Biology 503: Freshman Honors Biology Summer … SUMMER PACKET IS TO BE DONE INDIVIDUALLY AND COMPLETELY BY THE STUDENT WHOSE NAME APPEARS ABOVE! Biology 503: Freshman Honors Biology

THIS SUMMER PACKET IS TO BE DONE INDIVIDUALLY AND COMPLETELY BY THE STUDENT WHOSE NAME APPEARS ABOVE!

Biology 503: Freshman Honors Biology

Summer Assignment Packet 2016

Welcome to Freshman Honors Biology. The following pages represent some review information

and some introductory information for your upcoming biology class. It is important that you complete this

packet in its entirety “on your own” over the summer, as it will be checked for correctness,

graded and recorded as your first grade for the first 9 week period. I would also request that you do the

packet individually and do not work with a classmate and do not use any on-line resources other

than the “Pearson Successnet” website and my Moodle site. Any paper that has been copied

from any source will receive a “0” for this activity. I would like to provide a brief overview and

any necessary directions on this page. If you have any questions related to the packet, you may email me at

[email protected]. Be patient for a response, I will not check my email every day in the summer.

To access the online textbook refer to the pages entitled “Pearsonsuccessnet.com” (page iv of this

packet) and save it as a favorite. Login using the username which has already been assigned to you

(“nsd.lastname.firstname”) and your temporary password (“abc123”). From your Pearson home page click

“My Account” then change your password. There is a complete set of instructions on pages iii and iv of

this packet to follow to register for Honors Biology once on the Pearson site. On the online textbook you

will have access to a “cyber” version of the textbook that you will receive in August. Also, this year is a

revised Honors Biology Moodle Site. There is additional information about the Moodle site on several of

the following pages. You can access the site at http://summerschool.wiueacademy.org/. You will

receive, or may have already received your login credentials from the Westmoreland Intermediate Unit,

who operates the Moodle. You should check your school email for a username and password. There is

also a 50 question, online assessment that must be completed between July 1 and August 19. This will

be accessed through the Moodle site. This is a test grade so be certain that you have read the chapter and

complete the chapter 1 study guide packet prior to attempting the test. Only your first score on the test will

be recorded so do not even open the test until you are ready to take it. Once you open the test you are

committed to take it as you will only get one opportunity. This must be done prior to 19 August,

otherwise it will be a “0.” Students sometimes have difficulty accessing the site or may sometimes have

issues with the graphics. To avoid any issues with the graphics on Moodle, try using “Chrome” as your

browser, Firefox will also work, Explorer is NOT recommended. Additionally, be certain to allow pop-ups

on the Pearson and Moodle sites.

I have placed a link on my Norwin High School web page for the Pearson website and the Norwin

Moodle site. You may find it easier to get to these sites through the Norwin web page. Go to the Norwin

district web page, then click the high school tab. Then go to teachers you will find me there. The links can

be found under “Moodle.” Once you get to the Pearson site and the Moodle site, bookmark them as

“favorites.”

I

mailto:[email protected]

http://www.pearsonsuccessnet.com/

http://summerschool.wiueacademy.org/


Biology 503: Freshman Honors Biology

Summer Assignment Packet

The Pearson site will routinely purge all classes and students at the end of the school

year. This year the rollover will occur around July1, 2016. When this occurs, go to my web

page and follow the directions on that page. You may have to re-enroll in the Pearson site for my

class after July 1, 2016. There will be a new access code, on my Norwin web page that you will

use to re-enroll. You will still be able to use your same login information for Pearson. You

will not have to reenroll for the Moodle at this time.

If online access is not available to you at home, I would suggest the Norwin Public

Library which makes worldwide web access available to the general public. If you would like a

hard copy of the textbook, you should send me an email requesting such and make arrangements

to pick it up on Wednesday 1 June between 7:00AM and 11:00AM at Norwin High School. I

will be out of the building for the summer so I cannot provide you a copy of the book unless you

make arrangements to pick it up on the 1st, you will otherwise receive a copy of the text in August

when you return to school.

On the front and part of the back of the paper entitled “Understanding Biological Terms,”

(last page of this packet) use a dictionary (hard copy or web based) to define the 131 prefixes,

suffixes and roots. Look for hyphenated versions in your reference as appropriate when looking

for the terms. Use the definition that may have the most relevant biological or scientific meaning.

Limit your definition to one or two words. Under no circumstances should the definition

exceed three words.

On the lower back of the paper (#’s 1-25), use the previous 131 definitions from the front

and top of the back to define the biological terms listed on the lower back. Do not use a

dictionary to define these terms, but rather your glossary of biological terms that you have

completed on the front of that paper.

One final note, this packet is representative of the volume of work that you will be

exposed in this class, if completing this packet, on your own is too much work for you, then you

may want to reconsider taking honors biology this school year.

Have a great summer and I look forward to seeing you in August,

Mr. Tim Lloyd

Honors Biology Teacher

Science Department Chair

Freshman Class Advisor

http://www.norwinsd.org/Page/2319

II

http://www.norwinsd.org/Page/2319


PEARSON ENROLLMENT INFO: Class/Group and Student Information Teacher name: Mr. Lloyd

Class/Group name: 1 - 2016 HonBiology

Class access code: AC1A69A7260956B85562

When you enroll or register, type the access code exactly as shown above.

Use all uppercase letters, and include dashes.

Student Name: nsd.lastname.firstname

User Name: abc123

Registration/Enrollment Instructions

For all users:

To enroll in this class:

1. Go to www.pearsonsuccessnet.com 2. Log in by typing your existing username and password (shown above). 3. From your Pearson Home Page, click “My Account.” 4. Click: Add Class/Group 5. Follow the instructions, and use the class access code (AC1A69A7260956B85562) to

enroll in this class or group

You will need to re-enroll in this class after July 1. The date may not be exactly on July 1, but around that time of the summer, Pearson will purge the site of existing 2015-16 classes. I will place a new enrollment code on my Norwin Home Page, which may be used to enroll in the Pearson site for the 2016-2017 school year. How to access the Web site if your registration fails:

1. Access your Internet browser - (For your reference, Pearson SuccessNet Internet and System Requirements can be found at http://knowledgebase.pearsonschool.com/kmp/article/AA-04713).

2. Enter the URL (site address) -- http://www.pearsonsuccessnet.com 3. Then, use the following information to get started in Mr. Lloyd's Biology classroom:

Alternate user name: Norwinstudent15 Alternate password: knights1 Note: User name and password are case sensitive

III


Enter your login information at the arrow, then click sign in!

Click “My Account” (Arrow)

Under “My Classes,” click “Add Class.” You may also use this page to change your password

(recommended) by using the “Edit Profile” button.

Once on the next page, enter the 20 digit access code (provided on p iii and p i) where indicated

and click “Next.” Then you may complete the user profile for your Pearsonsuccess.net access!

IV


Go to the Norwin School District Website!

Click the “High School” Tab on the upper right side of the window.

Click the “Teachers” tab on the middle left side of the page.

Select “Lloyd, Timothy.” Go to the “Moodle” page!

The first item on the Moodle page is the Norwin Moodle Link! Click the link under that

title.

You will then be prompted to log-in, using your WUI Moodle supplied username

and password.

o Your username is Firstname.Lastname and your password is “changeme”

you will be prompted to change your password upon first login.

o If you are unable to log-in, click the help-desk tab on the top of the page.

o You will be directed to another page where you can click the “Forgotten

your username or password?” button.

V


If you are still unable to login, email me and I will try to contact the IU for you.

Once logged-in, “NSD Honors Biology” should appear under “My Courses.”

o Click it!

o If you don’t see “NSD Honors Biology,” click the help desk tab and

explain your situation.

This will put you on chapter 1 of your Honors Biology Course!

Click the link that says, “Read Chapter 1 First,” then follow the directions.

If you have misplaced the original study guide distributed at the spring meeting at the

middle school. You may print out the study guide for the chapter from the Summer

Moodle and begin to work on it after you read the chapter.

We will not cover chapter 1 in school, it is

presumed that you cover this material over the

summer and we will begin the school year with

chapter 2!

VI


1

Name Class Date

The Science of Biology

Science as a Way of Knowing

Q: What role does science play in the study of life?

1

Big

idea

WHAT I LEARNED WHAT I KNOW

1.2 How do

the scientific

community and

society influence

the process of

science?

1.3 What is

biology?

1.1 How do

we find

explanations for

events in the

natural world?


Name Class Date

1.1 What Is Science? Lesson Objectives

State the goals of science.

Describe the steps used in scientific methodology.

Lesson Summary

What Science Is and Is Not Science is an organized way of gathering and analyzing

evidence about the natural world. The goals of science are to provide natural explanations

for events in the natural world and to use those explanations to make useful predictions.

Science is different from other human works in the following ways:

Science deals only with the natural world.

Scientists collect and organize information about the natural world in an orderly way.

Scientists propose explanations that are based on evidence, not belief.

They test those explanations with more evidence.

Scientific Methodology: The Heart of Science Methodology for scientific

investigation involves:

Making an observation. Observation involves the act of noticing and describing events or

processes in a careful, orderly way. Scientists use their observations to make inferences.

An inference is a logical interpretation based on what scientists already know.

Suggesting hypotheses. A hypothesis is a scientific explanation for a set of observations

that can be tested in ways that support or reject it.

Testing the hypothesis. Testing a hypothesis often involves designing an experiment. Whenever possible, a hypothesis should be tested by a controlled experiment—an experiment in which only one variable (the independent variable, or manipulated variable) is changed. The variable that can change in response to the independent variable is called the dependent variable, or responding variable. The control group is exposed to the same conditions as the experimental group except for one independent variable.

Collecting, recording, and analyzing data, or information gathered during the experiment.

Drawing conclusions based on data.

What Science Is and Is Not 1. What is science?

2. What are the goals of science?

2


Name Class Date

Scientific Methodology: The Heart of Science Questions 3–10 refer 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 of this idea.

3. Evidence used to support spontaneous generation was the observation that foods over

time become covered in maggots or fungal and bacterial growth. The inference behind

spontaneous generation is that there is no “parent” organism. Write this inference as a

hypothesis using an if–then sentence that suggests a way of testing it.

4. 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?

5. 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.

Dependent variable:

Independent variable:

Controlled variables (identify three):

3


Name Class Date

6. Critics of Spallanzini said that he showed only that organisms

cannot live without air. In 1859 Louis Pasteur designed an experiment to address that

criticism, an experiment that reproduced Spallanzani’s results.

Draw in the third and final steps in the experiment. Use an arrow to show the path of

travel of the microorganisms. Shade the broth in the flask(s) in which microorganisms

grew.

7. How did Pasteur solve Spallanzani’s problem of limiting exposure to air?

8. What purpose did boiling the meat broth serve in both the Spallanzani and Pasteur

experiments?

9. How do the Redi, Spallanzani, and Pasteur experiments disprove the hypothesis you

wrote in Question 3?

10. Today, we use a process of heating liquids to prevent spoiling by bacteria and other

microorganisms, pioneered by one of the three scientists mentioned above. What is that

process called and for what food it is used?

11. What facts did Redi’s, Spallanzani’s, and Pasteur’s experiments establish? What broader scientific understanding about life did the experiments explore? How does the example of these experiments demonstrate science as a way of knowing?

4

THINK VISUALLY

Apply the Big idea


Name Class Date

5


Name Class Date

1.2 Science in Context Lesson Objectives

Explain how scientific attitudes generate new ideas.

Describe the importance of peer review.

Explain what a scientific theory is.

Explain the relationship between science and society.

Lesson Summary

Exploration and Discovery: Where Ideas Come From Scientific

methodology is closely linked to exploration and discovery. Good scientists share scientific

attitudes, or habits of mind, that lead them to exploration and discovery. New ideas are

generated by curiosity, skepticism, open-mindedness, and creativity.

Ideas for exploration can arise from practical problems.

Discoveries in one field of science can lead to new technologies; the new technologies

give rise to new questions for exploration.

Communicating Results: Reviewing and Sharing Ideas Communication and

sharing of ideas are vital to modern science. Scientists share their findings with the scientific

community by publishing articles that undergo peer review. In peer review, scientific papers

are reviewed by anonymous, independent experts. Publishing peer-reviewed articles scientific

journals allows scientists to

share ideas.

test and evaluate each other’s work.

Once research has been published, it enters the dynamic marketplace of scientific ideas. New

ideas fit into scientific understanding by leading to new hypotheses that must be

independently confirmed by controlled experiments.

Scientific Theories In science, the word theory applies to a well-tested explanation that

unifies a broad range of observations and hypotheses and that enables scientists to make

accurate predictions about new situations.

No theory is considered absolute truth.

Science is always changing; as new evidence is uncovered, a theory may be reviewed or

replaced by a more useful explanation.

Science and Society Using science involves understanding its context in society and

its limitations. Understanding science

helps people make decisions that also involve cultural customs, values, and ethical

standards.

can help people predict the consequences of their actions and plan the future.

Scientists strive to be objective, but when science is applied in society, it can be affected

by bias, a point of view that is personal rather than scientific.

6


Name Class Date

Exploration and Discovery: Where Ideas Come From

1. Describe how new ideas are generated.

2. How are science and technology related?

3. It took hundreds of years of discussion and the experiments of Louis Pasteur in the

nineteenth century for the larger scientific community to accept that spontaneous

generation of life was not a valid scientific concept. Referring to the diagram, describe

how modern methods of communication have changed the scientific process.

Communicating Results: Reviewing and Sharing Ideas

4. Use lesson concepts to complete

the diagram to show the outcome of communication

among scientists. Why are “New Ideas” placed at the

center of the diagram?

5. Of the four types of communication you added, identify

the one that is critical to ensuring communication among

the scientific community.

7

THINK VISUALLY


Name Class Date

Scientific Theories 6. A typical dictionary will have different definitions for the word theory. It will include a

definition that describes how scientists use the term, but it will also define theory as

speculation, or an assumption, or a belief. Are these common definitions of theory

synonyms (words similar in meaning) or antonyms (words opposite in meaning) to the

definition of a scientific theory? Explain your thinking.

For Questions 7–11, 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.”

7. Old tennis balls bounce higher than new tennis balls.

8. The earth was formed about 4.5 billion years ago.

9. All life is related and descended from a common ancestor.

10. All cells come from other existing cells.

11. The rate of growth of a plant is related to the amount of water it receives.

Science and Society 12. How can bias affect the application of science in society? What role does a good

understanding of science play in this phenomenon?

13. What is it about science, as a way of knowing, that makes it self-correcting?

8

Apply the Big idea


Name Class Date

1.3 Studying Life Lesson Objectives

List the characteristics of living things.

Identify the central themes of biology.

Explain how life can be studied at different levels.

Discuss the importance of a universal system of measurement.

Lesson Summary

Characteristics of Living Things Biology is the study of life. Living things share

these characteristics: They are made of cells and have a universal genetic code; they obtain

and use materials and energy to grow and develop; they reproduce; they respond to signals in

their environment (stimuli) and maintain a stable internal environment; they change over

time.

Big Ideas in Biology The study of biology revolves around several interlocking big

ideas:

Cellular basis of life. Living things are made of cells.

Information and heredity. Living things are based on a universal genetic code written in

a molecule called DNA.

Matter and energy. Life requires matter that provides raw material, nutrients, and

energy. The combination of chemical reactions through which an organism builds up or

breaks down materials is called metabolism.

Growth, development, and reproduction. All living things reproduce. In sexual

reproduction, cells from two parents unite to form the first cell of a new organism. In

asexual reproduction, a single organism produces offspring identical to itself.

Organisms grow and develop as they mature.

Homeostasis. Living things maintain a relatively stable internal environment.

Evolution. Taken as a group, living things evolve, linked to a common origin.

Structure and function. Each major group of organisms has evolved structures that make

particular functions possible.

Unity and diversity of life. All living things are fundamentally similar at the molecular

level.

Interdependence in nature. All forms of life on Earth are connected into a biosphere—a

living planet.

Science as a way of knowing. Science is not a list of facts but “a way of knowing.”

Fields of Biology Biology includes many overlapping fields that use different tools

to study life. These include biotechnology, global ecology, and molecular biology.

Performing Biological Investigations Most scientists use the metric system as a

way to share quantitative data. They are trained in safe laboratory procedures. To remain safe

when you are doing investigations, the most important rule is to follow your teacher’s

instructions.

9


Name Class Date

Characteristics of Living Things 1. Complete the graphic organizer to show the characteristics living things share.

2. Living things have a long history of change.

3. The continuation of life depends of both and .

4. The combination of chemical reactions that make up an organism’s help to

organize raw materials into living matter.

5. The genetic molecule common to all living things is .

6. The internal process of enables living things to survive

changing conditions.

7. Living things are capable of responding to different types of .

10

Obtain and use

materials and

Are made up of

basic units called

maintain a stable

internal

are based on a

universal genetic

respond to their

grow, develop,

and

Living things


Name Class Date

Big Ideas in Biology 8. Complete the table of Big Ideas in Biology. The first row is filled in for you.

Big Idea Description

Cellular basis of life Living things are made of cells.

Growth, development, and reproduction

All living things are fundamentally similar at the

molecular level.

Information and heredity

Life requires matter that provides raw materials,

nutrients, and energy.

Evolution

All forms of life on Earth are connected into a

biosphere—a living planet.

Each major group of organisms has evolved

structures that make particular functions

possible.

Living things maintain a relatively stable internal

environment.

Science as a way of knowing

9. Pick two of the big ideas from the chart and describe how the ideas interlock.

11


Name Class Date

Fields of Biology 10. Biology is made up of many overlapping fields, each of which uses different tools to

gather information about living things. Fill out the table below with information about

two fields of biology—one that appeals to you, and one that does not. Include a

description of each field and the tools scientists in the field use, as well as your

impressions of each.

Field of Biology

Description of Field Why It Does or Does Not Appeal to Me

Performing Biological Investigations 11. What is the most important safety rule for you to follow in the laboratory?

12. Why do scientists need a common system of measurement?

13. Describe the system of measurement most scientists use when collecting data and doing

experiments.

14. 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 three weeks. Why isn’t it a good

idea to use the 8-ounce measuring cup from your kitchen or the 12-inch ruler you have on

your desk?

12

Apply the Big idea


Name Class Date

CHAPTER

MYSTERY

HEIGHT BY PRESCRIPTION

21st Century Learning

Should Pharmaceuticals Be Advertised on Television?

Today, medical consumers often make the final decision about their or their child’s treatment.

It was not always like that. Not that long ago, patients were far more accepting of treatments

prescribed by their doctor. They listened to the doctor’s advice and did not demand a

particular treatment. Why have the roles of doctor and patient changed today? One reason has

to do with pharmaceutical advertising on television and in magazines. Drug ads are aimed at

consumers, not doctors. Is it a good idea to advertise prescription drugs on television? Two

viewpoints are presented below.

Want some fries with that? By: The Opinionator

I was watching TV last night, and I counted 14 ads for drugs. That’s right, 14! I think things

have gotten a bit out of hand. I mean, I’m all in favor of informed consumers, but I think this

goes far beyond that.

I did some research this morning. Turns out that of all the people who go to their doctor and

say, “Please write me a prescription for Drug X,” 80% of them get it! Apparently, the doctor is

just following the patients’ orders.

Here’s the thing. All drugs, all medicines, can be dangerous under certain circumstances.

Doctors know if a patient should be taking a particular drug or not, and how much the patient

should take. Doctors, not patients, should be making the decisions about medical treatments

and what drug a patient should take.

Responses to “Want some fries with that?”

Believe it or not, this humble blogger still reads newspapers. I read an OpEd piece in the

paper this morning that was all about how dangerous TV ads for drugs are. Here’s a link to it.

I couldn’t find one point in the OpEd that I agreed with. What’s wrong with letting people know

what’s out there? Nothing. Doctors are still the gatekeepers. They still have to write the

prescription. If a drug is dangerous for people who have kidney problems, and you have

kidney problems, your doctor won’t write the prescription. But you probably wouldn’t ask for it

because you heard that little voice at the end of the ad say, “Do not take Drug X if you have

kidney problems.” Doctors can’t possibly keep up with all the medical journals and stuff they

get. TV advertising lets doctors know about new medications, too. So when it comes to drug

ads, I say bring ‘em on.

Continued on next page

13

In the Chapter Mystery, you read about

parents who had their healthy son injected

with HGH hormones in the hope the

treatment would increase his height. You

also read that there is no evidence that

treatment will make a child grow taller.

Follow the link in section 1.1 to view the

video on the Pearson site.

Posted at 9:17 by Dragonfly


Name Class Date

21st Century Themes Science and Civic Literacy Answer the following questions.

1. What is the main point made by the first blogger?

2. How does the second blogger address the first blogger’s point of view?

3. What argument does second blogger use to support his or her viewpoint?

4. Which blogger do you agree with? Give reasons for your answer.

5. More than 200 medical school teachers, as well as 39 medical and senior citizens’ groups, have

supported an end to all medical advertising aimed at consumers. They want to ban these ads on

television, on the radio, in newspapers and magazines, and online. Does this change the opinion

you expressed in the previous answer? Why or why not?

21st Century Skills

Evaluating Sources of Information

The skills used in this activity include social responsibility, critical thinking and systems

thinking, information and media literacy, and communication skills.

Use Internet resources to find additional arguments in favor of and against advertising

pharmaceuticals to consumers. “DTCA” (which stands for “direct to consumer advertising”) might be

a helpful keyword to use in your search. Make two lists, one containing arguments that support DTCA

for drugs and one containing reasons for opposing drug DTCA. Each list should contain at least 4

items. Then, for each source, evaluate the accuracy of the Web site and the usefulness of the

information. HINT: Sites with URLs that end in “.gov” or “.edu” are usually fairly reliable. Sites put

up by organizations or individuals who have a financial interest in the issue may be biased.

14


Name Class Date

The Science of Biology Chapter Test A

Multiple Choice

Write the letter that best answers the question or completes the statement on the line provided.

_____ 1. Suppose that a scientific idea is well-tested and can be used to make predictions in numerous new situations, but cannot explain one particular event. This idea is a

a. hypothesis that is incorrect.

b. theory that may need revision.

c. theory that should be discarded.

d. hypothesis that must be retested.

______ 2. Which of the following is NOT a way that science influences society?

a. Science advances technology that is useful to society.

b. Science gives society answers to difficult ethical issues.

c. Science provides answers to some of society’s practical problems.

d. Science increases society’s understanding of how people affect the environment.

_____ 3. Science differs from other disciplines, such as history and the arts, because science relies on

a. facts. c. testing explanations.

b. observations. d. theories.

_____ 4. The basic unit of length in the metric system is the

a. gram. c. meter.

b. liter. d. yard.

_____ 5. Measurements made while observing a plant grow 3 cm over a two-week period are called

a. inferences.

b. variables.

c. data.

d. hypotheses.

_____ 6. How do scientific theories compare to hypotheses?

a. Theories are the same as hypotheses.

b. Theories unify a broad range of observations and hypotheses.

c. Hypotheses combine the ideas of several theories to explain events.

d. Hypotheses are the dominant view among scientists.

_____ 7. Based on your observations, you suggest that the presence of water could accelerate the growth of bread mold. This is

a. a conclusion. c. an experiment.

b. an analysis. d. a hypothesis.

15

1


Name Class Date

_____ 8. What are the smallest objects that biologists study?

a. molecules c. cells

b. body organs d. organisms

_____ 9. Who reviews articles for peer-reviewed journals?

a. friends of the scientists who wrote the articles

b. the scientists who did the experiments

c. anonymous and independent experts

d. people who paid for the experiments

_____ 10. Cells in multicellular organisms have many different sizes and shapes. These differences in cells are part of cell specialization. Cell specialization allows cells to

a. reproduce.

b. respond to their environment.

c. perform different functions.

d. be less complex.

_____ 11. Suppose that a scientist proposes a hypothesis about how a newly discovered virus affects humans. Other virus researchers would likely

a. reject the hypothesis right away.

b. design new experiments to test the proposed hypothesis.

c. change the hypothesis to fit their own findings.

d. assume that the hypothesis is true for all viruses.

_____ 12. Which big idea in biology is MOST concerned with DNA?

a. cellular basis of life c. matter and energy

b. information and heredity d. interdependence in nature

_____ 13. Why is creativity considered a scientific attitude?

a. Scientists need creativity to make good posters to explain their ideas.

b. Creative scientists imagine the results of experiments without doing them.

c. Scientists who are creative are better at handling and training animals.

d. Creativity helps scientists come up with different experiments.

_____ 14. How does sharing ideas through peer-reviewed articles help advance science?

a. Experiments in peer-reviewed articles do not need to be repeated.

b. Scientists reading the articles may come up with new questions to study.

c. Ideas in the articles always support and strengthen dominant theories.

d. Peer-reviewed articles are published only when the ideas they contain have been accepted

by most scientists.

_____ 15. How many meters are in 2.4 km?

a. 240,000 c. 2400

b. 24,000 d. 240

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Name Class Date

Completion

Complete each statement on the line provided.

16. An experiment in which only one variable is changed is a(an) experiment.

17. Every living thing is made up of a set of body parts. Each body part, or structure, has a certain job or .

18. An article that is undergoing is read carefully and checked by other scientists.

19. A mass of 3000 g is equal to kg.

20. A biologist reads about a study in a peer-reviewed journal where the results do not agree with her research. This scientist must remain and think about how those results might affect her own work.

Short Answer

In complete sentences, write the answers to the questions on the lines provided.

21. What is a bias?

22. Give an example of a question that society might have that can be answered by science.

23. Which characteristic of living things is important to the survival of a group of animals rather than an individual member of this group? Why?

24. Why do reviewers of scientific papers have to be anonymous and independent?

25. Some opponents of the theory of evolution dismiss the idea as being “just a theory.” Why is this NOT a very good argument against the theory of evolution?

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Name Class Date

Using Science Skills

Use the diagram below to answer the following questions on the lines provided.

A scientist conducted an experiment to determine the effect of environment on the fur color of a Himalayan rabbit. The Himalayan rabbit typically has a white coat except for its colder nose, feet, tail, and ears, which are black. The scientist shaved an area of hair on the back of each rabbit, then placed an ice pack over the shaved area on one rabbit (A).

Figure 1–1

26. Interpret Visuals In Figure 1–1, which rabbit is the control?

27. Interpret Visuals In Figure 1–1, what is the variable in this experiment?

28. Apply Concepts Why is Rabbit B essential to the experiment in Figure 1–1?

29. Form a Hypothesis Before completing the experiment in Figure 1–1, the scientist made a hypothesis. What is the hypothesis she is testing?

30. Draw Conclusions Based on your observations of Figure 1–1, conclude what effect temperature

has on Himalayan rabbits.

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Name Class Date

Essay

Write the answer to each question in the space provided.

31. Can a theory change over time? Explain your answer.

32. How would you determine whether something is living or nonliving?

33. What is a goal of science?

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Name Class Date

Figure 1–2

34. Two big ideas in biology are structure and function and the unity and diversity of life. Analyze the images in Figure 1–2 in terms of these two big ideas. What are the functions of these structures? How are they similar and how are they different?

35. What is meant by a population of organisms? Describe two examples.

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Name Class Date

Chapter Vocabulary Review For Questions 1–8, complete each statement by writing the correct word.

1. is an organized way of gathering and analyzing evidence about the

natural world.

2. A(n) is a signal to which an organism responds.

3. In reproduction, the new organism has a single parent.

4. A(n) is a well-tested explanation that unifies a broad range of

observations and hypotheses.

5. A(n) is a scientific explanation for a set of observations that can be

tested in ways that support or reject it.

6. A(n) is a logical interpretation based on what scientists already know.

7. The information gathered during an experiment is called .

8. The act of noticing and describing events or processes in a careful, orderly way is called

.

For Questions 9–17, write the letter of the definition that best matches each term on the

line provided.

Term

9. biology

10. bias

11. homeostasis

12. metabolism

13. DNA

14. control group

15. independent variable

16. dependent variable

17. biosphere

Definition

A. the combination of chemical reactions

through which an organism builds up or

breaks down materials

B. a living planet

C. a molecule containing the universal genetic

code

D. the study of life

E. a point of view that is personal rather than

scientific

F. in an experiment, the responding variable

G. living things maintaining a relatively stable

internal

H. in an experiment, the variable that is

manipulated

I. environment in an experiment, the group

exposed to the same conditions as the

experimental group except for one

independent variable

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0

50

100

150

200

250

300

1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990Po

pu

lati

on

(in

Millio

ns)

Year

Population of the United States 1880-1990 Figure 2


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left blank!

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Understanding Biological Terms

On the front and part of the back of the following paper entitled “Understanding

Biological Terms,” use a dictionary to define the 131 prefixes, suffixes and roots. Look

for hyphenated versions in your reference as appropriate when looking for the terms.

Use the definition that may have the most relevant biological or scientific meaning.

Limit your definition to one or two words. Under no circumstances should the definition

exceed three words.

On the lower back of the paper (#’s 1-25), use the previous 131 definitions from

the front and top of the back to define the biological terms listed on the lower back. Do

not use a dictionary to define these terms, but rather your glossary of biological terms

that you have completed on the front of the paper.

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1 a-/an- 51 hetero-

2 ab- 52 hist-

3 -able 53 homo-/homeo-

4 ad- 54 hydro-

5 aero- 55 hyper-

6 amphi- 56 hypo-

7 ante- 57 -ic

8 anthro- 58 inter-

9 anti- 59 intra-

10 aque- 60 iso-

11 archae- 61 -ist

12 arthro- 62 -itis

13 auto- 63 karyo-

14 bi- 64 -kinesis

15 bio- 65 leuko-

16 blast- 66 -logy

17 carcin- 67 -lysis

18 cephalo- 68 macro-

19 cereb- 69 mal-

20 chemo- 70 mega-

21 chloro- 71 -mer

22 chromo- 72 meso-

23 chondro- 73 meta-

24 circ- 74 micro-

25 -cide 75 mono-

26 co-/con- 76 morpho-

27 cyan- 77 multi-

28 -cycle 78 neo-

29 -cyst 79 -nephr

30 cyt-/cyto- 80 neur-

31 de- 81 nom-

32 derm-/derma- 82 oo-/ov-

33 di-/diplo- 83 org-

34 dia- 84 -oma

35 eco-/ecol- 85 orth-

36 ecto- 86 -osis

37 -ectomy 87 osteo-

38 endo- 88 pachy-

39 epi- 89 para-

40 eu- 90 path-

41 ex-/exo- 91 peri-

42 gastro- 92 phago-

43 -gen 93 -phase

44 -gestion 94 -philic

45 glyco- 95 -phobic

46 -gram 96 photo-

47 halo- 97 phyto-

48 haplo- 98 -plasm

49 hemi- 99 -plast

50 hemo- 100 -ploidy

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101 pod-/ped- 117 sym-/syn-

102 poly- 118 -synthesis

103 pre- 119 telo-

104 pro-/proto- 120 tetra-

105 pseudo- 121 thermo-

106 retro- 122 -thesis

107 saccharo- 123 -tomy

108 -scope 124 trans-

109 semi- 125 tri-

110 soma-/somato- 126 tropho-

111 staphylo- 127 uni-

112 -stasis 128 -ur

113 stoma- 129 visc-

114 strepto- 130 zoo-

115 sub- 131 zygo-

116 super-/supra-

1 autotrophic

2 bacteriophage

3 biology

4 biped

5 carnivorous

6 cytokinesis

7 cytostatic

8 diploid

9 ecology

10 ectoderm

11 entomology

12 eukaryotic

13 exothermic

14 halophile

15 haploid

16 heterotrophic

17 hypothesis

18 isotonic

19 leukocyte

20 multicellular

21 omnivorous

22 prokaryotic

23 pseudopod

24 triglyceride

25 unicellular

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Biology 503: Freshman Honors Biology Summer … SUMMER PACKET IS TO BE DONE INDIVIDUALLY AND COMPLETELY BY THE STUDENT WHOSE NAME APPEARS ABOVE! Biology 503: Freshman Honors Biology