WHAT IS SCIENCE? Chapter 1 Key concept: What is the goal of science? Interest Grabber WHAT IS SCIENCE? Chapter 1 Key concept: What is the goal of science?

SCIENCE: Is an ________________ Uses_______ to ______ events ______and organizes ______ Deals only with __________ Looks for _______ and __________ organized method evidence explain Collects information natural world patterns connections Image from: http://www.erschools.org/Teachers/henderson/webquest/images/scientist.jpg

_______________ that can be _______ by ___________________ Scientists: _______________ that can be _______ by ___________________ propose explanations TESTED examining evidence http://www.darvill.clara.net/enforcemot/graphics/newton.gif

Science is ______________but a ___________________ Because of new tools, techniques, & discoveries, our understanding of science is __________________. not “just facts” “WAY OF KNOWING” ALWAYS CHANGING http://www.npr.org/programs/fa/features/2005/04/flat_200.jpg http://atmos.pknu.ac.kr/~swimm/wall/1024/EARTH.JPG

Science is . . . Asking Questions Analyzing Predicting Calculating Graphing Explaining Describing Experimenting Questions Hypothesizing

Our understanding of science is _________ in _______ intelligent AIDS Renewable fuels Global warming Stem Cell Research Alternative energy Endangered species Bird flu Cancer Pollution Cloning Nuclear power Our understanding of science is _________ in _______ intelligent ________ about a wide variety of _______ that affect our lives. essential making decisions issues

BIOLOGY =__________________ = ________________ The science of “LIFE” Study of living things Bacteria Image from: http://analyzer.depaul.edu/astrobiology/kingdoms.jpg

Click the image to play the video segment. It’s Alive! Part 1 1A Part 2 1B Click the image to play the video segment.

Characteristics of ALL LIVING THINGS Made of _________ _____________ Based on a _____________________ _______ and ____________ ______ & ___ ________ & _______ ________ to their ____________ ______________________________ As a group, __________________ cells Reproduce universal genetic code Grow develop Obtain use materials energy Respond environment Maintain a stable internal 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

ALL LIVING THINGS ARE: Made of cells UNICELLULAR ____________organisms are _____________ made of only 1 cell bacteria (Ex: _________) Image from: http://www.agen.ufl.edu/~chyn/age2062/lect/lect_06/bacsiz.GIF

ALL LIVING THINGS ARE: Made of cells _________________ organisms _______ as _________ but as adults are _________________________ Ex: (___________ __________ ) MULTICELLULAR BEGIN ONE CELL MADE OF MANY CELLS a human a tree Images from: http://www.angelbabygifts.com/ http://www.inclusive.co.uk/downloads/images/pics2/tree.gif

ALL LIVING THINGS Reproduce SEXUAL REPRODUCTION ________________________ _____________the ___________________ from _____________ ________________ Seen in animals and plants combines genetic material 2 parents sperm + egg = baby Family image from: http://babyhearing.org/Parenet2Parent/index.asp

ALL LIVING THINGS Reproduce ASEXUAL REPRODUCTION _________________________ makes a new organism using the ________________ from _________________ Seen in bacteria, plants, and some animals genetic material ONLY 1 PARENT Planaria animation: http://www.t3.rim.or.jp/~hylas/planaria/title.htm

All living things share a universal genetic code Hereditary material = DNA ______________________ DEOXYRIBONUCLEIC ACID Segment of DNA ________________ with instructions for one _________ is called a ________. PROTEIN GENE Image from: http://sbchem.sunysb.edu/msl/dna.gif

ALL LIVING THINGS Grow & develop Image by Riedell _____________ organisms, like a bacterium, grow by ________________. SINGLE CELLED INCREASING in SIZE

ALL LIVING THINGS Grow & develop Image by Riedell Image from: http://www.bcps.org/offices/lis/models/life/images/grow.JPG Multicellular organisms grow bigger by __________________ AND _____________________. increasing cell size increasing cell number

MULTICELLULAR ORGANISM don’t just contain MANY CELLS… but many _______________ of cells with _____________________ DIFFERENT KINDS DIFFERENT FUNCTIONS Image from: http://www.isscr.org/images/ES-cell-Fig-2.jpg

Embryonic cell that has the potential to differentiate into a wide variety of cell types = __________ STEM CELL http://learn.genetics.utah.edu/content/tech/stemcells/scissues/

PROCESS OF CHANGING The _____________________ from an EMBRYONIC STEM CELL 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

All cells have the SAME DNA... _________________________ what makes cells ___________ is _______________ are _______________________ different WHICH GENES TURNED ON or OFF See end of show for image sources

It’s like having a whole library full of books, but reading only the books that are important to you. http://school.discovery.com/clipart/clip/report2.html http://www.adc.state.az.us/programs/offlibsvs.html

ALL LIVING THINGS Take in Materials & Use Energy grow and develop To________________,organisms _______ a constant supply of ____________________ & ____________ need BUILDING MATERIALS ENERGY! This sheep uses the MOLECULES and ENERGY in the food it eats to make “more sheep” http://ag.ansc.purdue.edu/sheep/ansc442/Semprojs/2003/spiderlamb/eatsheep.gif

ALL LIVING THINGS Take in Materials & Use Energy ___________ use energy from sunlight or chemicals to ________________ AUTOTROPHS make their own food Image from: http://vilenski.org/science/safari/cellstructure/chloroplasts.html GREEN PLANTS Ex: _____________ use ____________to turn _________ into _________ photosynthesis glucose sunlight http://www.inclusive.co.uk/downloads/images/pics2/tree.gif

ALL LIVING THINGS Take in Materials & Use Energy ______________ get their energy by ___________________ HETEROTROPHS consuming other organisms Animals Ex: ________ (including you) and _________________ most bacteria  Image from: http://www.epa.gov/region5/superfund/ecology/images/fishcartoon.gif

Vocab word chemical reactions metabolism the combination of all the _________________ through which an organism ________ or ___________ materials as it carries out its life processes = ___________________ chemical reactions builds up breaks down metabolism

ALL LIVING THINGS Respond 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 THINGS Respond to their environment  Image from: http://www.ccs.k12.in.us/chsBS/kons/kons/images/stimresp.jpg A stimulus can be _________________ EXTERNAL 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. http://www.nofretete-page.de/gemischtNeu/TN_plant_grow_w.JPG

ALL LIVING THINGS Respond to their environment   http://www.estrellamountain.edu/faculty/farabee/biobk/BioBookCHEM2.html A stimulus can be ____________ INTERNAL 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

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 involves internal __________ mechanisms FEEDBACK If body temp drops too low, “shivering” produces heat to warm you up. If temp is too hot, “sweating” cools you down. http://www.dreamstime.com/thumb_4/1099235658Q3A4x8.jpg http://www.clipartheaven.com/clipart/seasons_&_weather/overheating_2.gif

HOMEOSTASIS Drinking a BIG GULP increases the amount of water in your body http://www.me-go.net/rtw/images/biggulp.jpg Your next stop gets rid of the excess water. (OSMOREGULATION) http://pluck.typepad.com/photos/uncategorized/restroom_blog.gif

ALL LIVING THINGS as a group, change over time EVOLUTION = ______________ Allows _______ of ________ in a ___________ survival species changing world http://cache.eb.com/eb/image?id=63386&rendTypeId=4

SOURCES Muscle:http://chemistry.uca.edu/faculty/isom/4320_pdf/multimedia/web_ex/web_ex1/skeletalmuscle1.jpg RBC: http://www.astrographics.com/GalleryPrints/Display/GP2120.jpg Nerve: http://www.alongnaturestrail.com/the_nervous_system.html Bone: http://ssm.hkcampus.net/~ssm-is/3.%20human_cell/bone_cell.jpg Cheek: http://faculty.stcc.edu/nash/cheek1.jpg

SOUTH DAKOTA SCIENCE STANDARDS LIFE SCIENCE 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

Core High School Life Science Performance Descriptors High school students performing at the ADVANCED level: predict how homeostasis is maintained within living systems; predict the function of a given structure; PROFICIENT level: describe the relationship between structure and function; predict how life systems respond to changes in the environment; BASIC level recognize that different structures perform different functions; identify DNA as the structure that carries the genetic code; define homeostasis;

SOUTH DAKOTA SCIENCE STANDARDS NATURE OF SCIENCE 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.

Core High School Life Science Performance 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; PROFICIENT level: given a scientific discovery narrative, determine and describe how societal, cultural, and personal beliefs influenced the investigation and its interpretation; BASIC level given a scientific discovery narrative, identify the cultural and personal beliefs that influenced the investigation.