WHAT IS SCIENCE?Chapter 1

Key concept:What is the goal of science?

Interest Grabber

SCIENCE:•Is an ________________•Uses_______ to ______ events•______and organizes ______•Deals only with __________•Looks for _______ and__________

organized method

Image from: http://www.erschools.org/Teachers/henderson/webquest/images/scientist.jpg

evidence explain

Collects information

natural world

patterns connections

Scientists:_______________ that can be _______ by ___________________

http://www.darvill.clara.net/enforcemot/graphics/newton.gif

propose explanations

TESTEDexamining evidence

Science is ______________buta ___________________Because of new tools,

techniques,& discoveries, our

understanding ofscience is __________________.

http://atmos.pknu.ac.kr/~swimm/wall/1024/EARTH.JPGhttp://www.npr.org/programs/fa/features/2005/04/flat_200.jpg

not “just facts”

“WAY OF KNOWING”

ALWAYS CHANGING

Our understanding of science is_________ in _______ intelligent________ about a wide varietyof _______ that affect our lives.

Renewable fuelsAIDS

Global warming

Stem Cell Research

Bird flu

Alternative energy

Cancer Endangered species

Cloning Nuclear power Pollution

essentialdecisions

issues

making

BIOLOGY=__________________= ________________Study of living things

BacteriaImage from: http://analyzer.depaul.edu/astrobiology/kingdoms.jpg

The science of “LIFE”

Click the image to play the video segment.

It’s Alive! Part 1 1A Part 2 1B

1.Made of _________

2. _____________

3. Based on a _____________________

4. _______ and ____________

5.______ & ___ ________ & _______

6. ________ to their ____________

7. ______________________________

8. As a group, __________________

Characteristics of ALL LIVING THINGS

cells

Reproduce

universal genetic code

Maintain a stable internal environment

Grow develop

Obtain use materials energy

Respond environment

change over time

ALL LIVING THINGS ARE: Made of cells

The _____ is the ______________.basic unit of life

http://sps.k12.ar.us/massengale/study_guides_bi.htm

CELL

ALL LIVING THINGS ARE: Made of cells

____________organisms are _____________made of only 1 cell

Image from: http://www.agen.ufl.edu/~chyn/age2062/lect/lect_06/bacsiz.GIF

(Ex: _________)

UNICELLULAR

bacteria

ALL LIVING THINGS ARE: Made of cells

_________________ organisms_______ as _________ but as adults are

_________________________

Ex: (___________ __________ )

MADE OF MANY CELLS

Images from: http://www.angelbabygifts.com/http://www.inclusive.co.uk/downloads/images/pics2/tree.gif

MULTICELLULARBEGIN ONE CELL

a human a tree

ALL LIVING THINGSReproduce

_____________________________________the___________________ from _____________________________

Seen in animals and plants

SEXUAL REPRODUCTION

Family image from: http://babyhearing.org/Parenet2Parent/index.asp

combines

sperm + egg = baby

genetic material

2 parents

_________________________makes a new organismusing the ________________from _________________

Seen in bacteria, plants, and some animals

ASEXUAL REPRODUCTION

Planaria animation: http://www.t3.rim.or.jp/~hylas/planaria/title.htm

ALL LIVING THINGSReproduce

genetic materialONLY 1 PARENT

All living things share a universal genetic code

Hereditary material = DNA______________________

________________ with instructions for one _________is called a ________.

DEOXYRIBONUCLEIC ACID

GENEImage from: http://sbchem.sunysb.edu/msl/dna.gif

Segment of DNAPROTEIN

_____________ organisms, like a bacterium, grow by ________________.

Image by Riedell

ALL LIVING THINGS Grow & develop

INCREASING in SIZE

SINGLE CELLED

Multicellular organisms grow bigger by __________________ AND _____________________.

increasing cell sizeincreasing cell number

Image from: http://www.bcps.org/offices/lis/models/life/images/grow.JPG

Image by Riedell

ALL LIVING THINGS Grow & develop

MULTICELLULAR ORGANISM don’t just contain MANY CELLS… but many _______________ of cells with _____________________

Image from: http://www.isscr.org/images/ES-cell-Fig-2.jpg

DIFFERENT KINDS

DIFFERENT FUNCTIONS

The ________________ EMBRYONIC STEM CELLS into different looking ADULT cells doing different jobs =

__________________________DIFFERENTIATION

Image from: http://www.ncu.edu.tw/~ls/graph/faculty_pictures/whole_time/SLC/SLC_lab-1.jpg

PROCESS OF CHANGING

_________________________

what makes them ___________ is_______________ are

_______________________See end of show for image sources

All cells have the SAME DNA...

WHICH GENESTURNED ON or OFF

different

It’s like having a whole library full of books, but reading only the books that are important to you.

http://www.adc.state.az.us/programs/offlibsvs.html

http://school.discovery.com/clipart/clip/report2.html

ALL LIVING THINGSTake in Materials & Use Energy

To________________,organisms _______ a constant supply of

____________________ &

____________

This sheep uses the MOLECULES and ENERGYin the food it eats to make “more sheep”

grow and developneed

BUILDING MATERIALS

ENERGY!

http://ag.ansc.purdue.edu/sheep/ansc442/Semprojs/2003/spiderlamb/eatsheep.gif

ALL LIVING THINGSTake in Materials & Use

Energy ___________ use energy from sunlight or chemicals to ________________

Ex: _____________ use ____________to turn _________ into _________

AUTOTROPHS

http://www.inclusive.co.uk/downloads/images/pics2/tree.gif

Image from: http://vilenski.org/science/safari/cellstructure/chloroplasts.html

make their own food

GREEN PLANTS

sunlightphotosynthesis

glucose

ALL LIVING THINGSTake in Materials & Use

Energy

______________ get their energy by___________________

Ex: ________ (including you) and _________________

HETEROTROPHS

 Image from: http://www.epa.gov/region5/superfund/ecology/images/fishcartoon.gif

consuming other organisms

Animalsmost bacteria

Vocab wordthe combination of all the _________________ through which an organism ________ or ___________ materials as it carries out its life processes

= ___________________metabolism

chemical reactionsbuilds up

breaks down

ALL LIVING THINGSRespond to their

environment

A signal to which an organism responds= ___________________

STIMULUS

 Image from: http://www.travel-net.com/~andrews/images/animations/traffic.gif

ALL LIVING THINGSRespond to their

environment

A stimulus can be_________________

Ex: When there is enough water and ground is warm enough, seed germinates. Roots respond to gravity & grow downward.Leaves respond to sunlight & grow up.

EXTERNAL

 Image from: http://www.ccs.k12.in.us/chsBS/kons/kons/images/stimresp.jpg

http://www.nofretete-page.de/gemischtNeu/TN_plant_grow_w.JPG

ALL LIVING THINGSRespond to their

environment A stimulus can be____________

Ex: When the glucose level in your bloodstream becomes low, your body responds by making you feel hungry.

 

http://www.israellycool.com/eat%20guy%20AFP.jpg

http://www.estrellamountain.edu/faculty/farabee/biobk/BioBookCHEM2.html

INTERNAL

VOCAB WORD

A cell works to keep conditions inside the cell constant = ______________________

IF temperature, water content, nutrients, acidity change too much

. . . the cell will die.

HOMEOSTASIS

HOMEOSTASIS involvesinternal __________ mechanisms

If body temp drops too low,“shivering” produces heat to warm you up.

http://www.dreamstime.com/thumb_4/1099235658Q3A4x8.jpg http://www.clipartheaven.com/clipart/seasons_&_weather/overheating_2.gif

If temp is too hot, “sweating” cools you down.

FEEDBACK

HOMEOSTASIS

Drinking a BIG GULPincreases the amountof water in your body

http://pluck.typepad.com/photos/uncategorized/restroom_blog.gif

Your next stop gets rid of the excess water.(OSMOREGULATION)

http://www.me-go.net/rtw/images/biggulp.jpg

ALL LIVING THINGSas a group, change over

time = ______________

Allows _______ of ________ in a ___________

EVOLUTION

survivalspecies

changing world

http://cache.eb.com/eb/image?id=63386&rendTypeId=4

Muscle:http://chemistry.uca.edu/faculty/isom/4320_pdf/multimedia/web_ex/web_ex1/skeletalmuscle1.jpgRBC: http://www.astrographics.com/GalleryPrints/Display/GP2120.jpgNerve: http://www.alongnaturestrail.com/the_nervous_system.htmlBone: http://ssm.hkcampus.net/~ssm-is/3.%20human_cell/bone_cell.jpgCheek: http://faculty.stcc.edu/nash/cheek1.jpg

SOURCES

Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things.

9-12.L.1.2A. (Synthesis) Describe how living systems use biofeedback mechanisms to maintain homeostasis.

9-12.L.1.3A. (Synthesis) Explain how gene expression regulates cell growth and differentiation.Examples:

Tissue formation Development of new cells from original stem cells

SOUTH DAKOTA SCIENCE STANDARDS

LIFE SCIENCE

Core High School Life SciencePerformance Descriptors

High school students performing at the

ADVANCED level:

predict how homeostasis is maintained within living systems;

predict the function of a given structure;

High school students performing at the

PROFICIENT level:

describe the relationship between structure and function;predict how life systems respond to changes in the environment;

High school students performing at the

BASIC level

recognize that different structures perform different functions;

identify DNA as the structure that carries the genetic code;

define homeostasis;

Indicator 1: Understand the nature and origin of scientific knowledge.

9-12.N.1.1. Students are able to evaluate a scientific

discovery to determine and describe how societal, cultural, and personal beliefs influence scientific investigations and interpretations.

• Recognize scientific knowledge is not merely a set of static facts but is dynamic and affords the best current explanations.

SOUTH DAKOTA SCIENCE STANDARDS

NATURE OF SCIENCE

Core High School Life SciencePerformance Descriptors

High school students performing at the

ADVANCED level:

given a scientific discovery, evaluate how different societal,

cultural, and personal beliefs influenced the investigation and

its interpretation;

High school students performing at the

PROFICIENT level:

given a scientific discovery narrative, determine and describe how societal, cultural, and personal beliefs influenced the investigation and its interpretation;

High school students performing at the

BASIC level

given a scientific discovery narrative, identify the cultural and personal beliefs that influenced the investigation.