Buckle Down Oklahoma
EOI Biology I
Science Processes and Inquiry
Review 1: Scientific Investigations
Review 2: Interpreting and Reporting Data
Review 3: Laboratory Procedures and Equipment
Unit 2
The Cell
Review 4: Cell Structure and Function
Review 5: Fueling Our Cells
Unit 3
Molecular Basis of Heredity
Review 6: Development and Variation
Review 7: DNA and RNA
Review 8: Genes and Alleles
Unit 4
Biological Diversity
Review 9: Evolution
Review 10: Relationships on the Tree of Life
Review 11: Interacting with the Environment
Unit 5
Matter, Energy, and Organization
in Living Systems
Review 12: Abiotic Cycles in the Biosphere
Review 13: Energy and Ecosystems
Review 14: Populations
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READING • ENGLISH • WRITING • MATHEMATICS • SCIENCE
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HS
Biology I
BIOLOGY I
Oklahoma
Oklahoma EOI
Leaves are perhaps the hardestworking parts of any plant or tree,
specially designed for photosynthesis.
But not all leaves are created equal—
the leaves of the Sundew plant are
covered in sticky “hairs”. When an
insect
lands there, it gets stuck, and
the hairs slowly curl around the bug
as enzymes from the Sundew begin to
dissolve it into food for the plant.
Unit 1
EOI
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Page iii
TABLE OF CONTENTS
Introduction ..................................................................................... 1
General Tips for Taking a Science Test ............................. 1
Unit 1 – Science Processes and Inquiry .................................... 3
Review 1: Scientific Investigations .................................... 4
PASS Objectives: C2.1, P3.1, P3.2, P3.4, P4.4, P4.5,
P5.1, P5.2, P5.3, P6.1, P6.2, P6.4
Review 2: Interpreting and Reporting Data ................... 18
PASS Objectives: P1.1, P1.3, P3.3, P4.1, P4.2, P4.3, P4.6, P4.7,
P4.8, P6.3, P6.4
Review 3: Laboratory Procedures and Equipment ......... 37
PASS Objectives: P1.2, P1.3, P3.5, P6.3
Unit 2 – The Cell ............................................................................ 49
Review 4: Cell Structure and Function ........................... 50
PASS Objectives: C1.1, C1.2, P1.1, P1.2, P1.3, P3.3, P4.5, P4.6, P4.8,
P5.3, P6.2, P6.3
Review 5: Fueling Our Cells ............................................ 70
PASS Objectives: C5.1, P1.1, P1.2, P4.2, P4.6
Unit 3 – Molecular Basis of Heredity ....................................... 85
Review 6: Development and Variation ............................ 86
PASS Objectives: C2.1, C2.2, P5.1
Review 7: DNA and RNA................................................ 100
PASS Objectives: C2.1, P5.1
Review 8: Genes and Alleles........................................... 111
PASS Objectives: C2.2, P5.1, P5.2, P5.3
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Unit 4 – Biological Diversity .................................................... 127
Review 9: Evolution ........................................................ 128
PASS Objectives: C3.1, C3.2, P3.3, P4.5, P5.1, P5.2
Review 10: Relationships on the Tree of Life................ 147
PASS Objectives: C3.1, C3.2, P2.1, P2.2
Review 11: Interacting with the Environment ............. 163
PASS Objectives: C6.1, C6.2, P1.1, P3.1, P4.1
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Table of Contents
Unit 5 – Matter, Energy, and Organization
in Living Systems................................................... 179
Review 12: Abiotic Cycles in the Biosphere .................. 180
PASS Objectives: C4.1, C4.3, C5.2, P1.1, P3.2, P3.4
Review 13: Energy and Ecosystems .............................. 196
PASS Objectives: C4.2, C5.2, P1.1
Review 14: Populations .................................................. 209
PASS Objectives: C4.3, P1.1, P3.3, P4.2, P4.3, P4.8, P5.3
Appendix ....................................................................................... 223
Glossary ........................................................................... 224
To the Teacher:
iv
Review 4: Communicating and Interpreting Data
PASS Objectives: P4.2, P4.3, P4.4, P5.3, P5.4, 3.2
Explore It Yourself
Does your family like taking vacations? Imagine that your family is making plans for a
vacation to a large amusement park one year from now.
What do you think the weather will be like exactly one year from now? What kinds
of clothing will you need to wear?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
How did you come up with your answer?
____________________________________________________________________
____________________________________________________________________
The table below shows the high and low temperatures for a given day in October in
six different U.S. cities. Use the table to answer the following questions.
City
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“PASS Objective” codes are listed for
each review in the table of contents and
for each page in the shaded gray bars
that run across the tops of the pages in
the workbook (see example to the right).
These codes indicate which PASS
Objectives are covered in a given review
or on a given page.
High Temperature (F) Low Temperature (F)
Tulsa, OK
68°
51°
Little Rock, AR
73°
56°
Buffalo, NY
59°
42°
Tupelo, MS
72°
53°
Minneapolis, MN
57°
39°
Denver, CO
61°
41°
What do you notice about the temperatures in the cities farther north (Buffalo,
Minneapolis, and Denver) compared to the cities farther south (Tulsa, Little Rock,
and Tupelo)?
____________________________________________________________________
____________________________________________________________________
51
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Table for Predator-Prey Simulation............................... 235
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Unit 1 – Science Processes and Inquiry
PASS Objectives: C.2.1
REVIEW 1
Scientific Investigations
Today, it is common knowledge that the molecule called DNA stores and passes on
genetic information from one organism to another. During the 1940s, however,
many scientists had a pretty good reason for thinking that protein molecules did
this job. As a group, proteins are extremely diverse: Twenty different amino acids
can combine to form all sorts of proteins. DNA, in contrast, is made of just four
building blocks, called nucleotides. Many scientists felt that DNA had too few
building blocks to account for the genetic variation found in nature. But a few
crucial experiments in the 1940s and 1950s convinced the scientific community
otherwise. By 1953, scientists generally accepted that genes are made of DNA, not
proteins.
Words
to Know
conclusion
independent variable
control group
inference
controlled variable
model
dependent variable
scientific method
fair test
theory
hypothesis
4
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How did scientists come to the knowledge that genes are made of DNA, not
proteins? More generally, how do scientists test their ideas? How do they decide
whether to accept or reject a claim about the natural world? This review will focus
on these questions.
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Review 1: Scientific Investigations
PASS Objectives: P3.1, P3.2, P3.4, P4.4, P4.5, P6.1, P6.2
The scientific method
Science is a way of exploring the natural world in a systematic (orderly) way. The
process of systematic exploration is called the scientific method. Although the
scientific method varies from one discipline to the next, most scientific explorations
share several steps.
In the early stages of a scientific investigation, scientists form hypotheses. A
hypothesis proposes a potential cause-effect relationship between two variables. A
hypothesis can take the form of an “if-then” statement—“If X happens, then Y will
happen.” A scientist can then devise an experiment or a set of observations to test
the hypothesis and see if it is true, false, or needs modification.
Hypotheses serve as blueprints for fair tests, or controlled scientific investigations
that can be repeated. The hypothesis identifies the independent variable (the
potential cause, or manipulated variable), the dependent variable (the effect, or
responding variable), and the controlled variables (the variables held constant).
Some scientific investigations also include a control group. A control group is a
set of subjects identical to the experimental subjects in every way, except that the
control group is not exposed to the independent variable. The control group gives
investigators a baseline of normal subjects against which to compare the
experimental subjects. With these terms in mind, read the following account of a
famous experiment in genetics.
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In the 1940s, geneticists had a puzzle on their hands. When they killed a lethal
strain of Streptococcus bacteria (called the smooth strain) and mixed it with a
nonlethal strain of living Streptococcus (called the rough strain), the rough strain
turned lethal. What’s more, bacteria in the now-lethal rough strain always passed
that trait on to their offspring. Some substance from the smooth strain had
transformed the genetic makeup of the rough strain—but which substance was it?
In 1944, Canadian biologist Oswald Avery did an experiment to solve this puzzle.
He killed a large sample of the lethal smooth strain and divided it into smaller
samples. In each sample of the smooth strain, he destroyed just one kind of
substance (proteins, lipids, carbohydrates, or nucleic acids) and left the other
substances intact. He then mixed each sample of the treated smooth strain with
living samples of the rough strain. Finally, he tested which of the treated smooth
strain samples transformed the nonlethal rough strain samples.
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Unit 1 – Science Processes and Inquiry
PASS Objectives: P3.1, P3.2, P3.4, P4.4, P4.5, P6.1, P6.2
In Avery’s experiment, identify the . . .
hypothesis: _______________________________________________________________
__________________________________________________________________________
independent variable: _____________________________________________________
__________________________________________________________________________
dependent variable: _______________________________________________________
__________________________________________________________________________
controlled variables: ______________________________________________________
__________________________________________________________________________
__________________________________________________________________________
When analyzing data, scientists make inferences—tentative ideas that account
for the data at hand. An inference may be in line with the original hypothesis, or it
may be a statement of a new, suspected relationship.
__________________________________________________________________________
__________________________________________________________________________
6
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When Avery destroyed the nucleic acid in a smooth strain sample, the rough
strain did not become lethal. When he destroyed any other substances in a
smooth strain sample, the rough strain turned lethal. What can you infer from
this result?
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Review 1: Scientific Investigations
PASS Objectives: P3.1, P3.2, P3.4, P4.4, P4.5, P6.1, P6.2
If a lot of evidence supports an inference, scientists may eventually state it more
boldly as a conclusion of the experiment. Nonetheless, even a lot of strong
evidence does not prove a conclusion to be true. A single piece of contrary evidence
can disprove a conclusion.
Scientists often disagree about how results should be interpreted, or whether
enough data exist to support a conclusion. But such disagreements are vital to
scientific research and progress. Disagreements spur further research, as scientists
try to prove or disprove one another’s claims. And most scientists agree that the
only way of verifying new explanations is by communicating results, being open to
criticism and questioning, and adjusting their own views in light of the evidence.
Avery inferred that DNA was the substance that stored and passed on genetic
information—not just for bacteria, but for all organisms. Other scientists were
skeptical of this claim. Suggest one reason why other scientists did not
immediately accept Avery’s conclusion.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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__________________________________________________________________________
Although the scientific community did not immediately accept Avery’s inference, it
became a new hypothesis open for testing. In 1952, Alfred Hershey and Martha
Chase performed an experiment with a bacteriophage (“bacteria-eater”), a virus
that injects a substance into a bacteria that forces them to make new viruses. A
bacteriophage consists of just two substances: protein and DNA. Whichever
substance the virus injected into the bacteria would also be the carrier of the
virus’s genetic material. Hershey and Chase used radiation to “tag” the protein of
one bacteriophage sample and the DNA of another sample. They then infected
Escherichia coli bacteria with the tagged samples. The tags showed that the DNA
went inside the E. coli bacteria, and that the protein stayed on the outside.
Did the results of the Hershey-Chase experiment support or refute the
hypothesis that they were testing? Explain your answer.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Unit 1 – Science Processes and Inquiry
PASS Objectives: P3.1
Evaluating investigations
Scientists are not perfect, and neither are their investigations. Every scientific
investigation can and should be evaluated (judged) for how well it is put together.
When reading about a scientific investigation or conducting your own, ask yourself
questions about the design of the investigation. Some questions you can ask:
• Does the hypothesis clearly state a relationship between an independent
variable and a dependent variable?
• Are the independent and dependent variables clearly identified?
• Does the experimental procedure hold all other variables constant? Might
there be variables changing without the experimenters’ knowledge?
• Is a control group needed for this experiment? If so, what are its qualities?
• Is the conclusion supported by the data? Or does the conclusion go too far and
make a claim that the data do not support?
Chandra, a high school student, proposes a hypothesis: Eliminating soda pop from
a person’s diet can help that person lose one pound per week. In an experiment,
Chandra asks 10 of her friends to stop drinking soda pop for 10 weeks. She does
not record any information about the activities or lifestyles of her friends. At the
end of each week, Chandra records their weights.
At the end of 10 weeks, Chandra sums up her data: Three friends each lost more
than five pounds, four friends stayed at the same weight, and three each gained at
least four pounds.
Chandra concludes that eliminating soda pop from a person’s daily diet has no
effect on that person’s weight.
For the scientific investigation described above, evaluate . . .
__________________________________________________________________________
__________________________________________________________________________
the identification of the independent and dependent variables.
__________________________________________________________________________
__________________________________________________________________________
8
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the clarity of the hypothesis.
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Review 1: Scientific Investigations
PASS Objectives: P3.1, P4.4, P6.4
the identification of other variables that need to be held constant.
__________________________________________________________________________
__________________________________________________________________________
whether a control group is needed, and what the control group should be.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
how the conclusion interprets the evidence gathered.
__________________________________________________________________________
__________________________________________________________________________
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From hypothesis to theory
As scientists collect more data supporting a hypothesis, the hypothesis gains
acceptance in the scientific community. Scientists must be able to repeat an
experiment before they can accept the findings. Once a pattern is established by
predictable results, then scientists might develop theories that explain related
phenomena. Theories are particularly important to scientists because they help us
understand the laws of nature. In everyday language, we use the word theory to
mean a possible explanation. In casual conversation, we often mean that one
explanation (theory) has about as good a chance of being correct as another
explanation. In science, however, theory means more. A well-supported scientific
theory is the dominant explanation of observed phenomena. It is an explanatory
story that is supported by mountains of evidence and that provides connections
among several ideas.
What are the names of some well-known scientific theories in the life sciences?
__________________________________________________________________________
__________________________________________________________________________
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Unit 1 – Science Processes and Inquiry
PASS Objectives: P4.4, P5.1, P5.2, P5.3, P6.4
Like all forms of scientific knowledge, any theory is considered to be conditional.
That is, even if a great deal of evidence supports a given theory, scientists must
remain open to the possibility that new scientific data might be discovered that
would cause that theory to be revised or even rejected. The burden of proof,
however, is on the new data that challenge the theory: A theory becomes a theory
because it has been tested and retested, so the new data must be able to withstand
repeated testing as well.
Models
A model is a simplified version of reality. It presents the most important parts of a
structure or a process, but it does not show every last detail. A model can also be a
tool that helps scientists puzzle out a complicated structure or process. When
James Watson and Francis Crick were figuring out the structure of DNA in the
early 1950s, they made many different models out of wire and metal balls. These
models showed the possible locations of atoms and bonds in the DNA molecule.
Over several months, Watson and Crick played with their model and tried out
alternative structures for DNA. Finally, they came up with a model that explained
the data that another scientist, Rosalind Franklin, had gathered about DNA. Other
models that you may know are pedigree charts that track patterns of genetic
inheritance, diagrams that illustrate the life-cycles of organisms, and energy
pyramids that show how energy flows through an ecosystem. All of these models
can help you to understand and make predictions about natural structures and
processes.
Suppose that you wanted to build a model of your school out of popsicle sticks.
What would you include in your model, and what would you leave out? Explain
why you would make these choices.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
10
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__________________________________________________________________________
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Review 1: Scientific Investigations
PASS Objectives: P3.1, P3.2, P3.4, P4.6, P5.1, P5.2, P5.3, P6.1, P6.2, P6.4
Keys to Keep
Most scientific investigations include a hypothesis, an independent variable, a
dependent variable, a set of constants, and a control group.
Depending on the data resulting from experiment or observation, a hypothesis can be
accepted, modified, or rejected.
An experiment and its procedures should be evaluated for their assumptions, clarity,
thoroughness, and interpretation of data.
A scientific theory is a powerful explanation supported by tremendous amounts of data.
A scientific model is a simplified version of reality that shows some aspect of a complex
structure or process.
Explore It Yourself
Gardeners use fertilizers to promote plant growth. Typically, some amount of
fertilizer is added to a quantity of water, and the plants are given the solution of
water and fertilizer. The ratio of fertilizer to water in the solution is very
important. If the solution contains too little fertilizer, the plants will not grow as
well as they could. If the solution contains too much fertilizer, it could damage or
kill the plants. Design an investigation to find the ratio of fertilizer to water that
will help plants grow best.
Research question: What ratio of fertilizer to water will help plants grow best?
What is the hypothesis that your experiment will test?
__________________________________________________________________________
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__________________________________________________________________________
What is the independent variable?
__________________________________________________________________________
__________________________________________________________________________
What is the dependent variable?
__________________________________________________________________________
__________________________________________________________________________
11
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Page 12
Unit 1 – Science Processes and Inquiry
PASS Objectives: P3.1, P3.2, P3.4, P4.6, P6.1, P6.2
Describe the control group for this experiment.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Name at least three variables that must be controlled (kept constant).
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Describe, as fully as you can, the procedure by which you will assess the effect
of the independent variable on the dependent variable.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
12
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__________________________________________________________________________
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Review 1: Scientific Investigations
PASS Objectives: P3.1, P3.2, P3.4, P4.6, P6.1, P6.2
What Does It Mean?
1. Suppose that you ran your experiment and got a certain set of results. Now
suppose that another scientist wanted to repeat your experiment to see if he or
she could reproduce your results. To repeat your experiment, what would the
scientist need to know?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Explain how having many scientists repeat an experiment increases confidence
in the scientific community that the results are accurate.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. When you designed your experiment, you controlled for several variables (kept
them constant). Why is it important to control variables in an investigation?
__________________________________________________________________________
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__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. Explain how the results of this experiment could be important in daily life.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
13
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Unit 1 – Science Processes and Inquiry
EOI Practice
1
Sharon wants to conduct an experiment to determine if increasing
the concentration of atmospheric carbon dioxide around a plant will
affect the plant’s rate of photosynthesis. She knows she must
complete the following steps.
1.
Make a graphic display with which to display her results to
others.
2.
Write down data as she conducts repeated trials of plants
performing photosynthesis with and without increased
concentrations of atmospheric carbon dioxide.
3.
Interpret her results.
4.
Make a hypothesis: If the concentration of atmospheric
carbon dioxide around a plant’s leaves increases, then the
plant’s rate of photosynthesis will increase.
In which order should Sharon conduct these steps?
A 4–2–3–1
B 3–1–2–4
C 4–3–2–1
2
In 1927, the geneticist Hermann Muller exposed living fruit flies to
X-rays. He found that the fruit flies’ offspring displayed dramatic
mutations. Muller concluded that the X-rays caused chromosome
breakage, which resulted in the mutations.
What was the independent variable in Muller’s experiment?
F the fruit flies
G the mutations
H the chromosomes
J
14
the X-rays
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D 2–4–3–1
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Review 1: EOI Practice
3
A scientist who monitors drinking water supplies found the
organism Cryptosporidium parvum to be resistant to the common
disinfectants chlorine and monochloramine. The scientist
investigated whether chlorine dioxide would be more effective
against C. parvum. They designed an experiment in which they
added chlorine, monochloramine, and chlorine dioxide to separate
water samples. They then tested the water for populations of
C. parvum.
Which hypothesis were the scientists most likely testing in this
experiment?
A If chlorine and monochloramine are added to drinking water, then they
will be more effective than chlorine against C. parvum.
B If chlorine dioxide is added to drinking water, then it will be more
effective than either chlorine or monochloramine against C. parvum.
C If C. parvum becomes resistant to chlorine dioxide over time, then it will
not become resistant to chlorine or monochloramine.
D If C. parvum is resistant to chlorine and monochloramine, then it will
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become resistant to chlorine dioxide over time.
15
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Unit 1 – Science Processes and Inquiry
Miguel is studying the effect of water temperature on the respiration
of goldfish. He hypothesizes that, if the temperature of the water is
lowered, then goldfish respiration will decrease. Which set of results
would best support Miguel’s hypothesis?
F
G
H
J
16
Temperature
(C)
Gill Cover Opening
and Closing
12°
140
14°
125
16°
110
18°
95
20°
80
Temperature
(C)
Gill Cover Opening
and Closing
20°
80
18°
95
16°
110
14°
125
12°
140
Temperature
(C)
Gill Cover Opening
and Closing
12°
125
14°
110
16°
120
18°
115
20°
110
Temperature
(C)
Gill Cover Opening
and Closing
20°
140
18°
125
16°
110
14°
95
12°
80
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Review 1: EOI Practice
5
Pamela did an experiment to test how fertilizers with different
concentrations of nitrogen affected the growth of a species of grass.
She grew four groups of the same species of grass. All four groups
were grown inside, under 10 hours of full light each day, for 7 days.
The results are shown in the table.
Results of Pamela’s Fertilizer Experiment
Group
Nitrogen Concentration
in Fertilizer
Average Height After
Seven Days (cm)
W
no fertilizer
5
X
10%
6
Y
20%
8
Z
30%
4
In Pamela’s experiment, what was the control?
A the group without any fertilizer
B the type of grass grown
C the average height after seven days
D the amount of light over seven days
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People in Science
Jane Goodall knew as a child in Great Britain that her life’s work would be with animals.
She loved to read animal books and study animals in nature. At age 23, she went to Africa
to work with Dr. Louis Leakey. Dr. Leakey was a famous anthropologist (a person who
studies the physical and cultural backgrounds of humans), and Goodall assisted Dr.
Leakey in his search for fossils of early humans. Later, Dr. Leakey suggested that Goodall
work with live chimpanzees. Dr. Goodall found her career with that
assignment. Her study of chimpanzees who live near Lake Tanganyika
in what is now Tanzania is the longest continuous study of animals
in their natural surroundings. Goodall discovered that chimps are
complex, intelligent creatures with rich emotional lives. They have
unique personalities. They also use tools and hunt in ways similar to
humans. Today, Goodall travels the world, speaking about the importance
of all life on this planet. She has helped raise human understanding of
other animal life-forms.
Jane Goodall
(Great Britain 1934–)
17