and Biology Mathematics and biology have a synergistic relationship. Biology produces interest-ing problems, mathematics provides models to understand them, and biology
Figure 6-17a Essential Cell Biology ( Garland Science 2010) 21. Figure 6-17b Essential Cell Biology ( Garland Science 2010) 22. Figure 6-16 Essential Cell Biology ( Garland Science 2010) 23. 24. 25. Figure 6-19 Essential Cell Biology ( Garland Science 2010) 26.
Dictator Adolf Hitler was born in Branau am Inn, Austria, on April 20, 1889, and was the fourth of six children born to Alois Hitler and Klara Polzl. When Hitler was 3 years old, the family moved from Austria to Germany. As a child, Hitler clashed frequently with his father. Following the death of his younger brother, Edmund, in 1900, he became detached and introverted. His father did not .
