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Understanding Fossil Butte

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Interest Grabber Section 1-1 Understanding Fossil Butte In the southwest corner of Wyoming, there is a flat-topped mountain called Fossil Butte. A fossil of a fish ... – PowerPoint PPT presentation

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Title: 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
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.
5
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.
6
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.

7
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

8
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
9
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.
10
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.
11
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.
12
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.
13
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.
14
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.
15
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.

16
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.

17
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

18
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.
19
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
20
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
21
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.

22
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?

23
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

24
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
25
Video Contents
Videos
  • Click a hyperlink to choose a video.
  • Its Alive!, Part 1
  • Its Alive!, Part 2

26
Video 1
Video 1
Its Alive!, Part 1
  • Click the image to play the video segment.

27
Video 2
Video 2
Its Alive!, Part 2
Click the image to play the video segment.
28
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.

29
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.
30
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.

31
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.
32
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.
33
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