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Life
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How strong are yourobservation skills??
Lets test your skills- pair up with a
partner, get 10 pieces of popcorn, andlisten for instruction!
Analysisa. Which kinds of observations were
most helpful? Least?b. What other types of data
could have been useful?
c. What 2 categories could you divideall your observations into?
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Types of DATAQuantitative-
Qualitative-
Measurable, involves numbers=(objective)
ex: temp., height, pH, mass
Observations that cant becounted or measured but are
detected by our senses (subjective)Problem?
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How does Observation fit into thestudy of Biology?
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OBSERVE (I notice)
Generate a question (I wonder)
Hypothesize(I propose an explanation)
Design experimentand gather data(I do)
Analyze results
vs predictions:Support or not?(I think)
Reflect/conclude
(I communicate)
CYCLE OF INQUIRY
(I research)
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LIFE UNIT: PART 1 NOTES
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Life: Biology
I. The Science of biology (Chap 1)A. Biology defined:
Biologists study questions about how living
things work, how they interact with theenvironment and how they change over time.
B. Why study biology? Ex:
1. Interest; applications2. Improve
3. Care of
Study of Life
Career
Quality of life
Environment
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There are many topics in BIOLOGY:Some biologists study dietSome study the environment
Some study certain animalsSome study
DNA
NutritionistMarine
Biologist
EnvironmentalistGeneticist
Watson and Crick
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~BIOLOGY AND SOCIETY~
Biology is in the news and ever changing as we learn moreabout:
*new technologies
*disease treatments
*newly discovered species
*debates on environmental issues.
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HOW DO WE DEFINE LIFE?
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What characteristics of life do these 6
organisms have in common?
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C. Characteristics of Life1.Made of 1 or more cells2.Reproduce (at cellular level)
3.Complex, highly organized chemicals4. Movement5.Grow and develop6.Lifespan
7.Respond to stimulus8.Adapts to environment9.Metabolism - all processes in getting and using
energy to maintain homeostasis
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Lets Observe a Live organism !
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LIFE Unit notes: PART 2
The Themes of Biology
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THEME: Energy
Metabolism = all processes involved in and getting,
taking in and transforming/useing energy &
materials
Question: What is the ultimate source of all the energy?
Living things use energy to power all of lifes processes:
repair, movement, & growth
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THEME: Energy
The metabolic process ofDigestion helps start toget the energy out of food to run everything in our body
Examples of metabolism:
Photosynthesis is a metabolic processin which plants, algae, and some bacteria use
the suns energy to make sugar
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Theme: EnergyEnergy FLOWS through:
Ecosystems
A body system
Cell chemicals
facstaff.bloomu.edu
http://facstaff.bloomu.edu/jhranitz/Courses/APHNT/Laboratory%20Pictures.htmhttp://facstaff.bloomu.edu/jhranitz/Courses/APHNT/Laboratory%20Pictures.htm -
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2. In the providedspaces in notes:
How many of the missingbody systems can you name?
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Theme: Systems and Interactions
(a)Digestive(b) Reproductive
(c)Nervous(d) Circulatory (includes immune system)(e)Excretory(f)Muscular(g) Skeletal
(h) Endocrine (hormones)(i)Respiratory(j)Integumentary (skin/coverings)
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Theme: Systems and Interactions
Body systems: there are interactions
within a system and between systems:Ex: digestive system gets full, muscles
stretch and triggernerves and brain
detects and endocrine hormones
released!
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Theme: Systems and InteractionsCells and ecosystems have multiple
interactions: The whole is more than the
sum of its parts.Animation(HHMI)
http://www.xvivo.net/powering-the-cell-mitochondria/http://www.xvivo.net/powering-the-cell-mitochondria/ -
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Theme-Unity within diversity
EX: All Organisms havecells, but the cell types are
different in structure andfunction
Analogy- all the balloons on
this page are the same shape(unity) but they are different
colors (diversity)
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Theme: Homeostasis
Maintaining a steady state evenwhen environment/conditions
change
EX: Body temperature
Ex: Predator/prey balance
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Theme: Evolution= Change over Time
Comparing organisms past and present looks atchanges- used to classify/group (cladograms)
Natural Selection- as the environment changes
those with the right adaptations survive-leads todifferent species
Adaptations can lead to diversity
in function
Ex: bird beaks
Big unifying theme!
http://biology.unm.edu/ccouncil/Biology_203/Summaries/Phylogeny.htmhttp://biology.unm.edu/ccouncil/Biology_203/Summaries/Phylogeny.htmhttp://fsc.fernbank.edu/birding/bird_beaks.htmhttp://fsc.fernbank.edu/birding/bird_beaks.htmhttp://fsc.fernbank.edu/birding/bird_beaks.htmhttp://www.google.com/imgres?imgurl=http://biology.unm.edu/ccouncil/Biology_203/Images/Phylogeny/ReptileCladogram1.jpg&imgrefurl=http://biology.unm.edu/ccouncil/Biology_203/Summaries/Phylogeny.htm&h=330&w=499&sz=21&tbnid=ZEbbOKtG08IJ::&tbnh=86&tbnw=130&phttp://biology.unm.edu/ccouncil/Biology_203/Summaries/Phylogeny.htmhttp://biology.unm.edu/ccouncil/Biology_203/Summaries/Phylogeny.htm -
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https://www.youtube.com/watch?v=mZt1Gn0R22Qhttps://www.youtube.com/watch?v=mZt1Gn0R22Qhttps://www.youtube.com/watch?v=mZt1Gn0R22Q -
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Process of Science
(also called Nature of science)
Science is a way of knowing about
the world based on gathering dataand analyzing evidence.
It is Not just an accumulation offacts
h ( ) f
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Theme:Process (Nature)of Science
Science is about:
observing the natural world and trying to understand thereason why things are the way they are.
having curiosity about the world.
making educated guesses about the underlying forcesof nature and testing those guesses out.
taking careful records and measurements.
continually updating and refining what you think youknow as your experience and understanding grow.
Science is a way of knowing about the world.
(Bob Frederick, csmate,Colorado state)
http://evolution.berkeley.edu/evolibrary/article/0_0_0/nature_05http://evolution.berkeley.edu/evolibrary/article/0_0_0/nature_01 -
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LIFE Unit notes: PART 3
The Organization and Classification
of Living things
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Scale of the Universe ?
Where does Life fit into the
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Organization of Living things
All living things can be placed in a
heirarchy that shows increasing
complexity. This helps show
relationships and is one of the themes
of biology. Locate the following in your
notes packet.
Biosphere: area of earth where all life exists
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Organism: bacteria, man, fly,fungus, tulip
Population: all the deer in Maine
Community: all populations around a pond
Ecosystem: tree, field, drop of waterBiome: desert, tundra, temperate deciduous forest, tropical rainforest, grasslands, taiga, marine, freshwater
Biosphere: area of earth where all life exists
Atom-C,H,O,N.P,S
Molecule-H2O, ATP, DNA
Organelle- nucleus,ribosome
Cell- blood, skin, Ameba, bacteriaTissue: nervous, muscle, skin
Organ: brain, stomach, lung, kidneySystem: digestive, reproductive, excretory, skeletal
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Classification
How and why do biologists
organize life and name organisms?
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Classification: Organizing
Organisms Taxonomy:
Why classify?
Ease of reseach/
organizing info
Consistency/
communication/ share
knowledge
See relationships/ make
inferences about new
organisms
Aristotles method was
A beginnning but he
only observed
Contained errors
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Classification:
Galens contribution :
DissectionLinneaus:Designed
the basic classification
system
Carl Von Linne
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Why did he choose Latin?
Not changing
because not spoken
Basis of Europeanlanguages
Known by educated
people at the time
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3 Domains
(see chart) Archaea
Bacteria
Eukarya
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The taxa
Domain
Kingdom
Phylum
Class
Order
Family
Genus Species
Subspecies
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Domain: Eukarya Domain: Eukarya
Kingdom: Animalia Kingdom: AnimaliaPhylum: Chordata Phylum: Chordata
Class: Mammalia Class: Mammalia
Order: Perissidactyla Order:Perissidactyla
Family: Equidae Family: EquidaeGenus: Equus Genus: Equus
Species: caballus Species: asinus
What are these 2 organisms?
Why classifiied as different species?
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Binomial Nomenclature Specific 2 name system using the last 2 taxa
(genus and species)
Rules
Capitalize genus Lower case species
Italicize or underline
May use 1st initial of genus once full name isgiven
Why use? More specific than common name; common
names not consistent
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Complexity in Classification
More DNA and other molecular evidence suggests thatprevious classifications (5 or 6 Kingdoms) were basedon incomplete descriptions of organisms
However, for the purposes of this class, you can look atthe chart (focus primarily on fungi, plantae, animalia)
http://tolweb.org/tree/phylogeny.html
http://species.wikimedia.org/wiki/Main_Page
http://tolweb.org/tree/phylogeny.htmlhttp://species.wikimedia.org/wiki/Main_Pagehttp://species.wikimedia.org/wiki/Main_Pagehttp://tolweb.org/tree/phylogeny.html -
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Modern methods for classification
Structure/ anatomy
DNA/ chromosome similarities
Fossil record Embryology
Behavior
Biochemistry
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Species Definitons
Biological species:
2 individuals can breed and produce fertile, viable
offspring
Phylogenetic Species:
Comparing life forms and their structures, physical
and chemical to fossils
* Typological species:
based upon structural similarities
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Limitations to species definitionsTypological :
* DNA variations produces a wide varietywithin a species that can be misleading.* Extinct species may have only bones or
imprints-no other traits to compare
Biological :*Impractical to breed every type.* Can't breed extinct species. Sometimes some clearly different can
interbreed and be bred artificially.
Phylogenet ic:* Evolutionary history not known for all
species.
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Cladogram
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Dichotomous Key
An either/ or choice
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Ghosts of past lessons:historical perspective,
theories on Origins of Lifeand elements of the
scientific method
STOP HERE- End of current Life Unit- following are
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Life- Part 4
Historical background
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Historical Experiments:
Spontaneous
Generation
(abiogenesis) =
Non-life-beginning
Life from non-life
Defined: living organisms
created from non-living
materials
1st beliefs:Aristotle
Frogs from mud
No experiments
Only observations
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Redis meat maggots experiments
(1668)Hypothesis: flies come
from other flies
1. Meat in jars - open
2. Meat in covered jars
Conclusion: covered jars:
NO MAGGOTS!
No spontaneous
generation
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Broth experiments - to seal or not
to seal? Needham (1745) -
hypoth: yes to SG (vital
force)
Hypoth: if heat brothwill kill, so if life shows
up, then SG
Open to air
Conclusion: SG!
(error in his
conclusion?)
http://www.npg.org.uk/live/search/portrait.asp?LinkID=mp06991&rNo=0&role=art
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Spallanzani (1768)
Criticized Needham
because of air.
Removed air from flask
- NO GROWTH
Then redesigned:
Loosened seal:
GROWTH
Conclusion? No SG!
http://en.wikipedia.org/wiki/Image:Spallanzani.jpg
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Pasteur comes along 1860s
1a. Swan neck and
straight neck - both
open
Swan neck - no
growth!
1b. Tipped swan neck
to get dust: growth!
Conclude: NO SG!
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More Pasteur
2. Varied dusty
areas
Result: variedgrowth - more dust,
more growth
No SG - dust carried it
OVERALL: disproved
SG theory
http://en.wikipedia.org/wiki/Image:Louis_Pasteur.jpg
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I. Origins of Life Theories (Chap14)
What does evolutiontheory say werethe events that ledto life?
a. Big Bang- 15 billionyears
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Earth form/Primordial Soup-4.6 Billion yrs.-
Oparins Hypothesisabout conditions:
a. ChemicalSoup:
methane, Hydrogen,water, ammonia
b. NO Oxygen
c. Heat
d. Eons of timee. Energy source(lightening)
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c. Chemical Evolution- formation
of organic molecules1. Miller and Ureys
apparatus (see p. 403)
2. Foxs proteinoid spheres(also called protocells,
prebiotic cells, andcoacervates) (see p. 404)
1. Reproduction- assume RNAbefore DNA, asexual beforesexual
***BIG jump from a group of organized molecules toa living cell***-
3.5 billion yrs (some suggest could be 3.8 bill.)
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d. 1st simple life
unicellularprokaryotes (haveno nucleus)=bacteria/ Archea
a. Assume anerobic(do not use
Oxygen)- why?
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Why anaerobic?
O2 is an oxidizer andwill make molecules fallapart
could not get togetherlong enough to makemore complex ones.
a.Assume heterotrophic(must take in food)-why?
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Why heterotrophic?
Heterotrophs put out CO2as a waste,not O2. If they were autotrophs
they would make O2as a waste.
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Next steps:
e. photosynthesis develops- this allows:
O2production and heterotrophs can increase, and respirationprocesses
f. Eukaryotic life (cells with a nucleus)- simple Protists-Ameba
Endosymbiont theory- Lynn Margulis- p.406- some prokaryoticcells absorbed into others and became organelles withineukaryotes.
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Some other ideas:
Life arrived here on meteors Life did not begin in the soup and
the atmosphere was not same asOparin suggested
Life began in volcanic vents in thedeep sea
Scientific inquiry
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Scientific inquiry
1. Designing an experiment (p17)
a. Define a problem/ purpose
b.Observation and background research Hypothesis
Problem Solving using deductive
and inductive reasoning (see notes)
Not a linear process!!!
Must be repeatable to be valid: peer review follows the
communication of the results and other scientists verify or
disprove /question-science is a collaborative effort
c.Procedure: control vs. experimental groups
d. Data collection
e. Analysis
f. Conclusion
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Variables
*1. Dependent:
a.Variable that is measured/observed to generate data
b. Expected to yield different results in control versusexperimental groups
c. Changes in a response to independent variable
*2. Independent:
a. Not affected by the dependent
b. This is the one variable that is changed in the experimental
group compared to the control*3. Constant: Remains the same for all groups- these are the controlled
variables
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Lets practice: You have heard that mosquitos are more
attracted to people who wear perfume.
Make 3 columns and label them dependent,
independent and constant Thinking of how you would design an
experiment to test this hypothesis place allthe variables you would consider in your
design
Share your thoughts with a small group, then
discuss what kinds of data you would collect
The development of
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The development of
Hypotheses, Theories and
Laws
Hypothesis Theory Law
What itdoes Prediction ofwhat mayhappen
Defines whysomethinghappens
Predicts whatwill happen
Level of
support
May or may
not havesupport-preceded byobservation/inference
Has a lot of
evidence andsupport
Tons of
evidence
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Lets discuss Hypotheses
A good hypothesis has three parts:
1) a test to be performed, which answers aspecific question,
2) a predicted positive result, 3) an explanation of the meaning of the positive
result.(known as the inference)
Null Hypothesis= the prediction that the resultsare random chance, the variable has no effect,that something is not present, or that there is nodifference between treatment and control.
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Hypothesis Example:
Observation = the car wont start
Observation the act of perceiving a natural
occurrence that causes someone to pose aquestion
Inference = the car is out of gas
inference is a logical explanation of an
observation Hypothesis = IF we add gas to the car AND
the car starts, THEN the car was out of gas.
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Look at the Creating aHypothesis sheet
Review the If..and..then statement
Read the samples of hypotheses andpick the best
Discuss with a small group
(1) Why your choice is the best(2) What is wrong with each of the others
h Ch
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Theories can Change
Theories are constantly tested to confirm thatthey are correct.
If new experiments show that a theory is onlypartially correct, then the theory must bechanged.
Sometimes a theory is completely rejected,but only after many new experiments showthat it is incorrect.
Theories are formed after LOTS of evidence isexamined and can be the basis of a LAW
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Lets look at the theme of
evolution and adaptations
more closely:
Pair up and discuss the differencesyou see between the roots typesillustrated on your roots adaptations
sheet.Can you figure out the advantage
each root type allows?
Lets share
Root hair function: Greater absorption
http://www.backyardnature.net/roottype.htmhttp://www.backyardnature.net/roottype.htmhttp://www.backyardnature.net/roottype.htm -
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Root hair function:
Legumes ex of:
Fibrous allows:
Tap allows:
Adventitious allows:
Tuber allows:
Prop allows:
Aerial allows:
Greater absorption
Mutualism
More surface area; reach in all directionsfor water and nutrients
Strong anchor; reach deep water
Take advantage of a place to anchor
Storage of food supplies for later
Holds up plant against wind or in soft soil
Support climbing plants
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A quick quiz-Name each type of root
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Application Activity:
Label on the plant you chose
individually from ecocolumn the type
of root it has. Answer the adaptation
question now and turn in your
diagram and answers.
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Never be daunted by the science that
precedes you, and never assume that whatyou discover is already known. What youdiscover may be new. What will distinguishyou as a true scientist is your powers ofobservation. Keep careful records, watch
and observe with patience and intensity.Let your mind travel freely on a river ofquestions and when one touches your soul,
pursue it, follow where it goes and let others
share in what you learn- we are expectinggreat things from you!
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Application
Think about the outdoor
population lab and the plants
observed- what root adaptation
did the dandelions have? Howdid that help them to be
successful there?
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Classification Systems