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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

http://isleroyalewolf.org/overview/overview/at_a_glance.htmlhttp://isleroyalewolf.org/overview/overview/at_a_glance.html

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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

http://www.youtube.com/watch?v=IXHWV-xzsOUhttp://www.youtube.com/watch?v=IXHWV-xzsOU

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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