Intro to Biology Chapter 1 & 2 http://www.millan.net 

=the SCIENCE OF_______ = Study of ____________ BIOLOGY =the SCIENCE OF_______ = Study of ____________ “LIFE” 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 _________ _____________ Have a universal ________________ _______ and ____________ ______ & ___ ________ & _______ ________ to their ____________ Maintain _________internal conditions As a group, ________ over time cells Reproduce genetic code Grow develop Obtain use materials energy Respond environment stable change

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 made of _______________ Ex: (___________ __________ ) MULTICELLULAR BEGIN ONE CELL 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 genetic material from _____________ ________________ Seen in animals and plants combines 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 genetic material from _________________ Seen in bacteria, plants, and some animals 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 =Deoxyribonucleic acid _____________ DNA DNA Segment of _____ 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 __________ in ______. UNICELLULAR INCREASING 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 ____________ cell ______ AND __________ cell ________. increasing size increasing 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

CHANGING The process of ____________ 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

All cells SAME DNA... have the_____________ different GENES ON OFF what makes them ___________ is which _________ are turned __________or _________ All cells SAME DNA... different GENES ON 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   EXAMPLES: Images from: http://www.ccs.k12.in.us/chsBS/kons/kons/images/stimresp.jpg http://www.nofretete-page.de/gemischtNeu/TN_plant_grow_w.JPG 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

EXAMPLE of HOMEOSTASIS 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

EXAMPLE of 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. 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.