Name: Date: Period:Biology 1-2 Teacher:

Ch 1: The Science of Biology Reading GuideI. Metacognition: By the end of this unit you are expected to be able to do/complete all objectives below. Your teacher will help you understand this material, but it is ultimately your responsibility. Constantly ask yourself whether or not you are meeting these targets, and what are you doing to master them?

PreCheck

TBSection Objectives (*EOB) Post

Check1.1 1. State the goals of science.1.1 2. Use the process of scientific reasoning to describe the steps used in

scientific methodology.*1.1 3. Distinguish between an observation and an inference when given a

specific statement about an experiment.*1.1 4. Analyze and interpret visual representations of biological

processes.*1.1 5. Analyze and interpret experiment data.*1.1 6. Recognize correct graphical representations of a data set.*1.2 7. Identify scientific theories.1.2 8. Recognize the role biology plays in current events.*1.3 9. List the characteristics of living things.1.3 10. Discuss the importance of a universal system of measurement

(the metric system).

II. Vocabulary Building: Due Date: __________________How am I going to learn the terms? (select one or create your own idea that is teacher approved)

⃝C Make flashcards of all vocabulary terms and definitions.⃝C Make a flip chart including all vocabulary terms and definitions.⃝C Other Ideas (teacher approved)?

________________________________________________

III. Chapter Vocabulary and Root Words: Term Definition Memory Cue

Science

Observation

Name: Date: Period:Biology 1-2 Teacher:

Inference

Hypothesis

Controlled experiment

Independent variable

Dependent variable

Control group

Data

Theory

Bias

Name: Date: Period:Biology 1-2 Teacher:

Biology

DNA

Stimulus

Sexual reproduction

Asexual reproduction

Homeostasis

Metabolism

Biosphere

IV. Guided Reading Section Questions (*EOB):

Name: Date: Period:Biology 1-2 Teacher: Section 1.1 p.4-9: What is Science?

PreChec

kObjectives (*EOB) Post

Check1. State the goals of science.2. Use the process of scientific reasoning to describe the steps used in scientific methodology.*3. Distinguish between an observation and an inference when given a specific statement about an experiment.*4. Analyze and interpret visual representations of biological processes.*5. Analyze and interpret experiment data.*6. Recognize correct graphical representations of a data set.*

1. List and describe three goals of science. __________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. What kind of understandings does science contribute about the natural world?___________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. Describe the steps used in scientific methodology (hint: they are labeled blue in book).*

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Scientific Methodology: The Heart of Science

Name: Date: Period:Biology 1-2 Teacher:

Question 3 refers to spontaneous generation, the idea that life can arise from nonliving matter. Spontaneous generation was accepted by many in the scientific community up until the mid-nineteenth century. A series of simple experiments tested the validity (truthfulness) of this idea.

In 1668, Francesco Redi proposed a different hypothesis to explain the specific example of maggots that appear on spoiled food. He had observed that maggots appear on meat a few days after flies have been seen on the food. He inferred that the flies had left behind eggs too small to see. Redi’s experiment is shown below. What conclusion can you draw from Redi’s experiment?*

4. ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Name: Date: Period:Biology 1-2 Teacher:

5. What is the difference between an observation & an inference? Give an example of each.*

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________6. In the late 1700s, Lazzaro Spallanzani designed a different

experiment to show that life did not arise spontaneously from food. He inferred that some foods spoil because of growing populations of microorganisms. Fill in the information requested below.*

Independent variable: _____________________

Dependent variable: _____________________

Controlled variables (identify three): _____________________

_____________________ _____________________

Section 1.2 p. 10-15: Science in Context

PreChec

kObjectives (*EOB) Post

Check1. Identify scientific theories.2. Recognize the role biology plays in current events.*

1. An advertisement claims that after completing a study, a new sports drink boosts energy.

You discover that none of the study results have been peer-reviewed. What would you tell consumers who are considering buying this product?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Is the scientific and “daily life” meaning of theory the same or different? Explain. ____________

Name: Date: Period:Biology 1-2 Teacher:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

For Questions 3–7, identify whether each statement is a hypothesis or a theory. For a hypothesis, write an “H” on the line. For a theory, write a “T.”*

3. ______ The rate that grass grows is related to the amount of light it receives.4. ______ All life is related and descended from a common ancestor.5. ______ The universe began about 15 billion years ago.6. ______ New tennis balls bounce higher than old tennis balls.7. ______ Caffeine raises blood pressure.

8. A study shows that a new pesticide is safe for use on food crops. The researcher who

conducted the study works for the pesticide company. What potential biases may have

affected the study? ___________________________________________________________

___________________________________________________________________________

___________________________________________________________________________9. Do you think that scientists/biologists will ever run out of things to study? Explain your

reasoning.* _________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Section 1.3 p. 16-25: Studying LifePre

Check

Objectives (*EOB) PostCheck

1. List the characteristics of living things.2. Discuss the importance of a universal system of measurement (the metric system).

1. List the characteristics of living things. ____________________________________________

Name: Date: Period:Biology 1-2 Teacher:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Complete the table below to show the characteristics living things share.

Characteristic Description/Example/Detail/Picture

Name: Date: Period:Biology 1-2 Teacher:

3. Pick one of the ten Big Ideas in Biology that interests you. Explain that Big Idea and why

does it interest you? ______________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. Pick one of the five Fields in Biology that interests you. Explain that Field in Biology and why

does it interest you? ______________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

5. Discuss the importance of a universal system of measurement. ________________________

___________________________________________________________________________

___________________________________________________________________________

6. What is the most important safety rule for you to follow in the laboratory? ______________

___________________________________________________________________________

7. Your teacher is doing a long-term experiment by having you and your classmates grow plants at home. You are testing the hypothesis that plant growth is affected by the amount of water a plant receives. All the data will be compiled in 3 weeks. Why isn’t it a good idea to use the 8-ounce measuring cup from your kitchen or a 12-inch ruler you have on your desk?

___________________________________________________________________________

___________________________________________________________________________

The graphs below show the size of four different populations over a period of time. Use the graphs to answer questions 10 – 12.

Name: Date: Period:Biology 1-2 Teacher:

8. Write a sentence summarizing what each graph shows. ______________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

9. What information is missing from the graphs? ______________________________________

___________________________________________________________________________

10. Graphs of completely different events can look alike. Select one of the graphs and explain how the shape of the graph could apply to a different set of events.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

V. I can statements: Read the following I can statements and complete the table with evidence you know that I can statement. This could include a sentence, a picture, etc. You MUST complete this section for credit.

TBSection I can statement (*EOB) Evidence

Name: Date: Period:Biology 1-2 Teacher:

1.1 1a. I can explain what science is and is not.

Is-

Is not-

1.1 1b. I can list the goals of science. 1.

2.

3.

1.1 2a. I can describe the process/steps a scientist uses during the scientific method to explain a problem.*

1.

2.

3.

4.

5.

1.1 2b. I can recognize a controlled experiment (control group vs. experimental group).*

Controlled experiment-

Control group-

Experimental group-

1.1 2c. I can identify the variables in an experiment (independent vs. dependent).*

Independent variable-

Dependent variable-

1.1 2d. I can recognize a good hypothesis that is based on observations that can be tested.*

(Example)

1.1. 2e. I can recognize a good conclusion that is based on experimental data.*

(Example)

1.1 2f. I can distinguish between a fact and an assumption.*

Fact-

Assumption-

Name: Date: Period:Biology 1-2 Teacher:

1.1 3a. I can identify inferences.* (Definition/examples)

1.1 3b. I can identify observations.* (Definition/examples)

1.1 3c. I can differentiate between inferences and observations.*

(Example)

1.1 4a. I can look at a figure of a biological process and explain what is happening.*

(Draw a diagram and explain)

1.1 5a. I can make a prediction from given data.*

(Example)

1.1 5b. I can identify a data point on a graph.*

(Example)

1.1 5c. I can identify increasing and decreasing trends or patterns from data tables and graphs.*

(Example)

1.1 5d.I can draw a logical conclusion from a given set of data.*

(Example)

1.1 6a. I can use a data table to construct a graph.*

(Example)

Name: Date: Period:Biology 1-2 Teacher:

1.1 6b.I can connect graphs to their corresponding data tables.*

(Example)

1.2 7a. I can define a scientific theory.

1.2 7b. I can distinguish between a hypothesis, a theory, and a fact.

Hypothesis-

Theory-

Fact-

1.2 8a. I can describe different applications of biology.*

1.2 8b. I can identify the role that biologists play in current events.*

Name: Date: Period:Biology 1-2 Teacher:

1.3 9a. I can define biology.

1.3 9b. I can list and describe the eight characteristics of living things.

-

-

-

-

-

-

-

-

1.3 10a. I can explain the importance in using a universal system of measurement.

1.3 10b. I can identify and use basic metric measurements from length, mass, volume, and temperature.

Length-

Mass-

Volume-

Temperature-

VI. Study Guide

The final chapter assessment is on ____________________________

To study for the test I have completed the following:

___ Completing the entire reading guide

___ Rereading the entire chapter

Name: Date: Period:Biology 1-2 Teacher:

___ Making flashcards

___ Making my own study guide

___ Reviewing all of my notes

___ Reviewing all of my labs

___ Reviewing all of my worksheets

___ Reviewing all of my quizzes

___ Quizzing myself

___ Quizzing a classmate

___ Creating a practice test

___ Outlining the chapter

___ Copying my notes

___Making a graph organizer

___ Getting additional help from my teacher

___ Taking online quizzes/tests on Biology.com website

___ Other (explain: _______________________________)

___ Other (explain: _______________________________)

___ Other (explain: _______________________________)

___ Other (explain: _______________________________)

I predict that I will earn the following grade on my assessment ___________ because ___________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________