Guided Reading Q’s (GRQs)- Do these before the Mastering Assignment.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 session 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. •Do use the completed GRQs as a study guide for the exam(s). GRQs – why bother? We know how the brain works! Learning requires repeated interaction with the concepts you are trying to master. These GRQs are designed to give you a structure to not only help you read the textbook but to also study a little bit every day. Research shows this strategy increases the long-term retention of the material and likelihood of success. There is a strong relationship between how much you invest (time and attention) in this class and your academic performance. Do I have to read parts of the chapter where there is no associated question? Focus on the parts where there are questions. You will not be responsible for material that is not part of the answer to a question. Skimming and reading more will enhance your understanding, but is optional. 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 “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 1“de”- remove 2Guided Reading Q’s (GRQs)- Do these before the Mastering Assignment. Exploring Life and the Process of Science (Read parts of Chapter 1 that answer the questions below; you are not responsible for material that is not part of the answer to a question below) Reading objectives (you can use these statements later to study in a more open-ended way.) •Define the properties of life •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 Module 1.1 1. How would you know if something was alive? (Why is a rock not alive?) What are the characteristics that define all life? • Order, reproduction, growth and development, response to the environment, energy processing, adaptations, and regulation are some properties that define life. What is the smallest unit of life? • The 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. Module 1.3 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, organ, organ system, tissue, 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? • When each property work together they allow for different abilities to occur 3therefor a larger function emerges. 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. Module 1.4 3. Review the terms below and define any you need to brush up on: Quantitative Data: numerical measurements, which may be organized into tables and graphs and analyzed with statistics Qualitative Data: recorded descriptions Hypothesis: a proposed explanation for a set of observations and it leads to predictions that can be tested Experiment: a scientific test 4. How do we prove a hypothesis is true? • We can never prove that a hypothesis is true How is a theory different from a hypothesis? • A theory is much broader in scope and is supported by a large and usually growing body of 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? (Note, this is the end of module question from 1.4—these are also very useful review quiz-like questions during reading and studying). • It must generate predictions that can be tested by experiments or gathering further observations. Module 1.5: Controlled experiments 7. What hypothesis is being tested in the experiment described? 4• Coloration that matched the environment protects animals from predation Define these terms: •Independent variable: The factor that is manipulated by the researchers •Dependent variable: The measure used
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