C. quantitative data

A. observation

B. a logical interpretation of an observation

C. testable

B. Only one variable is tested at a time

(It cannot be “A” because one variable is changed and studied while the rest are kept the same. If all were kept the same, you wouldn’t have a variable to test).

B. a well-tested explanation that unifies a broad range of observations

The goal of science is to allow individuals to explore the natural world by forming observations and testing them to provide a possible explanation to natural phenomena occurring in the world. The results from these tests form a basis where individuals can understand patterns regarding natural phenomena as well as form predictions for naturally occurring phenomena (such as weather and climate). This process is useful to form explanations and understand the world in depth.

An observation is how scientific investigation and exploration begin. Scientists will formulate questions and organize their descriptions in a systemic way.

Scientists will use observations and prior knowledge to form inferences, which interpret their findings in a logical manner.

When scientists observe an object, they organizing their thoughts and findings when describing the object during observation. From there, they can make an inference using logical reasoning and prior knowledge and evidence. An example is if a scientist observes why animals avoid eating a certain plant. He/She can then infer that the plant may be poisonous based on previous botanical research. The scientists can then formulate a hypothesis and test it.

A hypothesis is formed after scientists have conducted observations and formed inferences. Scientists will try to provide a possible scientific explanation which can be further studied and tested. The hypothesis will then be tested to help scientists understand natural phenomena being tested. After the tests and further observations, they can conclude whether the results supported their original hypothesis. If not, they can make adjustments and test again. If the results do support their hypothesis, it will provide more knowledge and insight regarding the natural phenomena being studied. Scientists can then verify the findings through replication of the study.

By testing one variable and keeping the rest controlled, scientists will be able to determine whether that variable is the one producing changes. Focusing on one independent variable will allow scientists to control what is being studied.

An example is the amount of sunlight’s effects on plant growth. The one variable being changed is the amount of sunlight. The dependent variable is the plant’s height. In the experiment, one group of plants will be placed near the window with adequate exposure to sunlight while another group is further away. Other variables will be controlled: all plants will be the same species, their potting is the same, and they will all be given the same amount of water. The sunlight exposure is the one that will vary. The scientist can then measure the plants’ heights after several weeks to see if sunlight exposure affected their heights.

The experimental group is the group exposed to a change in the independent variable. The variables for the control group are kept under control and are not changed. But in both groups, the subjects will have the same characteristics. An example we had discussed in the previous problem was to test the role of sunlight in plant growth. Plants in both the control group and experimental group will be the same: the same species, the same potting, the same amount of water being given, etc. However, the plants in the experimental group will be put in different sunlight conditions (i.e. high exposure to sunlight near the windows versus low exposure to sunlight away from the windows).

After performing the experiment to test the hypothesis formulated by the scientist, he/she will then collect the data results. The results will then be analyzed to see if they support or reject his/her original hypothesis. During the analysis, the scientist will check to see whether changes can be made (if the results did not support his/her hypothesis) or gain new information from the experiment (if the results support the hypothesis).

After analyzing and interpreting the information from the results, the scientist can then draw conclusions to provide an explanation for the natural phenomena which he/she studied.

Graphing data will allow individuals to visualize the relationship between the variables being studied. The visual representations will allow an individual to see patterns and trends which may be overlooked when just looking at the data in table form. Graphs will be helpful when examining results of an experiment, analyzing them, and then drawing conclusions.

Scientific theories are useful because they are founded upon well-supported evidence which came about as a result of reliable testing and observations. Theories have undergone repeated experimentation to ensure that the results can provide explanations to natural world phenomena. The information from theories can then be used to make better and more accurate predictions of natural phenomena which will can support future work.

Theories are not considered absolute truths since science is constantly evolving. As a result, previous observations and explanations from theories may have to be reviewed and revised when new evidence is discovered. The new evidence may refute some aspects of a theory or shed some light on new information which can possibly be incorporated into the theory. Thus, theories cannot be absolute truths due to the continuing changes and revisions in the scientific field.

C. means a new idea will only be accepted if it is backed by evidence

D. published results meet standards set by the scientific community

A skeptical scientist will not accept any ideas or explanations without evidence to support them. This is important because it will allow scientists to keep an open mind to ideas while not accepting any false ideas which are unsupported by evidence. This balance allows scientists to be able to engage in open-minded discussions of ideas with their peers while ensuring that ideas maintain quality standards backed by evidence.

D. sexual reproduction

D. homeostasis

Unicellular and multicellular organisms are similar in that both groups have a universal genetic code containing DNA molecules. They also undergo the same life processes such as responding to environmental stimuli, maintaining homeostasis within their internal environment, undergo growth and development, reproduce to create new organisms, obtaining materials from food and other resources in order to receive energy to carry out life processes, and evolve to adapt to their environments.

They differ in that multicellular organisms undergo cell differentiation in which different cells grow and develop in order to handle specific functions. This can include general stem cells developing into red blood cells which have a shape with a large surface area in order to carry more oxygen. The same applies for other body cells such as immune system cells. In unicellular organisms, the life processes we discussed in the previous paragraph are carried out in a single cell.

Recall that cell differentiation occurs when generalized cells mature and divide to become more specialized. By specializing, these cells can carry out different functions. An example would be different stem cells becoming nerve cells or blood cells. The structure of nerve cells help process information from the outside environment as well as transmit information throughout the body to respond to these stimuli. Red blood cells have a shape which increases their surface area so that they can take in more oxygen to deliver to the body cells.

Three examples of stimuli are (1) visual stimuli such as flower nectar or worms which birds will eat for food, (2) auditory stimuli such as staying near the sounds of similar birds chirping or avoiding the growls of predators, and (3) tactile (touch) stimuli such as walking on the ground, pecking a tree, or standing on a branch.

Viruses are nonliving because when they do not have a host cell they are unable to reproduce. Viruses are agents formed from proteins, nucleic acids, and in some cases, lipids. Once they do infect a host cell, they can then reproduce by creating copies of the original virus and take over cellular function.

Thus, outside of the host cell they are considered nonliving, but once they infect the host cell, they take on more living characteristics.

For this experiment, the type of food will be the independent variable. Since this is the only variable we want to study and examine changes to, we will keep all other variables constant. The animals will all be of the same species, same gender, and same habitat. We do not want to have other variables affecting our experiment.

Next, we will separate the animals into two groups: the experimental group and the control group.

The experimental group will be given two different types of food to see if one group will grow compared to another group. The control group will not receive any changes to the independent variable, and will be examined with the experimental group’s results.

From there we can make a determination based on the results whether one type of food contributes to an animal’s growth over the other. If the results do not support the initial hypothesis, we can make adjustments to retest. If the results do support the hypothesis, we can repeat the experiment to ensure that the results are reliable.

If the other key variables in an experiment are not controlled, we won’t know if the final results of the experiment were due to the one variable we were studying. The other variables may have influenced the final results (since they were not controlled), so we cannot conclude that the effects were from the one key variable. This is why it is important to test for one variable while controlling for the other key variables. This is to ensure that the effects from the study are based on that one variable and not any other.

Science is more than collecting facts. As we had learned, science is constantly evolving and scientists continue to perform experiments, rereview past theories, and gain new information of the natural world from these experiments and reviews. Scientists must adapt and make any adjustments to prior findings as a result of the evolution occurring for natural phenomena in our world.

Having a scientific attitude can help us keep an open mind to new ideas and explore them further. When learning a new skill, we will have to keep an open mind and be creative. Additionally, we will have to be skeptical and understand that there may be certain limitations.

An example would be learning a new language. We will have to find what works best and what’ll keep our interest. This can include playing games or reading books in the target language. We must also be skeptical in that we cannot accept explanations such as “Try this program and you will be fluent in the language within 2 months.” Being curious and having interest will drive us to work on that skill (similar to how scientists have to focus when forming hypotheses and designing experiments). By devoting time to studying foundations (such as grammar and vocabulary) and combining them with leisurely activities (such as playing games or attending conversation groups), it will help us get to our goal.

The scientific attitude can help organize our everyday activities and allow us to tackle them in a more streamlined fashion with an open-mind and healthy skepticism.

As I review the submitted paper, I will evaluate certain criteria to ensure that the quality meets high standards. To begin, I want to examine what the scientist is studying, what he/she wants to explain in the paper, and whom they want to convey this information to.

Next, I will review the important details of the paper such as if the information is presented properly, the main idea and points are detailed, and if the evidence is present to support their study. During the review I will also check to see if there were any variables or key factors which may have influenced or biased their study. This is to ensure that the techniques and information are objective.

Finally, I will go over any minor general issues such as unclear sentences or grammar issues.

However, the main point of peer review is to ensure that the study is objective (no biases or unfair influences present), the methodology is clear (i.e. the independent variable being studied is what was examined during the final results and not) and that the other variables were controlled, and that the information is logically presented and flows throughout the paper.

This hypothesis is not scientific because the classmate’s hypothesis is subjective. The hypothesis is based on an opinion based on the classmate’s biased preferences (i.e. taller salt marsh grass is prettier) for the grasses’ physical appearance.

A scientific hypothesis would be salt marsh grasses would grow faster in a specific environment versus another environment. The independent variable will be the environment. The dependent variable will be the height of the marsh. The investigator can then examine whether the marsh grasses at one location in a specific environment grows taller than marsh grasses in another location at a different environment.

Science is self-correcting because the nature of the field is constantly evolving. New evidence and information is constantly being discovered. Once this happens, scientists will have to revisit and review a theory in order to take it into consideration when formulating new explanations.

As the theories are changed and revised due to new evidence being presented, we say that “science is self-correcting” in this regard. This is why science is not just a set of facts, but a process of experimentation and revision of information.

A theory is a scientific explanation which has been well-tested to explain observations and events occurring in the natural world. It is based on reliable evidence and can help scientists make accurate predictions. The common definition is a speculation or is something which is accepted without needing proof. This is the opposite of the scientific explanation of theory which requires reliable evidence to explain natural phenomena.

The independent variable in the experiment is the container size. Population A was kept in a smaller container (0.5 Liter) than Population B (1 Liter).

The dependent variable is the number of flies in each of the two containers over time.

From the data from the graph, we can see that over time, the flies in the larger container had a larger population compared to the flies in the smaller container.

After forty (40) days, Population A had 400 flies in the 0.5-L container while Population B had 900 flies in the 1-L container.

Thus, we can conclude from the data that fruit flies placed in larger containers will produce a larger population.

As we had seen from the graph’s information, the flies in the larger container produced a larger population compared to the flies in the smaller container. After forty (40) days, Population A had 400 flies in the 0.5-L container while Population B had 900 flies in the 1-L container.

Doubling the size of the container produced around double the number of flies. If we apply this to Population C where the fruit flies I placed in a 2-L container (and all other variables are kept constant similar to Population A and B’s cases), we can infer that the fruit flies should double the number from the 1-L container. Thus, after 40 days the fruit flies in Population C placed in the 2-L container should produce around 1800 fruit flies.

Cells, proteins, and the genetic code form the building blocks of living things. There is a pattern in cell division, growth, and development for living things. Gametes (sex cells) are formed during meiosis. When the male and female gametes unite, a new organism is formed. When organisms undergo growth and development, their cells divide through mitosis.

Proteins are the building blocks of life and play an important role in life processes. These can include enzymes (which are proteins that help speed up chemical reactions) or through immune system support (such as the role of antibodies).

The majority of living organisms share the genetic code. It is what carries genetic information for living things.

As we can see from this information, these patterns show a linear or cyclical pattern. Growth and development would be a linear pattern as living things become more complex. They also undergo a cyclical pattern of cell division and regulation (so that cells do not divide uncontrollably). These patterns continue for all living organisms.

Biology covers a variety of topics in subdivided fields. These can range from a smaller, microscopic scale involving cells and viruses to a larger, macroscopic scale involving living things such as trees and animals. Because of this diversity, individuals studying biology will have to examine topics covering a full scale of the spectrum. By learning and understanding issues in fields such as molecular biology, botany, biotechnology, and ecology, individuals will have a more solid foundation of biology as a whole.

In Graph 1, we can see a linear relationship between time and the number of organisms. Over time, the number of organisms increases in the current environment.

In Graph 2, we can see that the population rises until halfway through the time period. After the halfway point, the population declines.

In Graph 3, we can see that the population would rise and then fall in cycles throughout the time period.

In Graph 4, the number of organisms remains steady with no increase or decrease in the population.

Changes in the population number can be attributed to seasonal changes, migration, predators, or availability of food sources (to name a few). These can explain the population trends from the graphs. However, we will need more specific information to be able to reach a conclusion.

We will need to know specific details regarding the populations being studied. This will include the species being studied, the time period of the study (e.g. months or years), the initial number of the organisms, and what environment they are located in. This information can help us better understand the graphs and be able to make more accurate comparisons.

An example we can use is Graph 2. One event can be temperature changes in a specific location. The temperature will rise as it moves towards the summer months and will fall as it enters the colder winter months.

The graph can also be used to explain a change in food source quantity or predation. The population rises when food is ample or there aren’t many predators present, but as resources are used up over time or predators begin to increase in number, then the population decreases.

To begin this experiment, you will first begin with an observation. During this time, you can ask questions regarding why your cat’s diet may have changed. If you notice changes in your pet cat’s eating habits, you may then infer that he/she may prefer a different type of food. You can then form a hypothesis that your cat prefers one type of cat food brand (such as a chicken based one) instead of the others.

When you begin to design the experiment, you will identify the independent variable and dependent variable. The independent variable will be the types of cat food and the dependent variable will be your cat’s preference (such as moving closer to the bowl with his/her preferred food). Since we only want to test for one independent variable (the type of cat food), we will have to control any other variables to ensure that they won’t influence the results. The independent variable is the only variable being manipulated in the experiment.

Once you observe your cat’s preferences, you have to perform the procedure again to see if you get the same results. If the results remain the same after repeated testing, then you can analyze your results to support your claim that your cat prefers one type of cat food over the others.

Biology is a science, and science is constantly evolving and changing. As a result there is always new information and evidence coming about. Scientists conduct investigations and perform experiments to review results from past theories as well as try to understand more information for new natural phenomena. They can make inferences based on quantitative and qualitative evidence. This will then help them form new hypotheses and lead investigations under a new direction.

The scientific process has produced many new discoveries over time. These discoveries bring in new observations and questions which can open paths to future investigations and studies. As a result of biology’s evolution, it goes beyond memorizing facts. Individuals are constantly learning, experimenting, and understanding the natural world.