Understanding Fossil Butte

1
Understanding Fossil Butte
Interest Grabber
Section 1-1

• In the southwest corner of Wyoming, there is a
  flat-topped mountain called Fossil Butte. A
  fossil of a fish was found near the top of Fossil
  Butte in a rock formation that is about 50
  million years old. Fossils of other kinds of
  fishes, as well as turtles, have been found at
  Fossil Butte. The land around Fossil Butte is
  dry, and the Pacific Ocean is more than 1000 km
  away. How could fossils of sea-dwelling animals
  have formed at Fossil Butte?

2
Interest Grabber continued
Section 1-1

• 1. Working with a partner, think of several
  questions that a scientist might ask in order to
  understand why there are fish fossils in the
  desert of Wyoming. Write these questions on a
  sheet of paper.
• 2. Discuss your questions with your partner, and
  suggest a possible answer to each question.
• 3. How could a scientist go about finding an
  answer to each of the questions?

3
Section Outline
Section 1-1

• 11 What Is Science?
• A. What Science Is and Is Not
• B. Thinking Like a Scientist
• C. Explaining and Interpreting Evidence
• D. Science as a Way of Knowing
• E. Science and Human Values

4
What is Science?

• 1. Science is an organized way of using evidence
  to learn about the natural world.
• 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.
• Scientific Thinking usually begins with an
  observation. This is the gathering of
  information through the senses.
• The information gathered from observations is
  called data.
• 3. An inference is a logical interpretation
  based on prior knowledge or experience.

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Observation and Inference
Section 1-1
Statement Observation Inference
Object A is round and orange.
Object A is a basketball.

• Object A is a basketball.
• Object B is a table-tennis
• ball.
• Object C is a soccer ball.

Object C is round and black and white.
Object C is larger than Object B.
Object B is smooth.
Object B is a table-tennis ball.
Each object is used in a different sport.
6
Mystery Worms
Interest Grabber
Section 1-2
A teacher collected some beetles from a rotting
log and placed them in a container of dry oatmeal
in her classroom. She kept the box covered with a
light cloth so that the beetles could not escape.
She also asked one of her students to add potato
and apple pieces once a week to provide food and
moisture for the beetles. After several weeks,
the student reported that there were some
strange-looking, wormlike organisms in the
container.
7
Interest Grabber continued
Section 1-2

• 1. Formulate a hypothesis that might explain the
  presence of the worms in the
  container.
• 2. How could you test your hypothesis?
• 3. Identify the variables in your proposed
  experiment. Identify the control in your
  proposed experiment.

8
Section Outline
Section 1-2

• 12 How Scientists Work
• A. Designing an Experiment
• 1. Asking a Question
• 2. Forming a Hypothesis
• 3. Setting Up a Controlled Experiment
• 4. Recording and Analyzing Results
• 5. Drawing a Conclusion
• B. Publishing and Repeating Investigations
• 1. Needhams Test of Redis Findings
• 2. Spallanzanis Test of Redis Findings
• 3. Pasteurs Test of Spontaneous Generation
• 4. The Impact of Pasteurs Work
• C. When Experiments Are Not Possible
• D. How a Theory Develops

9
Flowchart
Section 1-2
Designing an Experiment
State the Problem
Analyze Results
Form a Hypothesis
Draw a Conclusion
Set Up a Controlled Experiment
Publish Results
Record Results
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Science as a Way of Knowing

• Science is an ongoing process that involves
  asking questions, observing, making inferences,
  and testing hypotheses.
• A hypothesis is a proposed scientific explanation
  using prior knowledge.
• A hypothesis should be tested by an experiment in
  which only one variable is changed at a time.
  All other variables should be kept unchanged, or
  controlled. This is a controlled experiment.
• The variable that is deliberately changed is the
  manipulated variable, while the variable that
  changes in response to the manipulated variable
  is the responding variable.

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Figure 1-8 Redis Experiment on Spontaneous
Generation
Section 1-2
OBSERVATIONS Flies land on meat that is left
uncovered. Later, maggots appear on the meat.
HYPOTHESIS Flies produce maggots.
PROCEDURE
Uncovered jars
Covered jars
Controlled Variables jars, type of
meat, location, temperature, time
Several days pass
Manipulated Variables gauze covering that keeps
flies away from meat
Responding Variable whether maggots appear
Maggots appear
No maggots appear
CONCLUSION Maggots form only when flies come in
contact with meat. Spontaneous generation of
maggots did not occur.
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Figure 1-10 Spallanzanis Experiment
Section 1-2
Gravy is boiled.
Flask is open.
Gravy is teeming with microorganisms.
Flask is sealed.
Gravy is free of microorganisms.
Gravy is boiled.
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Figure 1-11 Pasteurs Experiment
Section 1-2
Broth is boiled.
Broth is free of microorganisms for a year.
Curved neck is removed.
Broth is teeming with microorganisms.
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Figure 1-11 Pasteurs Experiment
Section 1-2
Broth is boiled.
Broth is free of microorganisms for a year.
Curved neck is removed.
Broth is teeming with microorganisms.
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Figure 1-11 Pasteurs Experiment
Section 1-2
Broth is boiled.
Broth is free of microorganisms for a year.
Curved neck is removed.
Broth is teeming with microorganisms.
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Figure 1-11 Pasteurs Experiment
Section 1-2
Broth is boiled.
Broth is free of microorganisms for a year.
Curved neck is removed.
Broth is teeming with microorganisms.
17

• Theory applies to a well tested explanation that
  unifies a broad range of observations.

18
Shells and Snowflakes
Interest Grabber
Section 1-3

• How can we distinguish between living and
  nonliving things, such as a radiolarian (left)
  and a snowflake (right)? A radiolarian is a tiny
  living thing that is covered with a glasslike
  shell and lives in the ocean. A snowflake is a
  crystal made of frozen water.

19
Interest Grabber continued
Section 1-3

• Work with a partner to answer the following
  questions.
• 1. What are some similarities between the
  snowflake and the glass shell of the radiolarian?
• 2. What are some differences between the
  snowflake and the glass shell?
• 3. Would you classify the shell as a living thing
  or a nonliving thing? Explain your answer.

20
Section Outline
Section 1-3

• 13 Studying Life
• A. Characteristics of Living Things
• 1. Made Up of Cells
• 2. Reproduction
• 3. Based on a Genetic Code
• 4. Growth and Development
• 5. Need for Materials and Energy
• 6. Response to the Environment
• 7. Maintaining Internal Balance
• 8. Evolution
• B. Branches of Biology
• C. Biology in Everyday Life

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Characteristics of Living Things
Section 1-3
Characteristic
Examples
Living things are made up of units called cells.
Many microorganisms consist of only a single
cell. Animals and trees are multicellular.
Living things reproduce.
Maple trees reproduce sexually. A hydra can
reproduce asexually by budding.
Living things are based on a universal genetic
code.
Flies produce flies. Dogs produce dogs. Seeds
from maple trees produce maple trees.
Living things grow and develop.
Flies begin life as eggs, then become maggots,
and then become adult flies.
Living things obtain and use materials and energy.
Plants obtain their energy from sunlight.
Animals obtain their energy from the food they
eat.
Leaves and stems of plants grow toward light.
Living things respond to their environment.
Despite changes in the temperature of the
environment, a robin maintains a constant body
temperature.
Living things maintain a stable internal
environment.
Taken as a group, living things change over time.
Plants that live in the desert survive because
they have become adapted to the conditions of the
desert.
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Biology is the science that seeks to understand
the living world.

• A cell is a collection of living matter enclosed
  by a barrier that separates the cell from its
  surroundings.
• Unicellular organisms consist of one cell.
• Multicultural organisms contain more than one
  cell, usually thousands or more.
• 2. All organisms produce new organisms through
  reproduction.
• A. Sexual Reproduction - two cells from
  different organisms unite to produce the first
  cell of the new organism.
• B. Asexual Reproduction the new organism has
  one parent. In one form of asexual reproduction
  the parent divides into two cells.

23

• Offspring usually resemble their parents.
• Dogs produce dogs and flies produce flies.
• All organisms grow during at least part of their
  lives. Development is the process something
  changes from simple to advanced. Ex.
  Fertilization. Differentiation is the
  development of cells into specific cells with
  different functions.
• The combination of chemical reactions through
  which an organism builds up or breaks down
  material as it carries out its life process is
  called metabolism.
• A stimulus is a signal to which an organism
  responds.
• Homeostasis is the process in which an organism
  maintains their internal conditions to survive.
• Evolution is the change of an organism over time.

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Figure 1-21 Levels of Organization
Section 1-3
Biosphere
The part of Earth that contains all ecosystems
Biosphere
Ecosystem
Community and its nonliving surroundings
Hawk, snake, bison, prairie dog, grass, stream,
rocks, air
Community
Populations that live together in a defined area
Hawk, snake, bison, prairie dog, grass
Population
Group of organisms of one type that live in the
same area
Bison herd
25
Figure 1-21 Levels of Organization continued
Section 1-3
Organism
Individual living thing
Bison
Tissues, organs, and organ systems
Groups of Cells
Nervous system
Brain
Nervous tissue
Smallest functional unit of life
Cells
Nerve cell
Groups of atoms smallest unit of most
chemical compounds
Molecules
DNA
Water
26
Putting Size in Perspective
Interest Grabber
Section 1-4

• Here are some measurements
• A young child is just over 1 m in height. The
  marble in the childs hand has a diameter of
  about 0.01 m. A cell in the palm of the childs
  hand has a diameter of about 0.0001 m.
• How can you put these numbers in perspective?
  You can use a ratio of the larger object to the
  smaller one. This requires dividing the larger
  number by the smaller number. Another way to
  compare these numbers is to look at the place
  value of the number 1. Each time the number
  shifts one place value to the right, it decreases
  by a factor of 10. Thus, 1 is ten times greater
  than 0.10, and 10 is one hundred times greater
  than 0.10.

27
Interest Grabber continued
Section 1-4

• 1. How does the height of the child compare to
  the diameter of the marble?
• 2. How does the marble diameter compare to the
  diameter of the cell?
• 3. How does the height of the child compare to
  the diameter of the cell?

28
Section Outline
Section 1-4

• 14 Tools and Procedures
• A. A Common Measurement System
• B. Analyzing Biological Data
• C. Microscopes
• 1. Light Microscopes
• 2. Electron Microscopes
• D. Laboratory Techniques
• 1. Cell Cultures
• 2. Cell Fractionation
• E. Working Safely in Biology

29
International System of Units (SI)
30
SI Prefixes and Symbols
31
Compound Light Microscope

• Compound light microscopes allow light to pass
  through the specimens and use two lenses to form
  an image.

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Electron Microscopes use electrons, rather than,
light, to produce images.

• Transmission electron microscopes (TEMs) shine a
  beam of electrons through a thin specimen.
• Scanning electron microscopes (SEMs) scan a
  narrow beam of electrons back and forth across
  the surface of a specimen.

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Laboratory Techniques

• A cell culture is a group of cells developed from
  a single cell on a nutrient rich dish.

• Cell Fraction is a process scientists use to
  separate the different cell parts.

34
Making a Graph From A Data Table
Section 1-4
Water Released and Absorbed by Tree
Absorbed by Roots (g/h)
Released by Leaves (g/h)
20
Water released by leaves
Time
15
8 AM
2
1
10
Relative Rates (g/h)
10 AM
5
1
12
12 PM
4
5
2 PM
6
17
Water absorbed by roots
4 PM
9
16
0
6 PM
14
10
8 AM
10 AM
12 PM
2 PM
4 PM
6 PM
8 PM
8 PM
10
3
Time
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Video Contents
Videos

• Click a hyperlink to choose a video.
• Its Alive!, Part 1
• Its Alive!, Part 2

36
Video 1
Video 1
Its Alive!, Part 1

• Click the image to play the video segment.

37
Video 2
Video 2
Its Alive!, Part 2
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38
Internet
Go Online

• The latest discoveries in humanitys effects on
  the world
• Links from the authors on science and ethics
• Interactive test
• Articles on the nature of science
• For links on experimenting, go to
  www.SciLinks.org and enter the Web Code as
  follows cbn-1012.
• For links on microscopes, go to www.SciLinks.org
  and enter the Web Code as follows cbn-1014.

39
Section 1 Answers
Interest Grabber Answers

• 1. Working with a partner, think of several
  questions that a scientist might ask in order to
  understand why there are fish fossils in the
  desert of Wyoming. Write these questions on a
  sheet of paper.
• 2. Discuss your questions with your partner, and
  suggest a possible answer to each question.
• 3. How could a scientist go about finding an
  answer to each of the questions?

What other kinds of fossils have been found
here? Is there evidence that a lake or inland sea
existed in Wyoming at the time the fish lived
here? Students may not be able to suggest
answers for all of their questions. Students may
know that most fish fossils formed in layers of
mud and sand, which is evidence that the area was
once under water. Scientists would have to dig
to look for more fossils and catalog what is
found in the same layers with the fish.
Geologists would have to map the fossil deposit
and look for evidence of a lake shore or inland
sea.
40
Section 2 Answers
Interest Grabber Answers
Students may say that the worms are immature
beetles, or that there might have been worm eggs
or worms in the oatmeal. If students thought
that the worms were immature beetles, they may
suggest isolating some of the worms to see if
they develop into beetles. If students thought
that there were eggs in the oatmeal, they may
suggest taking a fresh sample of the oatmeal to
see if worms hatch in it. Student answers
should indicate that the control remains
unchanged and is a standard of comparison.
Variables are the factors that are subject to
change.

• 1. Formulate a hypothesis that might explain the
  presence of the worms in the
  container.
• 2. How could you test your hypothesis?
• 3. Identify the variables in your proposed
  experiment. Identify the control in your
  proposed experiment.

41
Section 3 Answers
Interest Grabber Answers

• Work with a partner to answer the following
  questions.
• 1. What are some similarities between the
  snowflake and the glass shell of the
  radiolarian?
• 2. What are some differences between the
  snowflake and the glass shell?
• 3. Would you classify the shell as a living thing
  or a nonliving thing? Explain your answer.

Both are tiny both look crystalline. Possible
answer The snowflake was not formed by a living
thing, but the glass shell was. Students will
likely say that the shell is nonliving, although
it once surrounded the living thing that formed
it.
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Section 4 Answers
Interest Grabber Answers

• 1. How does the height of the child compare to
  the diameter of the marble?
• 2. How does the marble diameter compare to the
  diameter of the cell?
• 3. How does the height of the child compare to
  the diameter of the cell?

The childs height is 100 times the diameter of
the marble. The diameter of the marble is 100
times the diameter of the cell. The height of
the child is 10,000 times the diameter of the
cell.
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End of Custom Shows

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