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UNC-Chapel Hill BIOL 101 - STUDENT OUTLINE UNIT 1

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Characterization of Wild-Type and F508 Cystic Fibrosis Transmembrane Regulator in Human Respiratory EpitheliaThe Process of Science Class discussionI. What is Biology? The scientific study of life.a. In biology we ask and answer questions to understand the natural world.II. Properties associated with lifea. Order : living things possess very complex organization.b. Reproduction : organisms reproduce on their own.c. Growth and Development : the information that we inherit in our DNA controls patterns of growth and development.d. Energy Processing : energy comes in different forms and is used to power the activity of living organisms.e. Response to the Enviornment: organisms respond to stimuli in their environment.f. Regulation : living organisms can regulate their internal environment.g. Evelutionary Adaptation : organisms adapt to the environment over time so that they have reproductive success.III. The Process of Science – Inquiry based!a. In general the process of science involvesi. Making an Observationii. Asking a Questioniii. Formulate a Hypothesis1. What is a hypothesis?A proposed explanation for a set of observations2. How is a hypothesis different than a theory? A theory is supported by a large, usually growing, body of evidenceiv. Test our predictions1. Designing experimentsBatteries (dead, replace, test prediction)2. Collecting dataa. Quantitative Results: deal with numbers and can be measuredb. Qualitative Results: observed, but not measuredc. Positive Results: a result that supports the hypothesisd. Negative Results: a result that does not support the hypothesisv. Draw ConclusionsExample of the process of science from your book (and also from UNC Biology!):Mimicry in North Carolina snakesMimicry in snakes- reduces the harmless animals risk of being eaten. Mimicry- The similarity of one species to anotherOne is poisonous, one is notHypothesis- by looking like the other it would protect itself. The King snake will beattacked less if it looks like the Coral snake.Made fake snakes and saw how many got attacked, brown snakes got attacked more,hypothesis supported.IV. Lets apply what we have learned so far. Fill in the second table by matching a description from the first table (the columnon the left) with a word from the column on the right in this table. The order ofwhich these appear in your table should ALSO be consistent with the process ofscience as you now know it! Orcas eat fish because they have evolved over time and are nowgenetically different from orcas that eat marine mammals in theNortheast AtlanticResultsandConclusionHave orcas diverged in the Northeast Atlantic such that they nowcomprise two genetically distinct populations with different preypreferences?HypothesisSome orca pods in the Northeast Atlantic eat fish, yet some podsprefer marine mammals. ExperimentThere is no genetic evidence that the orca population that feasts onfish alone is different from those that dine on seals.ObservationCollect DNA samples in the North Atlantic from living whales that eatfish, living whales that eat marine mammals, and compare these toancient DNA samples from whales that ate marine mammals.QuestionSome orca pods in the Northeast Atlantic eat fish, yet some podsprefer marine mammals.ObservationHave orcas diverged in the Northeast Atlantic such that they nowcomprise two genetically distinct populations with different preypreferences?QuestionOrcas eat fish because they have evolved over time and are nowgenetically different from orcas that eat marine mammals in theNortheast AtlanticHypothesisCollect DNA samples in the North Atlantic from living whales that eatfish, living whales that eat marine mammals, and compare these toancient DNA samples from whales that ate marine mammals.ExperimentThere is no genetic evidence that the orca population that feasts onfish alone is different from those that dine on seals.ResultsandConclusionDid the data collected in this study provide a positive or negative result?NegativeIt turns out - “Some of the study populations that previously were considered fish-only diners also feast on mammals, the team’s research shows. For instance, thescientists collected samples from a family pod of six orcas that aboriginal hunters inEast Greenland had killed. “Each whale had a seal pup in its stomach,” Foote says,“yet their teeth were worn like those of the herring-hunting whales” seen off Iceland.”Orcas have lived much longer in the waters of the Pacific Northwest because 10,000years ago the North Atlantic was all ice! PREDICT: What is going on with the orcas in the North Atlantic ocean?There’s not enough fish and more seals are available so why not go for the seals. The seals will help to sharpen the whales’ teeth and enhance their ability to eat the seals. They must resort to the fish due to the over-fishing.If some eat fish and some eat seals it evens up the pods. Because the whales are newer, they’re trying to diverge, evolve, change, but haven’t had as much time.If your would like to read more on this study:http://news.sciencemag.org/evolution/2013/08/north-atlantic-killer-whales-may-be-branching-two-speciesMacromolecules Class discussionMacromolecules obtained from food we eat, providing the raw material for buildingour own macromoleculesMolecules: 2 or more atoms joined together by covalent bonds (strong bonds that joinatoms)Macromolecules: smaller molecules come together and join up, building blocksI. Four major macromolecules (biological polymers) in the cell1. Carbohydrates2. Lipids3. Proteins4. Nucleic Acidsmonosaccharide lactose cholesterol waxes polymer nucleotidecellulosenitrogenousbaseenzyme triglyceride glycogen starchglucose amino aciddisaccharidehydrophilic deoxyribose chitinphospholipid ribose monomer protein glycerol RNADNApeptidebondfatty acid hydrolysis polysaccharide hydrophobicMonomer: the building blocks of polymers (small units)Polymers: a chain of small molecules- Carbohydrateso Glucoseo Lactoseo Celluloseo Glycogeno Chitino Starcho Polysaccharideo Disaccharideo Monosaccharideo Hydrolysis- Lipidso Fatty acido Phospholipido Cholesterolo Waxeso Hydrophobico Triglyceride- Proteinso Proteino Enzymeo Peptide bondo Amino Acid- Nucleic Acidso DNAo RNAo Nucleotideo Riboseo Deoxyriboseo Nitrogenous baseOn your own, categorize the words listed in the table according to


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UNC-Chapel Hill BIOL 101 - STUDENT OUTLINE UNIT 1

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