Interest Grabber WHAT IS SCIENCE Chapter 1 Key

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 1 A Part 2 Click the image to play the video segment. 1 B

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. k 12. 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/age 2062/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/pics 2/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/Parenet 2 Parent/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. t 3. 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_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/report 2. 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/ansc 442/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 _____ sunlight http: //www. inclusive. co. uk/downloads/images/pics 2/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/region 5/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. k 12. in. us/chs. BS/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/gemischt. Neu/TN_plant_grow_w. JPG

ALL LIVING THINGS Respond to their environment http: //www. estrellamountain. edu/faculty/farabee/biobk/Bio. Book. CHEM 2. 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%20 guy%20 AFP. 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_4/1099235658 Q 3 A 4 x 8. 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&rend. Type. Id=4

SOURCES Muscle: http: //chemistry. uca. edu/faculty/isom/4320_pdf/multimedia/web_ex 1/skeletalmuscle 1. jpg RBC: http: //www. astrographics. com/Gallery. Prints/Display/GP 2120. jpg Nerve: http: //www. alongnaturestrail. com/the_nervous_system. html Bone: http: //ssm. hkcampus. net/~ssm-is/3. %20 human_cell/bone_cell. jpg Cheek: http: //faculty. stcc. edu/nash/cheek 1. 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. 2 A. (Synthesis) Describe how living systems use biofeedback mechanisms to maintain homeostasis. 9 -12. L. 1. 3 A. (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; 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;

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.