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

2. 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

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

4. Science is ______________but a ___________________ Because of new tools, techniques, & discoveries, our understanding of science 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

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

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

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

8. 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

9. 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

10. 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

11. 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 MULTICELLULAR BEGINONE CELL a human a tree

12. ALL LIVING THINGS Reproduce ____________ ____________ _____________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

13. ___________ ______________ makes a new organism using 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 THINGS Reproduce genetic material ONLY 1 PARENT

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

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

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

17. 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

18. 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

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

20. 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

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

22. ALL LIVING THINGS Take 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 sunlight photosynthesis glucose

23. ALL LIVING THINGS Take 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 Animals most bacteria

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

25. 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

26. ALL LIVING THINGS Respond 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

27. ALL LIVING THINGS Respond 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

28. 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

29. HOMEOSTASIS involves internal __________ 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

30. HOMEOSTASIS Drinking a BIG GULP increases the amount of 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

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

32. 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 SOURCES

33. 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

34. 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; 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;

35. 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

36. 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; 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.