The study of biology Definition Biology - the scientific study of life or the organised study of life and living

things their interaction with one another and natural environment Bio= Life Logos- Study The importance of biology (Why) General - Better understanding about life - Appreciate the many diverse species and - How each species fits in the the dynamic patents of life on earth Benefits of bio rsr - Understand How the human function - Find cures for disease - Saving animal and plant extinction - Better management of problem related to environment - Application knowledge and it principle development of o biotech o genetic engineering o food tech - Development of application advance in medicine, agriculture o eg genetic engineering identify genes treatment gene therapy Different fields in biology - bio wide field of study disciplines and branches Living things Zoology Animal Botany plants Microbiology microorganisms Taxonomy Classification of living and extinct organism Living things and the environment Ecology relationship between living organisms and their environment and how they interact with both living and non living components in the environment Biogeography - Geographical distribution of organism Structures and fx of living organisms Cytology struc and fx of cells Anatomy Internal structure and organisation of living things Bio-chemistry -Chemistry of living organisms Morphology - Forms & struc of organisms Physiology Physical and biochemical fx & process of organisms Change and development in living things over time Genetic- Heredity and genetic variation Paleontology the study of fossil Applied Bio Biotech - The application of biological process and living microorganisms in the industry Medicine and veterinary Treatment and prevention of disease in both human and animals Biomedicine- the application of biological and physiology principles to clinical practices

Career related to biology wide range core for nursing, medicine, pharmacy, dentistry, veterinary Biologists Field work Laboratory work Health care Agriculture and forestry Marine and freshwater __________________________________________________________________________________

Scientific investigation
Bio- sc study of life Requires the use of sc. Skills -> 1) Sc process skills 2) Manipulative skills Sc process skills - promote thinking in a critical, creative and analytical manner. Helps scientiets to systematically find answers and explanation to phenomenon Manipulative skills psychomotor skills required to carry out a successful scientific investigation

Steps involved in a scientific investigation Identify a problem -> making hypothesis -> planning of investigation -> identifying and controlling variables -> conducting experiment -> collecting data -> recording data -> analysing and interpreting data -> making conclusion -> writing report

Steps involved in a scientific investigation Identify a problem - begin with observation of a specific phenomenon - based on observation- problem statement is made/formulated (How did it happen? Oh why it is happening?) - An inference which is logical conclusion or possible interpretation based on the observation made. An inference is not necessarily a fact. Making hypothesis What is hypothesis ? A general statement about possible or a possible explanation for an observation Provide clear link between a manipulated variable and a responding variable Hypotheses can be tested by conducting experiments. Experiment => carried out=> Accepted or rejected and a conclusion is reached about its validity. Planning of investigations involves - Gathering the relevant information abt or preparing the scientific background of an experiment - Determining the apparatus and material needed - Identifying the variables that influence the results of the experiments. - Determining the procedures - Determining observations to be made and measurements to be taken.

The correct and safe technique to be used when conducting an experiment needs to be determined.

Identifying and controlling variables - Variables are factors or conditions which influence the outcome of an investigations - Normal- one variable of the experiment is tested each time. Determined before experiment carried out. - A manipulated variable V systematically changed to produce an observation. Independent variable it is controlled at different values to test the validity of the hypothesis - A responding variable -dependant variable (outcomes of an experiment). the results obtained due to the changes in the values in the value of Manipulated V. experiment. DATA - Fixed or control V: are other possible factors which have significant effects on the outcome of an experiment - Fixed- constant throughout an experiment Conducting Experiment - The apparatus, materials, and speciments used must be handled correctly and safely. - All V must be determined and all observations must be made accurately and objectively. - The experiment design should include a control experiment for comparison - A control- similar in every aspect to the test experiment except that the manipulated variable is keep constant. - All apparatus after used, ,must be cleaned accordingly- correct procedure and technique, and returned to right places. - All unwanted materials must discarded in a proper manner - A quantitative experiment is often repeated 3 times to obtain more precise and reliable average or mean reading Collecting data - The result- data - Data obtained- mean of observation and measurement - The data gathered should be accurate and objective rather than subjective - Accuracy important in data collection Recording data - Data can be presented in the form of tables, graphs, charts or diagrams - Data tables o Each column is labelled with the quantity and units o The first row value-manipulated variables. Second- responding V or the dependant variable (outcomes) - Graphs- use to show relationship between variables - Manipulated- X - Responding- Y - Simple drawing is used to draw what is observed under microscope-labels various parts- give each drawing a title.

Analysing and interpreting data - Including tabulation and calculation of the results - Information of the data must be analysed, explained and interpreted in detail

The relationship between the manipulated variable and the responding variable must be stated clearly.

making conclusion -rational conclusion accept/reject Hypothesis writing report communicated, writing based on findings

Objective Problem statement Hypothesis Variables Materials and apparatus Technique Procedure

state the aim of the experiment pose questions about the observations made Formulate- a possible explanation or prediction based on observations. Identify and control the manipulated, responding and fixed variables. List the materials and apparatus which will be used during the experiment. State the technique involved in obtaining the results - Write the instructions to carry out the experiments - The procedure should write in reported speech. For - Examine the slide under the microscope=> the slide is examined under the microscope. - Diagrams can be drawn to show the set-up of the experiment. They should be simple and two-dimensional. The apparatus should be drawn with clear outline and labelled accordingly. Present the results in the form of simple diagrams, charts, graphs or tables. Include calculations where necessary Discuss analyse and interpret the data obtained then determine the relationship between the manipulated variable and the responding variable.

Results Discussion

Conclusion

Draw a conclusion based on the hypothesis given earlier. Example of experiments report

Problem statement How is the fitness levels of students determined? Variables (v) Manipulated v: Subjects Responding v: Time taken for pulse rate to return to normal Fixed V: Controlled Type of exercise, gender, and age of subjects Hypothesis The students who is the fittest has the shortest recovery time Recovery time short- fits Apparatus A stool about 30 mins A Stop watch

Technique Count & record the pulse rate at one-min interval until its return to normal Procedure 1. Pulse rates of the students in each group are measured before the test 2. The pulse rates are measured by placing two fingers at the wrst. The number of beats over 15 seconds is counted and the multiplied by 4 to obtain the number of beats per mins. Ensure all students are seated during the measurement taken. 3. The subjects steps on to the stool with one foot and then second foot. 4. This sequence s repeated for 3 mins at a constant rate about 30 steps per mins. 5. Immediately after the test, the pulse rate of the subjects is measured at one-minutes interval until its return to normal. 6. One of the subjects in each group will act as control. 7. The results are recorded in Table 1.2 A. A graph of pulse rate (number of beats per minute) against time for each subject is plotted (Figure 1.1) Results Discussion Figure- rate of heart beat /pulse reduce or decreases thereafter with time Subject D has the highest pulse rate after the first step During vigorous exercise, muscle requires o2 and glucose. Similar time CO2 is produced Increase pulse-deliver o2 and glucose to muscle for cellular respiration and excrete CO2 Results all pulse rate decreases with time F constant (why) control B shortest time- fittest student Conclusion B is the fittest student because he has the shortest recovery time. The hypothesis is accepted.

Experiment 1.2 Making bread using yeasts in the absence and present of sugar Problem statement How to does the absence and presence of sugar affect the time taken for a dough to double up size? Variable Manipulated: Absence/present of sugar Responding: Time taken for the dough to double up in size Fixed v: Amount of flour, yeast, and water used, temperature of water, and length of time to knead the dough Hypothesis The dough take shorter time to double in size when sugar is present Materials 1.5 yeasts 5 g of glucose 100 ml of warm water 170 g of flour and a piece of cloth Apparatuss 1000 ml beaker 250 ml conical flask A mixing bowl A stop watch Technique use A stop watch to measure and record the time taken for the dough to double up the size Procedure 1. 5g of glucose is mixed with 100 ml of warm water in a conical flask 2. 1.5 g of yeast is then dissolved in the sugar solution. 3. The mixture is left aside for twenty minutes (proofing for yeast is active and fresh ) 4. Half of the flour is pour into a mixing bowl. 5. A well is made in the centre of the flour and the frothy yeast mixture is poured into the well. 6. The mixture is stirred well to make a soft dough. 7. The remaining flour is gradually added until the dough becomes difficult to stir. 8. At this point, the work surface is sprinkled with some flour. The dough is transferred onto lightly floured surface. 9. The dough is kneaded for ten mins until it is smooth , elastic and no longer sticky. 10. The dough is kneaded by turning, floding and pushing it down repeatedly with the heel of the hand. 11. The kneaded dough is placed in a 1100 ml beacker and pressed down. Its initial volume is recorded. 12. The beaker is covered with a clean cloth and placed in a warm spot. 13. stopwatch Started, time for double up is recorded. 14. Repeat steps 1-13 with similar ingredient for the dough except without sugar.

Results Dough Dough with sugar Dough without sugar

Time taken for double up in size (minutes) 23 40

Discussion 1.The ingredient used as ingredient is flour, yeast and water 2. Proof yeast stage, the amylase enzymes present in the moistened dough by digesting the starch in the flour to produce maltose Fermentation produce C02 Which cause dough to rise Amylase

Starch ------- Maltose + Sucrose + Co2 (Rises of the dough)

3. sugar- speeds up fermentation process- faster in dough with sugar 4. warm water- temperature to enhance the action of amylase (enzyme in the yeast) -if dough put in hot temperature. Oven. Yeast will be killed. No CO 2 so dough not rises. No spongy and soft bread. 5. When carrying out the experiment, the height of the rises of yeast is measured and recorded honestly and accurately. 6. If the experiment repeated with addition salt, the dough will not rise as the salt inhibits the growth of the yeast and this prevent the dough from rising. Conclusion The dough takes a shorter time to double up in size if sugar is present. The hypothesis is accepted.