Warm-up (8/28 & 8/29)• Last half of your notebook OR sheet of paper“WARM-UPS #1” and YOUR NAMEPut today’s date in the marginWrite Questions and Answers1. What is the most important safety rule?2.What does a beaker look like when it is hot?3.What do you think a good scientific experiment

should include?SAFETY QUIZ NEXT CLASS!

Today

• Attendance/ Seating Charts• Lab Safety• Black Boxes• Tricky Tracks• Checks Lab

Dress like a nerd Friday!

HW

• Controlled Experiment WS• Study For Safety Quiz

– Flinn Contract– Appendix B – back of Bio book

HomeworkWRITE THIS DOWN!

Overall Safety Themes

• Always follow the teacher’s directions and/or the instructions of the lab

• If there is a problem, always tell a teacher• Never use anything unlabeled or not

designated for lab

Safety in this lab

• Video

In this room

Never heat a liquid in a closed container

Stoppers are OK if there is no heat

No stoppersMore than one test tube can be heated at a time.

H2O

Acid

Pour acid into water.

PAW!

Hot plate

Hot water bath – used for heating volatile (easily flammable) liquids.

ØNo volatile liquids With a Bunsen burner

MSDS

Diamond Hazards

Scalpel hold like a pencil. Cut away from yourself and others.

Culture only nonpathogen bacteria.Nonpathogen means NOT disease causing All cultures must be disposed of by the teacher.

Bacteria cultures

Pipette –precise measurement for tiny amounts

Dropper pipette –Measurement not precise

Micropipette

Graduated cylinder – measures volume in milliliters, ml.Meniscus – Curve of liquid. Measure from the bottom of the curve.

Graduated Cylinder

• Objectives: – What is Science?– What is within the realm of Science?– What is the difference between an

observation and an inference?• Relevance:

– Our definition of Science will direct us throughout the year

Today

Mystery Boxes

• Each box has a vertical barrier(s) inside of it

• Your job is to figure out the configuration of it

• Have 1 recorder in the group to record– Any guesses– Any thought process you went through to

prove (disprove) each guess– Final configuration

Sample configurations

Hole in the middle

Sample configurations

Hole in the middle

1, 5, 10

6,7

3, 4 2

8, 9

Mystery Box

• As you gather more information, explanations/answers may change.

• This is how Science works!• Over the next couple of days, we are

going to define what Science really is and use this definition throughout the year.

Before we get going, let’s take a look back

Black Boxes

We can’t see inside, so we guess how it works based on what goes in and what comes out

1 black box after another

400 BC: Hippocrates and the 4 Humours

• Blood, black bile, yellow bile, phlegm• Believed that sickness was caused by an

imbalance in the humours• Led to blood letting and medicines that

induced vomiting and bowel movements

Maternal Imprintation

• Believed that thoughts a pregnant woman had would be transferred to her child

Spontaneous Generation

• Believed that living organisms could arise from non-living matter

Led to recipes for organisms• Making a scorpion

1. Place basil between 2 bricks

2. Place the bricks in sunlight3. Wait

It was believed that cockroaches were formed from crumbs on the bakery floor!

200AD – Galen (physician in Rome)

• Knew heart pumped blood• Thought the heart irrigated the

organs withblood and made knew blood all the time• This idea was taught for 1500

years

1700’s – William Harvey

• Discovered blood was pumped in a continuous circuit

• Calculated that it was impossible for the heart to make 540 pounds of blood that it pumps in 1 hour

• Coupled logical reasoning with calculation of an unobservable activity which led to more advances in Science

So have we answered all of life’s big questions?

Perception Activity

Make observations

Figure 7

Figure 5

Figure 6

Figure 7

• Observation – something experienced through the 5 senses (Ex. There are 2 sets of tracks – 1 larger than the other)

• Inference – using prior knowledge to further explain the presence of an observation (Ex. The larger track was made by a larger bird)– Different inferences can be drawn from the

same observations– Inferences can become the basis of a

hypothesis

Checks Lab• Draw 3 checks out of the envelope• Write initial hypothesis in notebook• Draw 3 more checks• Write hypothesis # 2 (should be # 2)• Draw 3 more checks• Write hypothesis # 3• Draw out the remainder of the checks• Write a conclusion

Wrap-up

• Some things aren’t always as they seem.• We must be careful not to classify

inferences as observations.• We must frequently re-evaluate our

inferences as new information comes to light.

DAY THREE

Warm-up (8/29 & 8/30)Continue Warm Ups below the last oneWrite QUESTION and ANSWER or RESTATE the Q

1. Write down one OBSERVATION you make in this classroom.

2. Write an INFERENCE that you make based on the above observation.

3. True or False: Eye glasses are acceptable as protective eye-ware in the lab.

HW

• Science Knowledge Survey• Read Section 1-1• Bring in supplies (esp. paper towels!)

Today

• Safety Quiz• Checks lab wrap up• Review I/O HW• Science Sorting Activity what IS science?

Safety Quiz#12:

#21: Cross out Question and Mark ABCDE on Scantron#’s 22-35: T (A) or F (B)#33: Read “all chemical/ biohazardous labs”

Lubricant

Checks Activity

• Collect data from ALL checks• Final Conclusions• You will share your story with the class

Checks - Wrap-up

• Some things aren’t always as they seem.• We must be careful not to classify

inferences as observations.• We must frequently re-evaluate our

inferences as new information comes to light.

Observation/ Inference WS

Activity

• As a group, take the statements in the envelope and organize into groups as you see fit

• Be ready to explain why you put them in the groups that you did

• You have 5 minutes

What is Science?• As a table, pick one of the statements from

the last activity and justify whether or not it is science

• Whiteboard your rational using multiple evidences to support your claim

Today 9/3 & 9/4

• No warm up today• Go over Science Knowledge Survey• CONPTT and Experimental Design Notes• Design and run Quicker Picker Upper Lab

• BIEL: TAKE ATTENDANCE!!

Evaluate Your NOS Understanding

• Nature of Science Knowledge Survey– Take 5 minutes to individually complete the

NOS survey– Use a star to mark 3 statements you

answered with confidence or certainty – Use a question mark ? to mark 3 statements

you are unsure of or require further clarification

• Science Knowledge Survey• Design Quicker Picker Upper Lab

Criteria for ScienceCONPTT• Consistent• Observable• Natural• Predictable• Testable• Tentative

Source: Evolution and Nature of Science Institute (ENSI) www.indiana.edu/~ensiweb

–Consistency: • repeated results

or observations–Observability:

• event or evidence can be perceived using human senses

–Natural: • observable

causes explain how and why events occur

– Predictability:• observation or

extension of data can forecast a future event

– Testability: • predictions can be

tested using scientific methods

– Tentativeness• Science is a

dynamic• Revisions,

corrections, or disproval of theories occurs as new information and technology becomes available

Conclusion

• Science is limited

Experimental Design

How do you know she’s a witch?

THE QUICKER PICKER UPPER

• Purpose:–To investigate how science works

–To demonstrate knowledge of correct lab report format

Pre-lab to turn-in: 1 sheet per group1. Write a definition of “Quicker picker upper”2. Write the problem for the experiment3. Write a hypothesis for the experiment4. List the materials/equipment that will be

used5. Draw/list the steps of the procedure6. Create the data tables that will be needed7. Put all names of group members on the

paper

After 3 trials…• Calculate the average• Assess the data and write a conclusion

(several sentences… is hyp true or not, support with data… use terms/ vocab from the lab…)

• Clean up your lab table and return supplies

• Come back to your desk and begin the Simpson’s homework

Big Bang Theory

•To test only one variable

An experiment needs:

•All other variables are constant

• Example: To test which fertilizer is the most effective, the variable is the type of fertilizer.

• What should you keep constant?

An experiment needs:

• Control Group – Where all factors are standard or kept the same. This is the group to which you compare your experimental group

• Experimental (Variable) Group – All conditions are kept constant EXCEPT for the variable

Experiment A B C D

What group is the control group?

An experiment needs:

• Independent (Manipulated) Variable – The factor that you deliberately change (fertilizer)

• Dependent (Responding) Variable – The factor that changes in response to the manipulated variable (plant growth)

• Data- the more trials or the larger the sample size, the more reliable your data will be.

• Quantitative- numerical data• Qualitative- descriptive data

• Your data will need to be organized so that the result is clear.

An experiment needs:

Data Collections

Beaker Test Tube PipetteGraduated Cylinder

Which is the most precise?

Meniscus

• Accurate- the ability of a measurement to match the actual quantity being measured– The true value

• Precision – exactness; repeatability– I measured the volume 10 times and got the

same value each time.– This is why we run multiple trials

An experiment needs…

• Conclusions- your experimental results need to be communicated to

• Hypothesis- the prediction and the thinking behind your prediction… TESTABLE• For example: Fertilizer A will be the most effective in aiding plant growth because it contains the most nutrients.

• Theory- after many hypotheses have been tested and have not been proven incorrect, the hypotheses will become a part of a theory.

• Theory- – How have you heard this word used in “the

real world”?

– Why is it important that we know the scientific definition?

• Law- a mathematical explanation of a repeated occurrence (F=ma, etc.)

Simpsons Worksheet

Warm Up 9/5 & 9/6

1. What does CONPTT stand for (6 words)?2. Can science explain supernatural

phenomena? Why or why not?3. True or False: scientific theories can be

revised.4. What can you rely on to make

observations?

HW

• Graphing WS• Read Appendix A and section 1-2

BIEL – TAKE ROLL

Today• Go over Simpson’s HW• Study for Quiz #1 (5 min) – CONPTT,

observation vs. inference• QUIZ #1• Finish Expt’l design and graphing notes• Start Graphing HW

Simpson WS answers

• Check your answers – Simpsons w/s1. Group B – no special juice2. Being given special juice or not3. # of stacks of paper made (productivity)4. The special juice did not increase

productivity

Experiment 26. The shower was covered with slime7. The half of the shower sprayed with

water8. coconut juice vs water (type of liquid

applied)9. The appearance of the green slime

(growth)10.The coconut juice did not stop the growth

of the green slime

Experiment 3

11. Mice not exposed to microwaves12. Presence or absence of microwaves13.Ability to push the block of wood out of

the way (strength)14.Microwaves do not increase the strength

of the mice (Inconclusive)15.Larger sampling

Experiment 4

16. Subject A with the original itching powder17. Type of itching powder18.Time that each person itches19.Yes, itchiness increased 50% (30 to 45

minutes)

Experiment 5

Control - Person(s) without RogootiIndependent Variable - Presence or absence of Rogooti (type of hair product)Dependent Variable - Growth rate of hair

Quiz #1• Quiz will begin in 5 min. You may study

until then.• Turn it in at my desk when finished.

An experiment needs:

• Control Group – Where all factors are standard or kept the same. This is the group to which you compare your experimental group

• Experimental (Variable) Group – All conditions are kept constant EXCEPT for the variable

Experiment A B C D

What group is the control group?

An experiment needs:

• Independent (Manipulated) Variable – The factor that you deliberately change (fertilizer)

• Dependent (Responding) Variable – The factor that changes in response to the manipulated variable (plant growth)

• Data- the more trials or the larger the sample size, the more reliable your data will be.

• Quantitative- numerical data• Qualitative- descriptive data

• Your data will need to be organized so that the result is clear.

An experiment needs:

Data Collections

Beaker Test Tube PipetteGraduated Cylinder

Which is the most precise?

Meniscus

An experiment needs…

• Conclusions- your experimental results need to be communicated to

• Hypothesis- the prediction and the thinking behind your prediction… TESTABLE• For example: Fertilizer A will be the most effective in aiding plant growth because it contains the most nutrients.

• Theory- after many hypotheses have been tested and have not been proven incorrect, the hypotheses will become a part of a theory.

=well-tested and supported explanation for natural events

• Theory- – How have you heard this word used in “the

real world”?

– Why is it important that we know the scientific definition?

• Law- a mathematical explanation of a repeated occurrence (F=ma, etc.)

Graphing Rules

• Title (Y vs. X)• Axis labeled with units• DRY MIX• Correct type of graph

– Line graph is generally used to show trends• Usually (not always) over time

– Bar graph is generally used to show quantities– Pie graph used to show parts of the whole

Warm Up 9/9 & 9/10

1. What type of graph should you use to depict a gradual change in height of a plant over time?

2. List as many characteristics as you can think of that all living things share.

BIEL – TAKE ROLL

HW

• Read Sections 1-3 & 1-4• Study for Quiz #2

– Study: Experimental Design and Graphing Notes, Simpson’s HW, Graphing HW

• NOTE: There will NOT be a Scientific Method WS to complete tonight.

Today

• Go over graphing HW• Go over Quiz #1• Notes: Characteristics of Life (Quiz #3

material)• Formal Lab Report Instructions

Biology The Study of Life

Themes and Concepts

Unit 2- Overview of Life

Characteristics of Life1. The CELL is the smallest unit of life

a. Unicellular – one-celledEx: bacteria, protists, yeast (a fungus)

b. Multicellular – many-celledEx: Most fungi, plants, animals

Unit 2- Overview of Life

2. All Cells contain Genetic Material (THINK: DNA)

• All traits of an organism are determined by DNA (in some rare cases, RNA)

Prok’s vs. Euks

Prokaryotic cells• Simple• Unicellular• NO nucleus• No membrane-

bound organelles– EX: BACTERIA

Eukaryotic cells• Complex• Uni- or Multicellular• DNA stored in nucleus• Have MBO’s (like

mitochondria & chloroplasts)– Ex: Everything bUT

bacteria

Unit 2- Overview of Life

Tissue – cells working together to perform some function

If multicellular:Cells work together to form…

Unit 2- Overview of Life

Organs – different types of tissues functioning together for a specific purpose

Unit 2- Overview of Life

Organ Systems – several organs working together

Unit 2- Overview of Life

Cells

Tissues

Organs

Organ Systems

Levels of organization

Levels of Organization

Unit 2- Overview of Life

3. All living things need to obtain and use ENERGY

Unit 2- Overview of Life

4. All living things respond to external stimuli

1. Response – reaction to a stimulus2. Stimulus – any condition in the

environment that requires an organism to adjust

Unit 2- Overview of Life

EX: Homeostasis – regulation of an organism’s internal environment so that conditions necessary for life remain constant and stable.

Homeo= same stasis= state

Responds to environment

Unit 2- Overview of Life

Ex. When you are thirsty or hungry, your body “says” drink water or eat food to maintain balance.

Unit 2- Overview of Life

Ex: Adaptation – any structure, behavior, or internal process that enables an organism to respond to stimuli and better survive in an environment

Each beak is adapted to the type of food it eats.

Responds to environment:Change over time

Unit 2- Overview of Life

5. All living things grow & develop

Growth – increase in size

Development – change in shape or form

Unit 2- Overview of Life

6. All living things reproduce**Not necessary for the survival of an individual!

Necessary for the survival of a species

Characteristics of life

1. Cells2. Reproduce3. Growth/

development4. Genetic code5. Energy

acquisition and utilization

6. Responds to external stimuli

Formal Lab Instructions