Transcript Interest Grabber 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:
organized method
• Is an ________________
evidence to ______
explain events
• Uses_______
Collects
• ______and
organizes information
______
natural world
• Deals only with __________
patterns and
• Looks for _______
connections
__________
Image from: http://www.erschools.org/Teachers/henderson/webquest/images/scientist.jpg
Scientists:
propose explanations that can be
_______________
TESTED by
_______
examining evidence
___________________
http://www.darvill.clara.net/enforcemot/graphics/newton.gif
not “just facts”
Science is ______________but
“WAY OF KNOWING”
a ___________________
Because of new tools, techniques,
& discoveries, our understanding of
ALWAYS CHANGING
science is __________________.
http://www.npr.org/programs/fa/features/2005/04/flat_200.jpg
http://atmos.pknu.ac.kr/~swimm/wall/1024/EARTH.JPG
AIDS
Global warming
Alternative energy
Cancer
Cloning
Renewable fuels
Stem Cell Research
Endangered species
Nuclear power
Bird flu
Pollution
Our understanding of science is
essential in _______
making intelligent
_________
decisions about a wide variety
________
issues
of _______
that affect our lives.
BIOLOGY
The science of “LIFE”
=__________________
Study of living things
= ________________
Image from: http://analyzer.depaul.edu/astrobiology/kingdoms.jpg
Bacteria
It’s Alive!
Part 1 1A
Part 2
Click the image to play the video segment.
1B
Characteristics of
ALL LIVING THINGS
cells
1.Made of _________
2. Reproduce
_____________
universal genetic code
3. Based on a _____________________
develop
4. Grow
_______ and ____________
Obtain & use
materials & _______
energy
5.______
___ ________
Respond to their ____________
environment
6. ________
a stable internal environment
7. Maintain
______________________________
change
over
time
8. As a group, __________________
ALL LIVING THINGS ARE:
Made of cells
CELL is the
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
_________________
MULTICELLULAR
organisms
_______
BEGIN as _________
ONE CELL but as
adults are
MADE OF MANY CELLS
_________________________
a human
Ex: (___________
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
combines
genetic material
___________________
from _____________
2 parents
________________
sperm + egg = baby
Seen in animals and plants
Family image from: http://babyhearing.org/Parenet2Parent/index.asp
ALL LIVING THINGS
Reproduce
ASEXUAL REPRODUCTION
_________________________
makes a new organism
using the
genetic material
________________
from
ONLY 1 PARENT
_________________
Seen in bacteria, plants, and some animals
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
________________
PROTEIN
instructions for one _________
GENE
is called a ________.
Image from: http://sbchem.sunysb.edu/msl/dna.gif
ALL LIVING THINGS
Grow & develop
Image by Riedell
SINGLE CELLED organisms,
_____________
like a bacterium, grow by
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
increasing cell size
by __________________
AND _____________________.
increasing cell number
MULTICELLULAR ORGANISM don’t
just contain MANY CELLS… but
DIFFERENT KINDS of cells
many _______________
with _____________________
DIFFERENT FUNCTIONS
Image from: http://www.isscr.org/images/ES-cell-Fig-2.jpg
PROCESS OF CHANGING
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
All cells have the SAME DNA...
_________________________
different
what makes them ___________
is
WHICH GENES are
_______________
_______________________
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
need
_______
a constant supply of
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
___________
AUTOTROPHS use
energy from sunlight
or chemicals to
________________
make their own food
Image from: http://vilenski.org/science/safari/cellstructure/chloroplasts.html
GREEN PLANTS use
Ex: _____________
photosynthesis
____________to
turn
glucose
_________ into _________
http://www.inclusive.co.uk/downloads/images/pics2/tree.gif
ALL LIVING THINGS
Take in Materials & Use Energy
______________
HETEROTROPHS
get their energy by
consuming
other organisms
___________________
Animals (including you)
Ex: ________
most bacteria
and _________________
Image from: http://www.epa.gov/region5/superfund/ecology/images/fishcartoon.gif
Vocab word
the combination of all the
chemical reactions through
_________________
which an organism ________
builds up or
breaks down materials as it
___________
carries out its life processes
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 =
HOMEOSTASIS
______________________
IF temperature, water content,
nutrients, acidity change too much
. . . the cell will die.
HOMEOSTASIS involves
FEEDBACK mechanisms
internal __________
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
= ______________
survival of
Allows _______
________
in a
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;
High school students
performing at the
PROFICIENT level:
describe the relationship between structure and function;
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;
predict how life systems respond to changes in the
environment;
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;
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.