Study of Life Notes
Science is obtaining knowledge about nature.
Biology– the study of life
Characteristics of Life
1. organization– assembled in an orderly fashion
A. organelles are tiny organs found in eukaryotic cells.
B. cells are the building blocks of living things
C. tissues are cells working together
D. organs are tissues working together
E. systems are organs working together
2. Composed of cells– the cell is the basic unit of structure and function in organisms.
A. Unicellular organisms are composed of only one cell.
B. Multicellular organisms are composed of two or more cells. The cells of multicellular organisms are specialized which means they do certain jobs. Cell specialization leads to cell interdependence.
Cytology is the study of cells.
3. Reproduction
A. Asexual reproduction – requires only
one parent. Produces offspring identical to the parent
B. Sexual reproduction – requires two parents. Produces offspring genetically different from the parents.
Which type of reproduction is better and why?
Reproduction is the only characteristic of life not essential for survival of the individual. It is necessary for survival of the species.
4. Growth and development
A. Growth is an increase in cell number or cell size.
B. Development is a series of changes an organism undergoes throughout its life. It is a maturing process.
5. Obtain and use energy
A. Autotrophs are organisms that can make their own food. They
use energy to synthesize organic molecules from inorganic
substances.
1. Phototrophs are autotrophs that use
sunlight to make their own food.
Plants are examples of phototrophs.
The sun is the ultimate source of
energy on the earth’s surface.
2. Chemotrophs are autotrophs that use
chemicals to make their own food.
benthis bacteria are examples of
chemotrophs. They live on the sea floor and use
hydrogen sulfide to make their own food.
B. Heterotrophs are organisms that cannot make
their own food. They obtain organic food by eating
autotrophs or their byproducts.
C. Energy is used for catabolism which is the
breaking down of substances, and for
anabolism which is the building of
complex molecules.
6. Response or irritability is a reaction to a stimulus
A. Stimulus is anything in the environment that causes activity in an organism.
B. Environment is all the abiotic and biotic factors that surround an organism.
C. Abiotic are nonliving factors. Give some examples.
D. Biotic are living factors. Give some examples.
7. Homeostasis is the stable internal condition of a
living thing. It is maintaining a relative constancy of the
internal environment within
acceptable limits to allow for proper functioning.
A. Thermoregulation is an excellent example of
homeostasis.
B. Thermoregulation is the maintenance of internal temperature within a range that allows cells to function efficiently. *Explain how thermoregulation is an example of homeostasis.*
8. Adaptations are the traits that give an organism an advantage in its environment. Pepper moths are an example of adaptation.
A. Mottled moths were favored when there was no pollution and tree trunks were mottled.
B. Dark moths were favored when soot darkened the tree trunks.
C. Adaptation helped the species to survive environmental changes.
Label the Microscope
*Develop and explain the appropriate procedure, controls, and
variables (dependent and independent) in scientific
experimentation*
Biologists use the scientific method to study organisms.
The scientific method is a series of steps used to study nature.
Steps of the Scientific Method
1. Make an observation.
2. Gather data.
3. Organize and analyze data.
4. Form a hypothesis.
5. Experiment– test the hypothesis
Parts of the Experiment
A. Control Group – kept under normal conditions.
B. Test Group – one aspect being tested is different for this group
C. Independent variable – the aspect or factor being tested the one difference between the control group and the test group
D. Dependent variable – the factor measured during the experiment.
E. Control factors – the things that stay the same for both the control group and the experimental group.
6. Conclusion
Personal bias can affect
explanations and experiments.
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Previous knowledge, wanting to
prove a desired outcome, and
limited information can have
adverse effects on experimentation.
Explanations must be based on observable and repeatable data.
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*Guidelines of Science Summary*
Explanations are based on observable, evidence, and testing.
•Hypothesis must be testable
•Understandings and/or conclusions may change with additional empirical data
•Scientific knowledge must have peer review and verification before acceptance
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*Compare and Contrast Hypotheses,
Theories, and Laws*
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7step of the
scientific method
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8resultof the
scientific method
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Can lead to
9experimentation
in the scientific
method
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If – Then statement
10cause
and 11effect of a law
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An explanation of
12why the
cause has the effect
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*Distinguish between a scientific theory and the
term “theory” used in general conversation.*
Scientific theory – a well tested explanation of natural events
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A plausible or scientifically acceptable general
principle or body of principles offered to
explain phenomena
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Theory – as used in general conversation can mean a supposition,
a conjecture, abstract thought or speculation
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*Compare and contrast biological concepts in
pure science and applied science.*
COMPARE
Both are based on observations.
Both require collection of data.
Both are founded on the scientific method.
CONTRAST
The purpose of pure science is to gather knowledge.
The purpose of applied science is to improve the quality of life.
Pure Science Example:
Inventory of plants in the rainforest.
Applied Science Example:
Can the plants in the rainforest help fight cancer?
Applied Science Example:
Analysis of the reactions of cancer cells to plant chemicals.
Pure Science Example:
Chemical analysis of the compounds found in plants.
*Discuss bioethical issues and why scientists
should always work within ethical parameters.*
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*Explain how Redi’s experiment disproving
spontaneous generation is evidence that
scientific theories may be modified or expanded
based on additional empirical data, verification,
and peer review.*
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*Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conducting scientific investigations.*
Lab Safety
1. Never use a scalpel or cutting device with more than one cutting edge.
2. Gloves and goggles should be worn during dissection or preserved specimens.
3. Specimens should be properly supported when being dissected. Never dissect a hand held specimen.
4. Only nonpathogenic bacteria should be used in the classroom.
5. Petri dish cultures should be sealed with tape or paraffin.
6. Bacterial cultures should be killed before washing Petri dishes.
7. Always flame wire loops before and after transferring microorganisms.
8. Wear proper equipment (apron, goggles, and gloves) when washing or handling bacteriological or chemical ware.
9. Use caution when using a pressure cooker or autoclave.
10. Never transfer liquids with a mouth pipette.
11. Use proper illumination for microscopes.
12. Potassium cyanide should
never be used as the killing agent in insect-killing jars.
Students should be warned of the flammability
and toxicity of alcohol and ether when
used in killing jars.
13. Human fluids ( blood, saliva,
urine, etc.) should not be used in
science activities.
14. Do not use chipped or
cracked glassware.
15. Do not point heated containers at anyone,
including yourself.
16. Tie back loose clothing and
hair longer than shoulder length.
*Science is limited to natural explanations
of how the world works.*
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