1. The World of Life Science Biology: Chapter 1
STEAM

2. What is Biology? Bios: life/living organisms
Logy: science/study of a particular subject
Biology is the STUDY OF LIFE

3. Topics in Biology we will cover this year:
Scientific Method
Biochemistry
Cells
Photosynthesis
Cellular Respiration
Cell Cycle (Mitosis & Meiosis)
Genetics
DNA and RNA
Genetic Engineering
Evolution
Classification
Ecology
Human Anatomy & Physiology

4. What is Science?
Science is an organized way of using evidence to learn about the natural world.
Skills Used By Scientists:
Observation skills: scientists use their senses (sight, hearing, touch, smell, and sometimes taste) to observe nature
Hypothesizing skills: scientists attempt to explain the observations by forming hypotheses or ideas
Analyzing and Interpreting skills: scientists analyze and interpret data collected during experiments while using prior knowledge and experience

5. How Scientists Work: The Scientific Method
State the Problem/Ask a Question
Form a Hypothesis (Claim) & Make a Prediction
Test Hypothesis with a Controlled Experiment
Record and Analyze Data or Results
Draw a Conclusion Based on Analysis
Publish and Repeat Investigations
How Scientists Work: The Scientific Method
Think about it….Does the scientific method always go in a straight line, in this order?
Scientific Method “The Big Bang Theory”

8. Ask a Question: Scientists form questions when they observe nature through their senses (sight, hearing, touch, smell)
Example
Observation: Some peaches are juicy and sweet. Others are spongy with very little flavor.
Question: What makes some peaches juicier than others?
Observation: My neighbor has thick, green grass. Mine is brown with spots and is thin.
Question: What does grass need to be healthy?

9. Ask a Question Practice
Make observations and form a scientific question
about the pictures below.
Can be used as homework or class activity depending on timing. Discuss students’ proposed hypotheses.

10. A good hypothesis must:
Form a Hypothesis
Hypothesis:
a possible explanation for a set of observations or possible answer to a scientific question
An educated guess
A good hypothesis must:
be written as clear statement (“If…, then…” format may be used.)
be TESTABLE
define the experimental variables
(ex. "Raising the temperature [set] of water will increase the amount of sugar [measured] that can dissolve in the water.)

11. Writing Hypotheses & Predictions
Write the hypothesis as a clear statement and avoid the phrase “I think that ….”
Prediction: a statement, based on the hypothesis that suggests the basic idea for an experiment
Write prediction as an “If…, then…” statement.
Can be combined into an “If…then…because…” statement
ATTENTION: It is okay for your hypothesis and prediction to be wrong! Never change your hypothesis after an experiment to make it “correct”.

12. Form a Hypothesis Example
Hypothesis: Cold autumn temperatures cause apples to have thick skin to help protect the seeds.
…or…
Hypothesis:
If apples are exposed to cold autumn temperatures, then they will have thick skin because the seeds need protection.

13. Writing Hypotheses & Predictions Example
Observation: Some years apples have thicker skin than other years.
Hypothesis: Cold autumn temperatures cause apples to have thick skin.
Prediction: If apples are exposed to cold autumn temperatures, then they will have thicker skin than other apples.
Combo: If apples are exposed to cold autumn temperature, then they will have thicker skin because cold autumn temps cause apples to have thick skin.

14. Form A Hypothesis Practice
Write a possible hypothesis and prediction for each
of the following observations.
The plants in Mr. Smith’s living room are large, healthy and green but the plants in Mr. Smith’s dining room are small and yellowish in color.
All of the fish in the classroom fish tank are healthy except for the algae eaters that keep dying.
Can be used as homework or class activity depending on timing. Discuss students’ proposed hypotheses.

15. Bad: It is not testable so it is not a hypothesis.
Good or Bad Hypothesis?
H: If plants are exposed to low temperatures, then it will result in changes in leaf color.
Good: It is written as a statement, testable, establishes the variables.
H: Our universe is surrounded by another, larger universe, with which we can have absolutely no contact.
Bad: It is not testable so it is not a hypothesis.
H: When there is less oxygen in the water, rainbow trout suffer more lice.

16. Good or Bad Hypothesis?
H: Aphid-infected plants that are exposed to ladybugs will have fewer aphids after a week than aphid-infected plants which are left untreated.
Good - It gives a clear indication of what is to be tested, mentions both variables, and is testable.
H: Ladybugs are a good natural pesticide for treating aphid infected plants.
Medium or Bad – It is a clear statement and is testable but there is no clear indication of what will be measured.

17. Testing the Hypothesis: Designing Controlled Experiments
Controlled Variable(s)
the variable(s) that are purposely kept the same
Independent Variable
the ONE variable that is deliberately changed (also called manipulated)
Dependent Variable
the variable that is observed and that changes in response to the manipulated variable (also called responding)

18. Classwork/Homework
“Hypothesis Worksheet”

19. Test the Hypothesis Experimental Group Control/Control Group
the group in which the independent variable is changed
Control/Control Group
the group used as a standard for comparison for the experimental group
Controlled Experiment
An experiment should be designed to have only ONE variable that is changed at a time

20. Test the Hypothesis Practice
Hypothesis: Tomato plants given fertilizer will produce more tomatoes than plants that are not fertilized.
Plant A Plant B
Both plants are given the amount and type of soil, water, sun, temperature, pot size, and growth time.
Plant B is fertilized once a week.
What are the controlled variables, the independent variable, and the dependent variable?
Which is the control and the experimental group?

21. Answers soil amount of water and sun temperature pot size growth time
Controlled Variables
Fertilizer
Independent Variable
# of tomatoes
Dependent Variable
Plant A
Control
Plant B
Experimental Group

22. Why change only one variable?
Plant A
5 hours of sunlight per day
l L of water every 4 days
quart sized pot
30°C for 6 weeks
no fertilization
Plant B
7 hours of sunlight per day
l L of water every 2 days
gallon sized pot
35°C for 9 weeks
fertilized once a week
Why did plant B grow more tomatoes? Can’t tell!
By only changing one variable, you can be sure what is causing your results.

23. Test the Hypothesis Practice
Describe why the experiment below is poorly designed. Re-design the experiment to make it better. Identify all variables and groups.
Hypothesis: Bacteria exposed to antibiotics will be killed.
Plate A
Stored on counter (22° C)
Given penicillin
Stored in light
Not given nutrients
Plate B
Stored in incubator (35° C)
Given ampicillin
Stored in dark
Given nutrients
Discuss problems with experiment – too many variables and no control group.
Have students put new experiments on board.
Discuss controlled, manipulated, and responding variables.
Discuss control and experimental group.
Give homework sheet on designing mold experiment.

24. There is still something missing…
…the CONTROL!

25. Classwork/Homework “Practice with Experimental Design”
“The Simpsons” worksheet

26. Analyze the Results How to Make a Good Table
Use prior knowledge to interpret results collected during experiments.
Tables and graphs are used to represent data.
How to Make a Good Table
Include a title: “Effects of (Independent Variable) on (Dependent Variable)”
Include labels on columns and rows with the independent variable above dependent variable
Include units where appropriate

27. Effects of Storage Temperature on Seed Germination
Table Example
Effects of Storage Temperature on Seed Germination
Storage Temperature
Inside
68˚F
25˚F
Outside
Germinated Seeds 0%
80%
85%

28. How to Make a Good Graph
Make sure your scale is standardized and fills most of the graph.
Include a key (when appropriate)
describing the different bars, lines, or colors used
Include units where appropriate
Include axes labels:
Independent variable on the X axis
Dependent variable on Y axis
Include a title
“Effects of (Independent Variable) on (Dependent Variable)”

29. Effects of Storage Temperature on Seed Germination
Graph Example
Effects of Storage Temperature on Seed Germination
100 80 60 40 20
- Inside 68˚F
Germinated Seeds (%)
- Inside 25˚F
- Outside 25˚F
Storage Temperature °F

30. What type of graph should I make?
Bar Graph
Used when there is only one set of quantitative data (numbers)
Multiple Bar Graph
Used when there is one set of quantitative data being compared in multiple ways.

31. What type of graph should I make?
Line Graph
Made when there are 2 sets of quantitative data. Especially when tracking a change over time.
Multiple Line Graph
Made when comparing multiple sets of data, where the manipulated variable is quantitative.

32. Analyze the Results Practice
Add to the data table and graph to improve them.
Hypothesis: Caffeine increases the distance that frogs can jump.
Results: Frogs given caffeine jumped 27cm and frogs not given caffeine jumped 20 cm. No
Caffeine
Distance of jump 20 27

33. Table needs units, labels, and title.
Graph needs a title, labels on X and Y axis, and a key.
Effect of Caffeine on Frog Jumps
Effect of Caffeine on Frog Jumps
Amount of Caffeine
No Caffeine
Caffeine
Distance of jump
20cm
27cm
Distance of jump (cm)
Amount of Caffeine

34. Classwork/Homework
“Practice with Tables and Graphs”

35. Draw Conclusions Conclusion A conclusion should answer following:
a final summation of the experimental results and a statement of how the hypothesis was supported or refuted
A conclusion should answer following:
What was the purpose or objective of the study?
What was the initial hypothesis/claim being evaluated?
What scientific information does the reader need to know to understand this study?
How do the results support or refute the hypothesis or claim? Provide appropriate, supportive evidence using specific lab data.
What conclusion can be drawn that summarizes your current understanding of the concept being studied?

36. Draw Conclusions Example
Based on the previous frog experiment.
The experiment was designed to test how caffeine affects the distance frogs can jump. It was expected that frogs given caffeine would jump farther than other frogs because caffeine is a muscle stimulant. Stimulants are chemicals that increase the rate of muscle contractions. The results of the experiment support the hypothesis because on average the frogs given caffeine jumped 7cm farther than frogs that were not given caffeine. Frogs given caffeine jumped an average of 27cm while those not given caffeine jumped an average of 20 cm. From the evidence in this investigation, it can be concluded that caffeine increases the distance that frogs can jump.

37. Draw Conclusions Practice
Examine the hypothesis and experimental results below, and write an appropriate conclusion.
Background Information: Nitrogen is a required element in building plant material.
Hypothesis: If carrots are given high levels of nitrogen, then they will grow longer than carrots given low levels of nitrogen.
Results:
Effects of Nitrogen Levels on Carrot Growth
Level of Nitrogen
None
Low
High
Average Carrot Length
6 in.
10 in.
4 in.

38. Communicate Results
Scientists always report their results through journals and scientific papers.
This allows others to repeat the investigation and can lead to further questions and investigations.
Certain language is required to communicate appropriately in science.

39. Using Appropriate Scientific Language
Write in complete sentences using proper grammar, spelling and punctuation at all times.
Write in the 3rd person to avoid using personal pronouns such as I, me, we, our, you, etc.
Write in present or future tense for the hypothesis. Remember it is a possible explanation.
Write in past tense when referring to the results in the conclusion. Remember your experiment is already done so it is in the past.

40. Using Appropriate Scientific Language
Use “SUPPORTED/REFUTED” when referring to the hypothesis instead of right/wrong, correct/incorrect, proven/disproved. Video Example
Be definitive in your analysis and avoid “WIMPY WORDS” such as “maybe, probably, close, about, sort of, …)
Avoid diary writing such as explaining that “it was fun” or “I learned a lot”.
Use descriptive and appropriate scientific terms.

41. Think About Word Choice: Conversational vs. Scientific
Professional Scientific
Informal, anecdotal
Formal, scientific
Examples:
-About
-Many
-Tiny
-Creature
-Create
-Eat
Instead use:
-Approximately
-(Use exact number)
-Microscopic (use measurement)
-Organism
-Produce, Yield, Generate
-Ingest, consume

42. Conversational vs. Scientific Example
Conversational: Grown-up eagles have attractive feathers.
Professional/Scientific: Adult bald eagles exhibit mature plumage patterns.
Conversational: The creatures vanished from their home at about midnight.
Professional/Scientific: The organisms disappeared from their habitat at approximately 12AM.

43. Try one…
Write two descriptive sentences for the same image – one in a conversational style and one in a professional/scientific style

44. Recording & Analyzing Data & Results
observations and measurements that are made in an experiment
All experimental data must include units. (examples: 9cm, 20sec, 98°C)
often represented using tables and graphs which must be thoroughly labeled.
Descriptive titles should be used (Effect of Independent Variable on Dependent Variable)
Two major types of measurements/observations:
Quantitative: data that can be measured in numbers. (Ex.: number of objects, dimensions, duration, mass, etc.)
Qualitative: data that is based on qualities. (Ex.: color, health, etc.)

45. Making Observations vs. Making Inferences
Uses the senses to gather information
Observation
Logical interpretation based on prior knowledge and experience
Inference
You offer me a chocolate cookie. I say no thank you.
OBSERVATION: I did not eat the cookie
INFERENCE: I am on a diet, I do not like chocolate, I am not hungry, I am allergic to cookies…
Example: