Lesson 1 GRQ on Exploring Life and the process of Science PDF

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This is a GRQ for lesson 1...

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BIOL 101: Guided Reading Questions (GRQs) Purpose: These Guided Reading Questions (GRQs) are designed to help you identify the key concepts in each reading assignment and provide you with a structure to take notes and check your understanding. Learning biology requires your time and attention. Before each class you will be asked to read from your textbook and answer questions online (Modified Mastering Biology) to assess how well you understand concepts before coming to lecture. These GRQs will help you prepared in a comprehensive and efficient manner. How to answer the GRQs: Research shows that highlighting text and re-outlining the textbook in your notes is not an effective way to learn. You may choose to answer GRQs as you read or you may choose to answer these questions after you read an assigned section. Do not wait until right before an exam to answer GRQs, but do use the completed GRQs as a study guide for the exam(s). GRQs – why bother? Learning requires repeated interaction with the concepts you are trying to master. These GRQs are designed to give you a structure to study a little bit of biology every day instead of cramming everything in at the last minute (research shows this strategy increases the likelihood of success!). There is a strong relationship between how much you invest (time and attention) in this class and your academic performance.

SOME USEFUL WORD ROOTS FOR BIOLOGY: As we go through the semester, can you put some words we use next to these word roots? If you think of any I am missing, let me know! “di” or “dy”– two “bi” – two “-ose” – sugar “-ase”- enzyme “poly” – many “mono” one “eu” –true “kary” – kernel (nucleus) “pro”- before “-phobic” - fearing “-philic” – loving “endo” - within “ex” –out “lysis” break apart “pseudo” – false “pod”, “podia” – feet “cephalo” head “hypo” – low “hyper” –high, excessive

“allo” – other “glyco-” sugar “an” – without “aero” – air (oxygen) “oxy” -oxygen “hemi” half “homo” – same “hetero” different “pheno”- show or see “photo”- light “auto” – self “troph”- feed “hydro” water “morph” – form or structure “co”- together “intra” within “inter” between “de”- remove

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Guided Reading Q’s (GRQs)- Do these before the Mastering Assignment.

Exploring Life and the Process of Science (Read Chapter 1) Reading objectives (you can use these statements later to study in a more open-ended way.)  Define the properties of life o  Describe the components of hypothesis-driven science, including controlled and observational studies.  Explain and give examples of the major themes in biology such as: evolution, flow of information, structure and function, transformation of matter and energy, interactions within and between systems

1. How would you know if something was alive? (Why is a rock not alive?) What are the characteristics that define all life? Order – life is characterized by ordered structures Reproduction – reproducing own kind Growth & development – information encoded in DNA Response to environment – responding to environment you live in Energy processing – using energy to power all activities Regulation – organisms using mechanisms that maintain an internal environment Evolutionary adaptation – organisms adapting to their surroundings; learned over countless generations A rock is not alive because it does not have characteristics of living things such as – feeding themselves or breathing, growing, regulating and processing energy What is the smallest unit of life? A cell Of note, most biologists do not think viruses are “alive” because they cannot grow, process energy, and regulate. But within a host, like you, they can replicate and evolve…so they are a grey area. If you are interested in this, do some google searches on “are viruses alive?” and see some of the debate.

2. Arrange these words in a correct order: community, cell, organism, organ system, biosphere, molecule, tissue, organelle, population, organ, ecosystem Biosphere, ecosystem, community, population, organism, organs & organ system, tissues, cell, organelle, molecule Consider the individual properties and uses for a bucket, a piece of rope, or a wheel. What happens when you put them together in a system, does a larger function emerge? Yes, you can move the bucket without touching it Similarly, individual tissues can have specific functions, but when put together with other tissue types in certain configurations in organs, new functions arise.

This concept is known in biology as emergent properties

3. Review the terms below and define any you need to brush up on: Quantitative Data: frequency and duration of behaviors Qualitative Data: recorded descriptions

Hypothesis: proposed explanation that needs to be tested

Experiment: scientific test carried out under controlled conditions 4. How do we prove a hypothesis is true? You can never prove it is true, but by testing it and performing experiments we can support our hypothesis How is a theory different from a hypothesis? A theory is much larger and is supported by growing evidence 5. How is science different from other ways of describing and explaining nature, such as philosophy and religion? “the scientific view of the world is based on…(fill in rest of this statement from section 1.4) hypothesis testing and verifiable evidence 6. What is the main requirement for a scientific hypothesis? It must have predictions that can be tested by experiments or observations (Note, this is the end of module question from 1.4—these are also very useful review quiz-like questions during reading and studying). 7. Module 1.5 shows us the process of science with a controlled experiment. What hypothesis is being tested in this experiment? Color patterns have evolved as adaptations that protect animals from prey Define these terms: Independent variable – A factor whose value is changed during an experiment to reveal possible effects on another factor Dependent variable – A factor whose value is measured during an experiment to see if there is any change in it due to another factor Controlled experiment – An experiment where a control group, varying based off the factor being tested, and experimental group are compared In an ideal controlled experiment, what differs between the control and experimental group? The variable being tested

8. What was the “if…. then” prediction statement made by the scientists about the beach mouse? If camouflaged coloration protects mice from predators, then mice that match their environment would be preyed on less frequently than mice with coloration that did not match their environment Describe the control group: the mice matching the color of their environment Describe the experimental group: the mice not matching the color of their environment

Describe the results and conclusion: Coloration that matches the environment protects animals from prey 9. Identify the independent and the dependent variables in this beach mouse experiment. Independent: mice matching color of their environment Dependent: mice not matching color of their environment (Note: this is an orange “TRY THIS” active thinking question associated with figures in the textbook. These make great quiz-like review questions in your reading and studying).

10. True or False? (Explain) A controlled experiment must take place in a laboratory environment. False, a controlled experiment just needs to occur in a controlled environment 11. We’ll be looking at experiments in humans throughout the semester too, so let’s define some terms associated with human studies: 

clinical trials: controlled experiments involving humans



random assignment: randomly assigning subjects to different groups



double-blind trial: neither researchers or subjects know who is in which group

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placebo: a treatment not containing the substance, such as a sugar pill

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retrospective observational study: researchers interview people, use medical records, or examine death certificates in an attempt to identity what led to a specific outcome

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prospective observational study: researchers enter the prescription at the beginning, enrolling a group of participants, and collecting data over the time period of the experiment

What are the limitations of observational studies? A correlation between a factor and an outcome doesn’t mean the factor caused the outcome

12. Module 1.6 details how hypotheses can be tested even if a controlled experiment cannot be performed. Explain how observational data led to classification of the red panda: Scientists looked at the characteristics of the “red panda” and grouped it in the biological family related to other species with similar characteristics 13. Figure 1.4 might give you the impression that there is a linear, recipe to follow for science. In fact, most scientific studies are non-linear and require repetition and collaboration. Draw Figure 1.7 below (and explain the components to yourself), as we will be referring to this figure throughout the semester. (Note: Biology requires to do a fair amount of drawing, so use these GRQs as a place to feel more comfortable doing this).

The formation and testing of hypothesis (inner circle) are shaped and influenced by the exploration and discovery, societal benefits and outcomes, and feedback from the scientific community (outer circles). 1 4 .Th e r ea r efiv euni f y i ngt he me si nbi o l o gyt h a twewi l lr e f e rt ot h r o u g h ou tt h es e me s t e r .Fi v e Uni f y i ngThe me si nBi ol o g y : Thr o u g h o u tt h ec o u r s e ,we ’ l ll o o kf o re x a mp l e so ft h e s et h e me s .We ’ l le x p e c to v e r l a pt o o —o n et o p i c wea r el e a r n i n ga bo u tma yp r o v i d ee x a mpl e so fa l l / ma nyt h e me s . Si mp l yl i s tt h efiv et h e me sh e r ebe f o r eweg ot hr o u ghe a c hi nmor ede p t h : Ev ol u t i o n 1. 2. I n f o r mat i o n 3. S t r u c t u r e&Fu nc t i o n 4. En e r gyan dMa t t e r 5. I n t e r a c t i o n s Ev o l ut i o n Li f e ’ sun i t y( s uc ha st h eDNAa sac o mmo ni n f o r ma t i o na lc o de )a n dl i f e ’ sdi v e r s i t y( s uc h a st hen ume r ou ss h a p e sab i r d’ sb e a kc a nf o r m)a r ee xp l a i n e db ye v ol ut i o n.Lo o kf o r e vi de nc eo fc ommona n c e s t r ya swe l la se v i de nc ef o rho wl i f ec h a n g e so v e rt i me . Ev i de nc ee xi s t sa tt hedi ffe r e n th i e r a r c h i c a ll e v e l so fl i f e .

1 5 . Th eb i r d si nFi g u r e1 . 9 Aa r ee a c ha d a p t e dt ot he i re n v i r o n me n t .Ho w?

Th efla mi n g oh a sal o n gn e c kt or e a c hd o wna n dd r i n kwa t e r ,t h er u b y t h r o a tha sal o n gb e a kt ob ea b l e t or e a c hi n t ot h eflo we ra n dr e c e i v et h en e c t a r ,a ndt hep e n g u i nh a se x t r ab l u b be rt ok e e pi twa r mi nt h e c o l d . Fi g u r e1 . 9 Bi sa ne xa mp l eo fwh a t ?De s c r i b et h epr oc e s s : Th i sdi a g r a mi sa ne x a mp l eo fn a t u r a ls e l e c t i o n .The r ea r ed i ffe r e ntc ol o r so fbe e t l e s ,s ot h eb i r de a t s t h ebe e t l e si ts e e st h emos tc l e a r l y ,t h e r e f o r el e a v i n gt h ed a r k e rb e e t l e sl e f tb e hi n dt os u r v i v ea n d r e p r o d u c e . Fl o wofI nf or ma t i o n On ef e t usde v e l op i n gwi t hi nawo ma nbe c o me sabo ya n da n o t he rbe c o me sagi r l .Wh a t i nf o r ma t i o nd i r e c t e dt h e s et wi nst ode v e l opdi ffe r e n ta n a t omy ?On eo ft het wi nsc a r r i e saY c hr o mo s ome —a n do nt ha tc hr o mo s omei si n f o r ma t i onf orma l ed e v e l o pme nt .Lo okf o r e xa mp l e sf o rho wi n f o r ma t i o nflo wsi nas y s t e m,s u c ha sho wg e n ep r o du c t sf r o mt h eY c hr o mo s omec a u s ec e r t a i nhor mon e st obep r od uc e da ndt e s t e st od e v e l o p.I nf o r ma t i o na lpa t hwa y sc a na l s o b r e a kdo wn ,l oo kf ore x a mpl e ss u c ha sho w ade f e c ti nma ki n gon epr o t e i nc a nc a us ec y s t i cfib r o s i so rho w s pr a y i n gat o x i nonap l a n tl e a fc a us e sc e l lde a t h.

1 6 . Wh i c hmo l e c u l e ( s )i nac e l lp r o v i d et h ema s t e ri n s t r u c t i on sf o rac e l l ’ sf u n c t i o n? DNA Wh a ti sg e n ee x pr e s s i o na n dh o wi si tc o n n e c t e dt oac e l l ’ si n f o r ma t i o np a t h wa y ? Ge n ee xp r e s s i o ni st h ep r o c e s swh e r eg e n e t i ci n f o r ma t i onflo wsf r o mg e n e st op r o t e i n s ,i tflo wst he g e n o t y pet ot h ep h e no t y p e Ho wi st h eflo wo fg e n e t i ci n f o r ma t i o nl i n k e dt oa no r g a ni s m’ si n t e r na lo re x t e r na le n v i r o n me nt ?Gi v e a ne x a mp l e . Pl a q ueo ny o u rt e e t hi sma d eupo fb a c t e r i awh i c he x c h a n g e ss i g n a l st h a ti n flu e n c et h e i rg r o wt h ;Ce l l s r e c e i v es i gn a l st h a tt h es u g a rg l u c o s ei ny o u rb l o odh a sr i s e n,s t i mu l a t i n gy o u rp a n c r e a st os e c r e t e i n s u l i n ,wh i c ht h e nt a k e su pt h eg l u c o s e . St r uc t ur ea ndFunc t i o n I fy oune e de dt owr i t ewo r dsonal a r g es t r e e ts i g n,wou l dy o uu s eas ma l li nkpe nora l a r g ema r k e r ?Youwo ul dc h oo s et hema r k e r ,o fc ou r s e ,b e c a u s et hel a r g et i pwou l db et he b e t t e rt oo lf orma ki n gl a r g el e t t e r s .Loo kf ore xa mp l e swhe r et hes t r u c t ur eofa no r g a n i s m’ sa n a t o my ,ac e l l ,a n o r g a ne l l e ,o ramo l e c u l ei sag o odfitf ort hej obi tp e r f or ms ,s uc ha sah ummi n gb i r d’ sl on gbe a kf orr e a c h i n g n e c t a ri nt ub ul a rflo we r so rt hes t r u c t ur eo fp ho s p ho l i pi dsi nf o r mi n gaba r r i e rbe t we e nt hei ns i dea n do ut s i d eo f ac e l l .

1 7 . Ex p l a i nt h es t r u c t u r ea n df u nc t i o no ft h er e dpa n d a ’ s“ Fa l s et h u mb” : Th e“ f a l s et h umb ”i sas ma l lj u t o u ti nt h epa n d a ’ swr i s tt h a ti ss a i dt oh e l pi tmo v ea l o n gt r e eb r a nc h e s o rgr a bb a mb o o . Wh a tb i ol o g i c a lp r o c e s sr e s u l t si na no r g a ni s m’ ss t r u c t ur e ( s )me e t i n gt h e i rf u n c t i o n ?Ex p l a i n . Re p r o d uc t i v es u c c e s s

Tr a ns f o r ma t i o nso fEne r g ya ndMa t t e r Muc hofbi ol o gye xp l a i nsho wb i o l o g i c a lmo l e c u l e s( ma t t e r )a r eb u i l t ,br ok e n ,orc y c l e t h r o u g has y s t e m.Lo okf o re x a mpl e ss u c ha sh o wa mi noa c i dsa r ebu i l ti n t op r o t e i nsi ny ou r c e l l sorho wa ni ma l sp r od uc eCO2a ndpl a n t si nc or p or a t ei n t ot h e i rs t r uc t ur e s .Ma t t e rc a nn ot b eb ui l ta n db r ok e ndo wnwi t ho u te n e r gy ,a ndy o uwi l ls e ema n ye x a mpl e so fe n e r g y c ha n gi n gf or msdu r i n gr e a c t i o nst h a tc h a n g ema t t e r .Fo re x a mpl e ,p l a nt st r a ns f or ml i g ht e n e r gyf r o mt hes uni nt oc he mi c a le n e r gys t o r e di nt h eb on dsofg l u c o s e .

1 8 . Ho wd ot h eflo wo fe n e r gya n dma t t e rd i ffe rf r o mo nea n ot h e r ? Th eflo wo fe n e r g yi sao ned i r e c t i ont h i n gt h a te nt e r sa sl i g h ta n de x i s t sa sh e a t ,wh e r e a st h eflo wo f ma t t e ri ss o me t h i n gt h a tc o n t i n u o u s l yc y c l e st h r o u gha ne c o s y s t e m. Wh i c hbi o l o gi c a lp r o c e s s e sr e q ui r ee n e r g y ? Wh a tki n do fe n e r g yi sn e e d e d ?Bea ss p e c i fica s p o s s i b l e ! Pho t o s y n t h e s i sr e qu i r e se n e r g y ;u s i n ge n e r g yo fs u nl i g ht , CO2a n dH2 O I nt e r a c t i o nsWi t hi na ndBe t we e nSy s t e ms Wh a ti sas y s t e m?Sy s t e msha v eh i e r a r c h y ,s u c ha sho w agr ou po fc e l l sma k eupat i s s ue a n dagr ou po ft i s s u e sma k eupor g a n si ny ou rb od y .Ate a c hn e wl e v e l ,ane wf un c t i on e me r g e sa st h epa r t swor kt o g e t he r .( Li k et h ewa yabu nc ho fme c ha ni c a lpa r t swon ’ tt a k e y oua n ywhe r eu nt i lt he ya r ea s s e mbl e di n t oon ec o nfigu r a t i on abi k e . )An o t he rb i o l o g i c a l e xa mp l ewou l db eagr ou po fa n t sf o r mi n gapop ul a t i o na ndma n ydi ffe r e n tpo pu l a t i o nsf or mi n gac o mmun i t y . Sy s t e msc a nb e c o meun ba l a n c e d( s uc ha st oomu c hwe i g htg a i n ,hi ghbl oo dgl uc os el e v e l s ,o ra ne x pl o s i o no f b a c t e r i a lg r o wt hi na ne n vi r o n me n t . )Loo kf o re x a mpl e sofpr o c e s s e st ha tk e e ps y s t e ms -l i k ey o urc e l l s ,y o ur b od yore a r t h ’ se c os y s t e ms -i nba l a n c e .

1 9 . Wh a ti s“ ab i o l o g i c a ls y s t e m” ?Ho wb i go rs ma l lc a ni tbe ?Gi v ee xa mpl e sa tdi ffe r e n ts c a l e s . Ab i ol o g i c a ls y s t e mi sac o mb i na t i o no fc o mpo n e nt sf or mi ngt o g e t he r .I tc a nb ea ss ma l la sac e l lo ra s b i ga sab i o s p h e r e . Lo oka tfig u r e1 . 1 4–i t ’ sas l ot hi nat r e e !Ho wa r et hea b i o t i c( n o n l i v i n g )a n db i o t i c( l i v i n g ) c o mp o n e n t sde p i c t e di nt hi sp i c t u r e( at r o p i c a lf o r e s te c o s y s t e m)i n t e r a c t i n gwi t he a c ho t he r ?Yo uma y wa ntt od e s c r i b ei nwo r d s ,orc ha l l e ng ey o ur s e l fa ndd r a wad i a g r a mt ha tf u l l ye x p l a i n st h ei n t e r a c t i n g c o mp o n e n t s ! Th es l o t ha n dt r e e( b i o t i c )a r ei nt e r a c t i n gwi t ht hea i r( a b i o t i c )s ot h es l ot hc a nb r e a t h ea n de a t .

Y ouno wh av eMas t e r i ngBi o l o gya c t i v i t i e san dq u e s t i o nst oc omp l e t e .Re me mbe rt ha tt h ee n do fc ha pt e r q ue s t i on s( p g .1 7a nd18 )a r ea l s oav ai l a bl et oy o un oworwhe ny ouar es t udy i n gi nt hef ut u r e .The s emak e e x c e l l e n tr e v i e wqu e s t i on s ,i nc l ud i n gt h e“Co nn e c t i n gt h eCon c e p t s ,“T e s t i n gYo urKn owl e d g e ”an d,“ Ap pl y i n g t heCon c e p t s ”par t .Che c ky o uri nd e pe nd e n tan s we r si nt h eap pe n di x .( Iam l i k e l yt ol oo kt hr ou g ht h ee ndof c ha pt e rqu e s t i on sa sap l ac ef ori d e a swhe nIa mwr i t i n ge x a mqu e s t i on s ) ....