1. 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?

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 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

4. 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.

5. 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.

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 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

8. 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

9. 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.

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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.

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 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

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.
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.

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 tissue
Brain
Nervous system
Smallest functional
unit of life
Cells
Nerve cell
Groups of atoms;
smallest unit of
most chemical
compounds
Molecules
Water
DNA

21. 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 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 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

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 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

25. Click a hyperlink to choose a video. It’s Alive!, Part 1
Videos
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It’s Alive!, Part 1
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Video Contents

26. Click the image to play the video segment.
It’s Alive!, Part 1
Click the image to play the video segment.
Video 1

27. Click the image to play the video segment.
It’s Alive!, Part 2
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Video 2

28. 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 and enter the Web Code as follows: cbn-1012.
For links on microscopes, go to and enter the Web Code as follows: cbn-1014.
Internet