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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.