8/10/2019 HW Packet 1 - The Study of Life (KEY).pdf

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hapter

eacher Guide and Answers

Above LeveL Students should be encouraged to

develop a question of their own, obtain teacher

approval of the

experimental

design,

and conduct

the experiment. Ask \Vhat

add

itional

questions

ca

n be asked based on the results of

your

experi

ment? " Students should present a report of their

results to the class.

Answers to

Student

Worksheet

Part A: Reviewing Scientific Methods Used

in Biology

Analyze

and

Conclude

1.

Group B was

the

control group; it was

the

group

that did

not

receive

additional

nitrogen.

Group

A was the experimental group; it was the group

that

received

additional nitrogen.

Students

should recognize th.at in any experiment,

the

experimenta

l

group

is the

group

in which vari

ables are being manipulated.

2.

The independent

variable was the

amount

of

nitrogen in the fertilizer. The dependent vari

ables were the height

and

mass of the pbnts.

3. Dr. Anderson needed to con trol the soil, tem-

perature,

light,

and humidity

co

nditions

durjng

the

experiment.

Part B: Using Scientific Methods to Solve Everyday

Questions

in

Biology

Answers

will

vary. Accept all reasonable experimen-

tal designs. Make certain that student hypotheses are

te stable

and

can be tested ill

any

well -stocked biol

ogy lab ora tory. Also, check to see that s

tudent

s have

incorporated th e necessary safety precautions into

their experimental designs.

o

Careers in Biology

A

horticult

uri st

might conduc

t

exper

iments

and

invest igatiol1s to determine th e best

methods

of

planting, spraying, breeding, cu lti vating, produc-

ing, harvesting, storin

g,

processing, or

transporting

fruits, nuts, vegetables, flowers, bushes, or trees.

He

or

she

might experiment

to develop new

or

improved

varieties having highe r yields, quality,

nutritional

value, resistance to disease, or adaptability to differ

ent climates or soils.

Introduction

Enrichment

Page 11

Using

Graphs

to Understand Biology

Some

important

points to

be

learned from this

exer

cise about graphing include th e following:

The

appropriate selection of units for the horizon-

tal and ve rtical axes

is

esse ntial to produce a

graph

of usable size to

permit interpr

etation of

the

data.

Simply plotting and connecting data

points

mi ght

not give the most useful

or

correct graph . You

might want

to discuss with

st udent

s the co

ncept

of a best-fit

graph

a

nd

why individual data

points

might fall

off

the best-Cit line. This discu:.sion pro-

vides an opportunity to point out

the

role of error

in data collection and

the

variability of th e g rowth

process

in liv ing

organisms.

Interpolations (ques tion 1) are ik ly to

provide

more

reliable estimates than are extrapolations

(questions 2, 3, and 4) when unknown factors

might

alter the

pattern shown on

the existing

graph.

This

discussion provides

an

oppor

tunity

to

talk about factors that can affect an exist ing pat

tern, such

as the limiting factors th at affect plant

growth.

oncept Mapping

Page

2

The

Study

of

Life

1. observation

2. processing info

rmat

ion

1

3. hypothesis

4. experiments

5. data

6. bias

7. sample size

8. accuracy

Study Guide

Page 3

Section 1 1

1.

living

2.

biologists

3.

agricultural

4. Environmental

5. biotechnology

CHAPTER 1

TEACHER

GUIDEAND

AN

S

WE

RS

8

8/10/2019 HW Packet 1 - The Study of Life (KEY).pdf

2/2

hapter Teacher Guide

and

Answers

6. bioengineering

7.

mechanical

8 euglenaB) and fish (C)

9.

A

flamedoesnotpossess

all

the characteristics

oflivingthings.Forexample, it

is

notmadeof

cells.

10.

yes

11.

no

12

yes

13 3

14. 1

15.

5

16

2

17 4

18 6

19. no

20

yes

21. yes

22 yes

23. no

24.

stimulus:food; response:mouth waters

25.

stimulus:dropin airtemperature;response:

goosebumps

26. stimulus:virus;response:fever

27.

stimulus:givingaspeech.;response:"butterflies"

in yourstomach

28.Thegraphrepresentstheprocess of homeosta-

sis.Thegraphshowsthatifanythinghappens

withinortoanorganismthataffectsitsnormal

state,processesbegintorestore

the

normalstate.

Page 15 Section 1 2

1.

Science

2

Pseudoscience

3.Science

4

Science

5. Pseudoscience

6. Pseudoscience

7.

Science

8.

Science

9.scientific

10. knowledge

182 CHAPTER 1TEACHER GUIDE

AND

ANSWERS

11. claims

12. peerreview

3. theories

14. results

15. Studentanswersmayvary, butshouldinclude

cloning,geneticengineering,eugenics,euthana-

sia,

or

cryonics.

Page

16

Section

1 3

1

D

2 E

3.B

4.

A

5.

C

6. F

7. H

8 G

9. QuantitativeResearch

10.QualitativeResearch

11. QuantitativeResearch

12.

QualitativeResearch

13.QuantitativeResearch

14.QualitativeResearch

15. QualitativeResearch

16

QuantitativeResearch

uia de estudio

Pagina 17 Secci6n 1 1

1. vivos

.

2. bi6logos

c

3. agricola

4. ambientales

5. biotecnologia

6. bioingenieria

7.mednicos

8

1a

euglena

B)

y

el

pez C)

9.

Unallamanoposeetodaslascaracteristicasde

losseresvivos.Porejempl0,noesti compue5ta

decelulas.

10. sf

11.

no

12.5i

Introduction