Understanding Fossil Butte 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 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?

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?

Section Outline 1–1 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

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

Interest Grabber Mystery Worms Section 1-2 Mystery Worms 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.

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.

Section Outline 1–2 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. Needham’s Test of Redi’s Findings 2. Spallanzani’s Test of Redi’s Findings 3. Pasteur’s Test of Spontaneous Generation 4. The Impact of Pasteur’s Work C. When Experiments Are Not Possible D. How a Theory Develops

Flowchart Designing an Experiment State the Problem Analyze Results 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

Figure 1-8 Redi’s 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.

Figure 1-10 Spallanzani’s 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.

Figure 1-11 Pasteur’s Experiment Section 1-2 Broth is boiled. Broth is free of microorganisms for a year. Curved neck is removed. Broth is teeming with microorganisms.

Figure 1-11 Pasteur’s Experiment Section 1-2 Broth is boiled. Broth is free of microorganisms for a year. Curved neck is removed. Broth is teeming with microorganisms.

Figure 1-11 Pasteur’s Experiment Section 1-2 Broth is boiled. Broth is free of microorganisms for a year. Curved neck is removed. Broth is teeming with microorganisms.

Figure 1-11 Pasteur’s Experiment Section 1-2 Broth is boiled. Broth is free of microorganisms for a year. Curved neck is removed. Broth is teeming with microorganisms.

Interest Grabber Shells and Snowflakes Section 1-3 Shells and Snowflakes 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.

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.

Section Outline 1–3 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

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. Living things respond to their environment. Leaves and stems of plants grow toward light. Living things maintain a stable internal environment. Despite changes in the temperature of the environment, a robin maintains a constant body temperature. 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.

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

Figure 1-21 Levels of Organization continued Section 1-3 Organism Individual living thing Bison Tissues, organs, and organ systems Groups of Cells Nervous tissue Brain Nervous system Smallest functional unit of life Cells Nerve cell Groups of atoms; smallest unit of most chemical compounds Molecules Water DNA

Putting Size in Perspective Interest Grabber Section 1-4 Putting Size in Perspective Here are some measurements: A young child is just over 1 m in height. The marble in the child’s hand has a diameter of about 0.01 m. A cell in the palm of the child’s 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.

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?

Section Outline 1–4 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

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 1 2 Relative Rates (g/h) 10 10 AM 1 5 12 PM 4 12 5 2 PM 6 17 Water absorbed by roots 4 PM 9 16 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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Go Online The latest discoveries in humanity’s 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. Internet