Connecting Concepts

Use Science Graphics

The following graphs show the size of four different populations over a period of time. Use the graphs to answer questions 30–32.

Four different line graphs illustrating the change in the size of four different populations.d

  1. Analyze Data Write a sentence summarizing what each graph shows.

  2. Interpret Graphs Before any of the graphs could be used to make direct comparisons among the populations, what additional information would be necessary?

  3. Compare and Contrast Graphs of completely different events can have the same appearance. Select one of the graphs and explain how the shape of the graph could apply to a different set of events.

Write About Science

  1. Explanation Suppose you have a pet cat and want to determine which type of cat food it prefers. Write an explanation of how you could use scientific methodology to determine the answer. (Hint: Before you start writing, list the steps you might take, and then arrange them in order beginning with the first step.)

  2. Assess the Many people add fertilizer to their house and garden plants. Make a hypothesis about whether you think fertilizers really help plants grow. Next, design an experiment to test your hypothesis. Include in your plan what variable you will test and what variables you will control.

Analyzing Data

A researcher studied two groups of fruit flies: Population A was kept in a 0.5 L container; Population B was kept in a 1 L container.

Graph titled 'Fruit Fly Population' displaying the change in population size of two groups of fruit flies.d

  1. Interpret Graphs The independent variable in the controlled experiment was the

    1. number of flies.

    2. number of groups studied.

    3. number of days.

    4. size of the containers.

  2. Infer Which of the following is a logical inference based on the content of the graph?

    1. The flies in Group B were healthier than those in Group A.

    2. A fly population with more available space will grow larger than a population with less space.

    3. If Group B was observed for 40 more days, the size of the population would double.

    4. In 40 more days, the size of both populations would decrease at the same rate.

End ofPage 30

Table of Contents

Miller & Levine Biology
About the Authors
Changing the World of Biology Education
Contents
Diversity of Life: A Visual Guide DOL•1–DOL•64
Labs and Activities
Features
UNIT 1 The Nature of Life
1 The Science of Biology
2 The Chemistry of Life
Unit Project
UNIT 2 Ecology
3 The Biosphere
4 Ecosystems and Communities
5 Populations
6 Humans in the Biosphere
Unit Project
UNIT 3 Cells
7 Cell Structure and Function
8 Photosynthesis
9 Cellular Respiration and Fermentation
10 Cell Growth and Division
Unit Project
UNIT 4 Genetics
11 Introduction to Genetics
12 DNA
13 RNA and Protein Synthesis
14 Human Heredity
15 Genetic Engineering
Unit Project
UNIT 5 Evolution
16 Darwin's Theory of Evolution
17 Evolution of Populations
18 Classification
19 History of Life
Unit Project
UNIT 6 From Microorganisms to Plants
20 Viruses and Prokaryotes
21 Protists and Fungi
22 Introduction to Plants
23 Plant Structure and Function
24 Plant Reproduction and Response
Unit Project
UNIT 7 Animals
25 Introduction to Animals
26 Animal Evolution and Diversity
27 Animal Systems I
28 Animal Systems II
29 Animal Behavior
Unit Project
UNIT 8 The Human Body
30 Digestive and Excretory Systems
31 Nervous System
32 Skeletal, Muscular, and Integumentary Systems
33 Circulatory and Respiratory Systems
34 Endocrine and Reproductive Systems
35 Immune System and Disease
Unit Project
A Visual Guide to The Diversity of Life
HOW TO USE THIS GUIDE
THE TREE OF LIFE
Bacteria
Protists
Fungi
Plants
Animals
Appendices
Appendix A Science Skills
Appendix B Lab Skills
Appendix C Technology & Design
Appendix D Math Skills
Appendix E Periodic Table
Glossary
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q, R
S
T
U
V
W
X, Y, Z
Index
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
Credits
Go to previous page Go to next page