Chapter 1

Teacher Guide and Answers

Above LeveL St udents should be encouraged to

develop a question of their own, obtain teacher
approval of the experimental design, and conduct
the experiment. Ask "\Vhat additional questions
ca n be asked based on the results of your experi
ment? " Students should present a report of their
results to the class.

Answers to Student Worksheet

Part A: Reviewing Scientific Methods Used
in Biology
Analyze and Conclude
1. Group B was the control group; it was the group
that did not receive additional nitrogen. Group
A was the experimental group; it was the group
that received additional nitrogen. Students
should recognize th.at in a ny experiment, the
experimenta l group is the group in which vari
ables are being manipulated.
2. The independent variable was the amount of
nitrogen in the fertilizer. The dependent vari
ables were the height and mass of the pbnts.
3. Dr. Anderson needed to control the soil, tem
perature, light, and humidity conditions durjng
the experiment.

Part B: Using Scientific Methods to Solve Everyday

Questions in Biology

"
o

Answers will vary. Accept all reasonable experimen

tal designs. Make certain that student hypotheses are
testable and can be tested ill any well -stocked biol
ogy labora tor y. Also, check to see that students have
incorporated th e necessary safety precautions into
their experimental designs.

Enrichment
Page 11 Using Graphs to Understand Biology
Some important points to be learned from this exer
cise about graphing include the following:
The appropri ate selection of units for the horizon
tal and ve rtical axes is esse ntial to produce a graph
of usable size to permit interpretation of the data.
Simply plotting and connecting data points mi ght
not give the most useful or correct graph . You
might want to discuss with st udents the concept
of a best-fit graph a nd why individual data points
might fall off the best-Cit line. This discu:.sion pro
vides an opportunity to point out the role of error
in data collection and the variability of th e growt h
process in living organisms.
Interpolations (ques tion 1) are l ikely to provide
more reliable estimates than are extrapolations
(questions 2, 3, and 4) when unknown factors
might alter the pattern shown on the existing
graph. This discussion provides an opportunity to
talk about factors that can affect an exist ing pat
tern, such as the limiting factors th at affect plant
growth.

Concept Mapping
Page 12 The Study of Life
1. observation
2. processing info rmat ion

3. hypothesis
4. experiments
5. data

Careers in Biology

6. bias

A horticult uri st might conduc t experi ments and

invest igatiol1s to determine the best methods of
planting, spraying, breeding, cu lti vating, produc
ing, harvesting, stor in g, processing, or transporting
fruits, nuts, vegetables, flowers, bushes, or trees. He
or she might experiment to develop new or improved
varieties having hi gher yields, quality, nutritional
value, resistance to disease, or adaptability to differ
ent climates or soils.

7. sample size
8. accuracy

Study Guide
Page 13 Section 1.1
1. living
2. biologists
3. agricultural
4. Environmental
5. biotechnology

Introduction

CHAPTER 1 TEACHER GUI DE AND ANSWE RS

181

Chapter 1

Teacher Guide and Answers

6. bioengineering

11. claims

7. mechanical

12. peer review

8. euglena (B) and fish (C)

13. theories

9. A flame does not possess all the characteristics

ofliving things. For example, it is not made of
cells.

14. results

10. yes

15. Student answers may vary, but should include

cloning, genetic engineering, eugenics, eut ha na
sia, or cryonics.

11. no

Page 16 Section 1.3

12. yes
13.3
14. 1

15. 5
16. 2

17.4
18.6

19. no
20. yes

21. yes
22. yes
23. no

--

24. stimulus: food; response: mouth waters

25. stimulus: drop in air temperature; response:
goosebumps
26. stimulus: virus; response: fever
27. stimulus: giving a speech.; response: "butterflies"
in your stomach
28. The graph represents the process of homeosta
sis. The graph shows that if anything happens
within or to an organism that affects its normal
state, processes begin to restore the normal state.

Page 15 Section 1.2

1. Science
2. Pseudoscience

3. Science
4. Science

5. Pseudoscience
6. Pseudoscience
7. Science
8. Science

1. D
2. E

3. B

4. A
5. C

6. F

7. H

8. G
9. Quantitative Research
10. Qualitative Research
11. Quantitative Research
12. Qualitative Research
13. Quantitative Research
14. Qualitative Research

15. Qualitative Research

16. Quantitative Research

Guia de estudio
Pagina 17 Secci6n 1.1

1. vivos

c.

2. bi6logos
3. agricola
4. ambientales
5. biotecnologia
6. bioingenieria
7. mednicos
8. 1a euglena (B) y el pez (C)
9. Una llama no posee todas las caracteristicas de

los seres vivos. Por ejempl0, no esti compue5ta

de celulas.

9. scientific

10. sf

10. k nowled ge

11. no

12.5i
182 CHAPTER 1 TEACHER GUIDE AND ANSWERS

Introduction