WELCOME TO SCIENCE BIOLOGY
TEACHER ING.LIZZIE VALERIANI
I WISH YOU A FUN AND PRODUCTIVE YEAR
miércoles, 3 de marzo de 2010
WELCOME TO SCIENCE BIOLOGY
WELCOME TO SCIENCE BIOLOGY
TEACHER ING.LIZZIE VALERIANI
I WISH YOU A FUN AND PRODUCTIVE YEAR
LAB SAFETY RULES
When you study Biology you would probably have to do experiments. It is important to know what you're doing as to avoid doing something silly like poisoning yourself or blowing up the lab!
Therefore you should first read and understand the below rules about working and behaving in the laboratory before doing any experiments.
1. Never enter the laboratory unless a teacher is present.
2. Never run or play in the laboratory.
3. Never remove anything from the laboratory without your teacher's permission.
4. Never use your bare hands to transfer chemicals. Use a spatula instead.
5. Never leave experiments unattended.
6. Never smell gases directly - fan a little of the gas towards the nose instead.
7.Never look directly down the test tube or poing the mouth of a test tube towards anyone when heating.
8. Never taste anything without your teacher's permission.
9. No eating or drinking in the laboratory.
10. Never put solids in the sink.
11. Always follow strictly the instructions given.
12. Wear safety glasses whenever necessary.
13. Always read the label on a reagent bottle carefully to make sure it contains the chemical you want. Put the bottle in its original place immediately after use.
14. Always handle flammable liquids with great care and keep them away from naked flames.
15. Always handle concentrated acids and alkalis with great care.
16. Report all accidents and breakage to your teacher. If any chemicals get onto your skin or clothing, wash the affected area with a large amount of water and then report it to your teacher.
17. Always adjust the Bunsen burner to give a luminous flame when not using it (or just simply turn it off)
18. Always tie up your tie or long hair.
19. Always wash hands after experiments.
20. Don't eat anything you find in the laboratory or in the laboratory freezer!
lunes, 1 de marzo de 2010
The definition of science:
Science is not merely a collection of facts, concepts, and useful ideas about nature, or even the
Systematic Investigation of nature, although both are common definitions of science. Science is a method of investigating nature—a way of knowing about nature—that discovers reliable knowledge about nature. So science is a method of discovering reliable knowledge about science.
Reliable knowledge is a knowledge that has high probability of being true , because its veracity has been justified by a reliable method.
The method used to justify scientific knowledge and thus make it reliable, is called scientific method.
When one uses the scientific method to study or investigate nature of the universe, one way is practicing scientific thinking to deduce and analyze something and the other is through observing and experimenting.
REASONING IN SCIENCE
Learning about the scientific method is almost like saying that you are learning how to learn. You see, the scientific method is the way scientists learn and study the world around them. It can be used to study anything from a leaf to a dog to the entire Universe.
The basis of the scientific method is asking questions and then trying to come up with the answers. You could ask, "Why do dogs and cats have hair?" One answer might be that it keeps them warm. BOOM! It's the scientific method in action. (OK, settle down.)
QUESTIONS AND ANSWERS
Just about everything starts with a question. Usually, scientists come up with questions by looking at the world around them. "Hey look! What's that?" See that squiggly thing at the end of the sentence? A question has been born.
So you've got a scientist. When scientists see something they don't understand they have some huge urge to answer questions and discover new things. It's just one of those scientist personality traits. The trick is that you have to be able to offer some evidence that confirms every answer you give. If you can't test your answer, other scientists can't test it to see if you were right or not.
As more questions are asked, scientists work hard and come up with a bunch of answers. Then it is time to organize. One of the cool things about science is that other scientists can learn things from what has already been established. They don't have to go out and test everything again and again. That's what makes science special: it builds on what has been learned before.
This process allows the world to advance, evolve, and grow. All of today's advancements are based on the achievements of scientists who already did great work. Think about it this way: you will never have to show that water (H2O) is made up of one oxygen (O) and two hydrogen (H) atoms. Many scientists before you have confirmed that fact. It will be your job as a new scientist to take that knowledge and use it in your new experiments.
EXPERIMENTAL EVIDENCE
Experimental evidence is what makes all of the observations and answers in science valid (truthful or confirmed). The history of evidence and validations show that the original statements were correct and accurate. It sounds like a simple idea, but it is the basis of all science. Statements must be confirmed with loads of evidence. Enough said.
Scientists start with observations and then make a hypothesis (a guess), and then the fun begins. They must then prove their hypothesis with trials and tests that show why their data and results are correct. They must use controls, which are quantitative (based on values and figures, not emotions). Science needs both ideas (the hypothesis) and facts (the quantitative results) to move forward. Scientists can then examine their data and develop newer ideas. This process will lead to more observation and refinement of hypotheses.
THE WHOLE PROCESS
There are different terms used to describe scientific ideas based on the amount of confirmed experimental evidence.
Hypothesis
- a statement that uses a few observations
- an idea based on observations without experimental evidence
Theory
- uses many observations and has loads of experimental evidence
- can be applied to unrelated facts and new relationships
- flexible enough to be modified if new data/evidence introduced
Law
- stands the test of time, often without change
- experimentally confirmed over and over
- can create true predictions for different situations
- has uniformity and is universal
You may also hear about the term "model." A model is a scientific statement that has some experimental validity or is a scientific concept that is only accurate under limited situations. Models do not work or apply under all situations in all environments. They are not universal ideas like a law or theory
Introduction to science
The definition of science:
Science is not merely a collection of facts, concepts, and useful ideas about nature, or even the
Systematic Investigation of nature, although both are common definitions of science. Science is a method of investigating nature—a way of knowing about nature—that discovers reliable knowledge about nature. So science is a method of discovering reliable knowledge about science.
Reliable knowledge is a knowledge that has high probability of being true , because its veracity has been justified by a reliable method.
The method used to justify scientific knowledge and thus make it reliable, is called scientific method.
When one uses the scientific method to study or investigate nature of the universe, one is practicing scientific thinking to deduce and analyze something and the other is through observing and experimenting.
REASONING IN SCIENCE
Learning about the scientific method is almost like saying that you are learning how to learn. You see, the scientific method is the way scientists learn and study the world around them. It can be used to study anything from a leaf to a dog to the entire Universe.
The basis of the scientific method is asking questions and then trying to come up with the answers. You could ask, "Why do dogs and cats have hair?" One answer might be that it keeps them warm. BOOM! It's the scientific method in action. (OK, settle down.)
QUESTIONS AND ANSWERS
Just about everything starts with a question. Usually, scientists come up with questions by looking at the world around them. "Hey look! What's that?" See that squiggly thing at the end of the sentence? A question has been born.
So you've got a scientist. When scientists see something they don't understand they have some huge urge to answer questions and discover new things. It's just one of those scientist personality traits. The trick is that you have to be able to offer some evidence that confirms every answer you give. If you can't test your answer, other scientists can't test it to see if you were right or not.
As more questions are asked, scientists work hard and come up with a bunch of answers. Then it is time to organize. One of the cool things about science is that other scientists can learn things from what has already been established. They don't have to go out and test everything again and again. That's what makes science special: it builds on what has been learned before.
This process allows the world to advance, evolve, and grow. All of today's advancements are based on the achievements of scientists who already did great work. Think about it this way: you will never have to show that water (H2O) is made up of one oxygen (O) and two hydrogen (H) atoms. Many scientists before you have confirmed that fact. It will be your job as a new scientist to take that knowledge and use it in your new experiments.
EXPERIMENTAL EVIDENCE
Experimental evidence is what makes all of the observations and answers in science valid (truthful or confirmed). The history of evidence and validations show that the original statements were correct and accurate. It sounds like a simple idea, but it is the basis of all science. Statements must be confirmed with loads of evidence. Enough said.
Scientists start with observations and then make a hypothesis (a guess), and then the fun begins. They must then prove their hypothesis with trials and tests that show why their data and results are correct. They must use controls, which are quantitative (based on values and figures, not emotions). Science needs both ideas (the hypothesis) and facts (the quantitative results) to move forward. Scientists can then examine their data and develop newer ideas. This process will lead to more observation and refinement of hypotheses.
THE WHOLE PROCESS
There are different terms used to describe scientific ideas based on the amount of confirmed experimental evidence.
Hypothesis
- a statement that uses a few observations
- an idea based on observations without experimental evidence
Theory
- uses many observations and has loads of experimental evidence
- can be applied to unrelated facts and new relationships
- flexible enough to be modified if new data/evidence introduced
Law
- stands the test of time, often without change
- experimentally confirmed over and over
- can create true predictions for different situations
- has uniformity and is universal
You may also hear about the term "model." A model is a scientific statement that has some experimental validity or is a scientific concept that is only accurate under limited situations. Models do not work or apply under all situations in all environments. They are not universal ideas like a law or theory
Science is not merely a collection of facts, concepts, and useful ideas about nature, or even the
Systematic Investigation of nature, although both are common definitions of science. Science is a method of investigating nature—a way of knowing about nature—that discovers reliable knowledge about nature. So science is a method of discovering reliable knowledge about science.
Reliable knowledge is a knowledge that has high probability of being true , because its veracity has been justified by a reliable method.
The method used to justify scientific knowledge and thus make it reliable, is called scientific method.
When one uses the scientific method to study or investigate nature of the universe, one is practicing scientific thinking to deduce and analyze something and the other is through observing and experimenting.
REASONING IN SCIENCE
Learning about the scientific method is almost like saying that you are learning how to learn. You see, the scientific method is the way scientists learn and study the world around them. It can be used to study anything from a leaf to a dog to the entire Universe.
The basis of the scientific method is asking questions and then trying to come up with the answers. You could ask, "Why do dogs and cats have hair?" One answer might be that it keeps them warm. BOOM! It's the scientific method in action. (OK, settle down.)
QUESTIONS AND ANSWERS
Just about everything starts with a question. Usually, scientists come up with questions by looking at the world around them. "Hey look! What's that?" See that squiggly thing at the end of the sentence? A question has been born.
So you've got a scientist. When scientists see something they don't understand they have some huge urge to answer questions and discover new things. It's just one of those scientist personality traits. The trick is that you have to be able to offer some evidence that confirms every answer you give. If you can't test your answer, other scientists can't test it to see if you were right or not.
As more questions are asked, scientists work hard and come up with a bunch of answers. Then it is time to organize. One of the cool things about science is that other scientists can learn things from what has already been established. They don't have to go out and test everything again and again. That's what makes science special: it builds on what has been learned before.
This process allows the world to advance, evolve, and grow. All of today's advancements are based on the achievements of scientists who already did great work. Think about it this way: you will never have to show that water (H2O) is made up of one oxygen (O) and two hydrogen (H) atoms. Many scientists before you have confirmed that fact. It will be your job as a new scientist to take that knowledge and use it in your new experiments.
EXPERIMENTAL EVIDENCE
Experimental evidence is what makes all of the observations and answers in science valid (truthful or confirmed). The history of evidence and validations show that the original statements were correct and accurate. It sounds like a simple idea, but it is the basis of all science. Statements must be confirmed with loads of evidence. Enough said.
Scientists start with observations and then make a hypothesis (a guess), and then the fun begins. They must then prove their hypothesis with trials and tests that show why their data and results are correct. They must use controls, which are quantitative (based on values and figures, not emotions). Science needs both ideas (the hypothesis) and facts (the quantitative results) to move forward. Scientists can then examine their data and develop newer ideas. This process will lead to more observation and refinement of hypotheses.
THE WHOLE PROCESS
There are different terms used to describe scientific ideas based on the amount of confirmed experimental evidence.
Hypothesis
- a statement that uses a few observations
- an idea based on observations without experimental evidence
Theory
- uses many observations and has loads of experimental evidence
- can be applied to unrelated facts and new relationships
- flexible enough to be modified if new data/evidence introduced
Law
- stands the test of time, often without change
- experimentally confirmed over and over
- can create true predictions for different situations
- has uniformity and is universal
You may also hear about the term "model." A model is a scientific statement that has some experimental validity or is a scientific concept that is only accurate under limited situations. Models do not work or apply under all situations in all environments. They are not universal ideas like a law or theory
jueves, 25 de febrero de 2010
IGCSE BIOLOGY SYLLABUS AIMS AND ASSESSMENT
AIMS
The aims of the syllabus are the same for all students. These are set out below and describe the
educational purposes of a course in Biology for the IGCSE examination. They are not listed in
order of priority.
The aims are to:
1. provide, through well designed studies of experimental and practical science, a worthwhile
educational experience for all students, whether or not they go on to study science beyond this
level and, in particular, to enable them to acquire sufficient understanding and knowledge to
1.1 become confident citizens in a technological world, to take or develop an informed interest
in matters of scientific import;
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its
applicability in other disciplines and in everyday life;
1.3 be suitably prepared for studies beyond the IGCSE level in pure sciences, in applied
sciences or in science-dependent vocational courses.
2. develop abilities and skills that
2.1 are relevant to the study and practice of Biology;
2.2 are useful in everyday life;
2.3 encourage efficient and safe practice;
2.4 encourage effective communication.
3. develop attitudes relevant to Biology such as
3.1 concern for accuracy and precision;
3.2 objectivity;
3.3 integrity;
3.4 enquiry;
3.5 initiative;
3.6 inventiveness.
4. stimulate interest in, and care for, the environment.
0610 BIOLOGY IGCSE 2010
2
5. promote an awareness that
5.1 scientific theories and methods have developed, and continue to do so, as a result of the
co-operative activities of groups and individuals;
5.2 the study and practice of science is subject to social, economic, technological, ethical and
cultural influences and limitations;
5.3 the applications of science may be both beneficial and detrimental to the individual, the
community and the environment;
5.4 science transcends national boundaries and that the language of science, correctly and
rigorously applied, is universal.
IGCSE Biology places considerable emphasis on understanding and use of scientific ideas and
principles in a variety of situations, including those which are well-known to the learner and those
which are new to them. It is anticipated that programmes of study based on this syllabus will
feature a variety of learning experiences designed to enhance the development of skill and
comprehension. This approach will focus teachers and learners on development of transferable
life-long skills relevant to the increasingly technological environment in which people find
themselves. It will also prepare candidates for an assessment that will, within familiar and
unfamiliar contexts, test expertise, understanding and insight.
0610 BIOLOGY IGCSE 2010
3
ASSESSMENT OBJECTIVES
The three assessment objectives in Biology are:
A Knowledge with understanding
B Handling information and solving problems
C Experimental skills and investigations
A description of each Assessment Objective follows.
A KNOWLEDGE WITH UNDERSTANDING
Students should be able to demonstrate knowledge and understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts, theories;
2. scientific vocabulary, terminology, conventions (including symbols, quantities and units);
3. scientific instruments and apparatus, including techniques of operation and aspects of
safety;
4. scientific quantities and their determination;
5. scientific and technological applications with their social, economic and environmental
implications.
The subject content defines the factual material that candidates may need to recall and explain.
Questions testing these objectives will often begin with one of the following words: define, state,
describe, explain (using your knowledge and understanding) or outline. (See the glossary of
terms at the back of this syllabus.)
B HANDLING INFORMATION AND SOLVING PROBLEMS
Students should be able, using oral, written, symbolic, graphical and numerical forms of
presentation, to:
1. locate, select, organise and present information from a variety of sources;
2. translate information from one form to another;
3. manipulate numerical and other data;
4. use information to identify patterns, report trends and draw inferences;
5. present reasoned explanations of phenomena, patterns and relationships;
6. make predictions and propose hypotheses;
7. solve problems, including some of a quantitative nature.
These assessment objectives cannot be precisely specified in the subject content because
questions testing such skills may be based on information that is unfamiliar to the candidate. In
answering such questions, candidates are required to use principles and concepts that are
within the syllabus and apply them in a logical, reasoned or deductive manner to a novel
situation. Questions testing these objectives will often begin with one of the following words:
discuss, predict, suggest, calculate, explain (give reasoned explanations and explain the
processes of using information and solving problems) or determine. (See the glossary of terms
at the back of this syllabus.)
C EXPERIMENTAL SKILLS AND INVESTIGATIONS
Students should be able to:
1. use techniques, apparatus, and materials (including the following of a sequence of
instructions, where appropriate);
2. make and record observations and measurements;
3. interpret and evaluate experimental observations and data;
4. plan and carry out investigations, evaluate methods and suggest possible improvements
(including the selection of techniques, apparatus and materials).
0610 BIOLOGY IGCSE 2010
4
SPECIFICATION GRID
The approximate weightings allocated to each of the assessment objectives in the assessment
model are summarised in the table below.
Assessment Objective Weighting
A Knowledge with understanding 50% (not more than 25% recall)
B Handling information and solving problems 30%
C Experimental skills and investigations 20%
Teachers should take note that there is an equal weighting of 50% for skills (including handling
information, solving problems, practical, experimental and investigative skills) and for knowledge
and understanding. Teachers’ schemes of work, and the sequence of learning activities should
reflect this balance, so that the aims of the syllabus may be met, and the candidates prepared for
the assessment.
WEIGHTING OF ASSESSMENT OBJECTIVES
The relationship between the assessment objectives and the scheme of assessment is set out in
the table below.
Paper 1
(marks)
Paper 2 or 3
(marks)
Paper 4, 5 or 6
(marks)
Whole
assessment
(%)
AO1: Knowledge with
understanding
25-30 48-52 0 47-54
AO2: Handling, applying
and evaluating
information
10-15 27-32 0 26-33
AO3: Experimental and
investigative skills
0 0 40 20
The aims of the syllabus are the same for all students. These are set out below and describe the
educational purposes of a course in Biology for the IGCSE examination. They are not listed in
order of priority.
The aims are to:
1. provide, through well designed studies of experimental and practical science, a worthwhile
educational experience for all students, whether or not they go on to study science beyond this
level and, in particular, to enable them to acquire sufficient understanding and knowledge to
1.1 become confident citizens in a technological world, to take or develop an informed interest
in matters of scientific import;
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its
applicability in other disciplines and in everyday life;
1.3 be suitably prepared for studies beyond the IGCSE level in pure sciences, in applied
sciences or in science-dependent vocational courses.
2. develop abilities and skills that
2.1 are relevant to the study and practice of Biology;
2.2 are useful in everyday life;
2.3 encourage efficient and safe practice;
2.4 encourage effective communication.
3. develop attitudes relevant to Biology such as
3.1 concern for accuracy and precision;
3.2 objectivity;
3.3 integrity;
3.4 enquiry;
3.5 initiative;
3.6 inventiveness.
4. stimulate interest in, and care for, the environment.
0610 BIOLOGY IGCSE 2010
2
5. promote an awareness that
5.1 scientific theories and methods have developed, and continue to do so, as a result of the
co-operative activities of groups and individuals;
5.2 the study and practice of science is subject to social, economic, technological, ethical and
cultural influences and limitations;
5.3 the applications of science may be both beneficial and detrimental to the individual, the
community and the environment;
5.4 science transcends national boundaries and that the language of science, correctly and
rigorously applied, is universal.
IGCSE Biology places considerable emphasis on understanding and use of scientific ideas and
principles in a variety of situations, including those which are well-known to the learner and those
which are new to them. It is anticipated that programmes of study based on this syllabus will
feature a variety of learning experiences designed to enhance the development of skill and
comprehension. This approach will focus teachers and learners on development of transferable
life-long skills relevant to the increasingly technological environment in which people find
themselves. It will also prepare candidates for an assessment that will, within familiar and
unfamiliar contexts, test expertise, understanding and insight.
0610 BIOLOGY IGCSE 2010
3
ASSESSMENT OBJECTIVES
The three assessment objectives in Biology are:
A Knowledge with understanding
B Handling information and solving problems
C Experimental skills and investigations
A description of each Assessment Objective follows.
A KNOWLEDGE WITH UNDERSTANDING
Students should be able to demonstrate knowledge and understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts, theories;
2. scientific vocabulary, terminology, conventions (including symbols, quantities and units);
3. scientific instruments and apparatus, including techniques of operation and aspects of
safety;
4. scientific quantities and their determination;
5. scientific and technological applications with their social, economic and environmental
implications.
The subject content defines the factual material that candidates may need to recall and explain.
Questions testing these objectives will often begin with one of the following words: define, state,
describe, explain (using your knowledge and understanding) or outline. (See the glossary of
terms at the back of this syllabus.)
B HANDLING INFORMATION AND SOLVING PROBLEMS
Students should be able, using oral, written, symbolic, graphical and numerical forms of
presentation, to:
1. locate, select, organise and present information from a variety of sources;
2. translate information from one form to another;
3. manipulate numerical and other data;
4. use information to identify patterns, report trends and draw inferences;
5. present reasoned explanations of phenomena, patterns and relationships;
6. make predictions and propose hypotheses;
7. solve problems, including some of a quantitative nature.
These assessment objectives cannot be precisely specified in the subject content because
questions testing such skills may be based on information that is unfamiliar to the candidate. In
answering such questions, candidates are required to use principles and concepts that are
within the syllabus and apply them in a logical, reasoned or deductive manner to a novel
situation. Questions testing these objectives will often begin with one of the following words:
discuss, predict, suggest, calculate, explain (give reasoned explanations and explain the
processes of using information and solving problems) or determine. (See the glossary of terms
at the back of this syllabus.)
C EXPERIMENTAL SKILLS AND INVESTIGATIONS
Students should be able to:
1. use techniques, apparatus, and materials (including the following of a sequence of
instructions, where appropriate);
2. make and record observations and measurements;
3. interpret and evaluate experimental observations and data;
4. plan and carry out investigations, evaluate methods and suggest possible improvements
(including the selection of techniques, apparatus and materials).
0610 BIOLOGY IGCSE 2010
4
SPECIFICATION GRID
The approximate weightings allocated to each of the assessment objectives in the assessment
model are summarised in the table below.
Assessment Objective Weighting
A Knowledge with understanding 50% (not more than 25% recall)
B Handling information and solving problems 30%
C Experimental skills and investigations 20%
Teachers should take note that there is an equal weighting of 50% for skills (including handling
information, solving problems, practical, experimental and investigative skills) and for knowledge
and understanding. Teachers’ schemes of work, and the sequence of learning activities should
reflect this balance, so that the aims of the syllabus may be met, and the candidates prepared for
the assessment.
WEIGHTING OF ASSESSMENT OBJECTIVES
The relationship between the assessment objectives and the scheme of assessment is set out in
the table below.
Paper 1
(marks)
Paper 2 or 3
(marks)
Paper 4, 5 or 6
(marks)
Whole
assessment
(%)
AO1: Knowledge with
understanding
25-30 48-52 0 47-54
AO2: Handling, applying
and evaluating
information
10-15 27-32 0 26-33
AO3: Experimental and
investigative skills
0 0 40 20
LAB REPORT TEMPLATE
Lab Report Template
Title:
* a brief, concise, yet descriptive title
Statement of the Problem:
* What question(s) are you trying to answer?
* Include any preliminary observations or background information about the subject
Hypothesis:
* Write a possible solution for the problem.
* Make sure this possible solution is a complete sentence.
* Make sure the statement is testable.
Materials:
* Make a list of ALL items used in the lab.
Procedure:
* Write a paragraph (complete sentences) which explains what you did in the lab.
* Your procedure should be written so that anyone else could repeat the experiment.
Results (Data):
* This section should include any data tables, observations, or additional notes you make during the lab.
* You may attach a separate sheet(s) if necessary.
* All tables, graphs and charts should be labeled appropriately
Conclusions:
* Accept or reject your hypothesis.
* EXPLAIN why you accepted or rejected your hypothesis using data from the lab.
* Include a summary of the data - averages, highest, lowest..etc to help the reader understand your results
* List one thing you learned and describe how it applies to a real-life situation.
*Discuss possible errors that could have occurred in the collection of the data (experimental errors)
Title:
* a brief, concise, yet descriptive title
Statement of the Problem:
* What question(s) are you trying to answer?
* Include any preliminary observations or background information about the subject
Hypothesis:
* Write a possible solution for the problem.
* Make sure this possible solution is a complete sentence.
* Make sure the statement is testable.
Materials:
* Make a list of ALL items used in the lab.
Procedure:
* Write a paragraph (complete sentences) which explains what you did in the lab.
* Your procedure should be written so that anyone else could repeat the experiment.
Results (Data):
* This section should include any data tables, observations, or additional notes you make during the lab.
* You may attach a separate sheet(s) if necessary.
* All tables, graphs and charts should be labeled appropriately
Conclusions:
* Accept or reject your hypothesis.
* EXPLAIN why you accepted or rejected your hypothesis using data from the lab.
* Include a summary of the data - averages, highest, lowest..etc to help the reader understand your results
* List one thing you learned and describe how it applies to a real-life situation.
*Discuss possible errors that could have occurred in the collection of the data (experimental errors)
Introduction to Science
A- Define carefully.
Cell
Organism
Metabolism
Homeostasis
Respiration
Stimulus
Response
Secretion
Excretion
Reproduction
Classify
Prokaryote
Eukaryote
Nucleus
Binomial nomenclature
Taxonomy
Domain
Species
B- Compare each pair of terms listed below.
Unicellular
Multicellular
Autotrophic
Heterotrophic
Ingest
Digest
Asexual reproduction Sexual reproduction
Internal stimuli External stimuli
Voluntary response
Involuntary response
Movement
Location
Warm blooded animal Cold blooded animal
C. Life Functions
1. Name the life activity described:
a. birth to death
b. obtaining food for growth, energy and cell repair
c. collection and elimination of waste
d. ability to react to situations
e. motion either within an organism or a change in position or location
f. taking in O2 and combining it with food to release energy
g. the need for the essential fluid that composes about 65-70% of the organism
h. change in size, shape, form
i. production of chemicals such as hormones, enzymes, etc.
j. to produce an organism of the same species
2a. Do both animals and plants need to ingest food?
2b. Do both animals and plants need to digest food? Explain
3. Write the word formulas for photosynthesis and respiration. How are these reactions related?
4. How do plants and animals take in 02?
5. Which life processes compose an organism’s metabolism?
6. Write 4 reasons why H20 is essential to all organisms.
7. Why must all organisms have sufficient living space?
8. How do warm-blooded and cold-blooded animals maintain homeostasis?
9.What is the main source of energy for all living things? Explain.
10. What makes a living thing different from a non-living thing?
D. Classification
1.Why do scientists classify organisms?
2.What did Aristotle contribute to the development of scientific classification?
3.What two contributions did Linnaeus make to taxonomy?
4.What two important factors are considered in today’s modern classification system?
5. What are the levels of classification? (in order, of course!)
6. Which two levels are used for scientific naming?
7.Which level of classification include organisms that are the most similar? ……the least similar?
8.Name the three domains. Write three facts about each domain.
9a. Name the four kingdoms in the Eukarya domain.
9b.Name the kingdoms for each of the following descriptions
a. examples include heterotrophs and autotrophs
b. examples are all autotrophs
c. examples are all hetertrophs
d. multicellular (most or all)
e. unicellular (most)
f. most complex kingdom
g. examples often have both animal like and plant like characteristics.
h. hetertrophic and cannot move about
i. hetertrophic and can move about
j. autotrophic and can move about
k. examples include corn, cabbage, and carrots
l. examples include mold, yeast, and mildew
m. examples include Amoeba, saiamecieem, Euglena
n. examples include mussels, rabbits and man.
E. Scientific naming
1.What is the system of scientific naming called?
2. Who devised this system?
3.Which language is used in most of the scientific naming?
4.Who names a newly discovered organism?
5.Which two levels of classification are used to name organisms?
6.What is the rule that is applied to scientific names when written in script? When written in print? (books, magazines, journals, etc.)
7. Why is it important for scientist to agree on one naming system?
8. Using your notes, write the scientific name for: Remember to underline each name.
a. lion
b. man
c. rose
8b. Rewrite the scientific name for rose and indicate which is the genus and species name.
F. The Microscope
1.What is the proper way to carry a microscope?
2.Where are the lenses on the microscope?
3.What parts of the microscope are used for focusing?
4.How are the objectives changed?
5.How does the diaphragm work?
6.What 2 parts “support” the microscope?
7.What are the function of the:
a. body tube-
b. stage-
c. stage clips
d. mirror-
8. How is total magnification determined and give an example?
** Be able to Identify All Parts of The Microscope **
Cell
Organism
Metabolism
Homeostasis
Respiration
Stimulus
Response
Secretion
Excretion
Reproduction
Classify
Prokaryote
Eukaryote
Nucleus
Binomial nomenclature
Taxonomy
Domain
Species
B- Compare each pair of terms listed below.
Unicellular
Multicellular
Autotrophic
Heterotrophic
Ingest
Digest
Asexual reproduction Sexual reproduction
Internal stimuli External stimuli
Voluntary response
Involuntary response
Movement
Location
Warm blooded animal Cold blooded animal
C. Life Functions
1. Name the life activity described:
a. birth to death
b. obtaining food for growth, energy and cell repair
c. collection and elimination of waste
d. ability to react to situations
e. motion either within an organism or a change in position or location
f. taking in O2 and combining it with food to release energy
g. the need for the essential fluid that composes about 65-70% of the organism
h. change in size, shape, form
i. production of chemicals such as hormones, enzymes, etc.
j. to produce an organism of the same species
2a. Do both animals and plants need to ingest food?
2b. Do both animals and plants need to digest food? Explain
3. Write the word formulas for photosynthesis and respiration. How are these reactions related?
4. How do plants and animals take in 02?
5. Which life processes compose an organism’s metabolism?
6. Write 4 reasons why H20 is essential to all organisms.
7. Why must all organisms have sufficient living space?
8. How do warm-blooded and cold-blooded animals maintain homeostasis?
9.What is the main source of energy for all living things? Explain.
10. What makes a living thing different from a non-living thing?
D. Classification
1.Why do scientists classify organisms?
2.What did Aristotle contribute to the development of scientific classification?
3.What two contributions did Linnaeus make to taxonomy?
4.What two important factors are considered in today’s modern classification system?
5. What are the levels of classification? (in order, of course!)
6. Which two levels are used for scientific naming?
7.Which level of classification include organisms that are the most similar? ……the least similar?
8.Name the three domains. Write three facts about each domain.
9a. Name the four kingdoms in the Eukarya domain.
9b.Name the kingdoms for each of the following descriptions
a. examples include heterotrophs and autotrophs
b. examples are all autotrophs
c. examples are all hetertrophs
d. multicellular (most or all)
e. unicellular (most)
f. most complex kingdom
g. examples often have both animal like and plant like characteristics.
h. hetertrophic and cannot move about
i. hetertrophic and can move about
j. autotrophic and can move about
k. examples include corn, cabbage, and carrots
l. examples include mold, yeast, and mildew
m. examples include Amoeba, saiamecieem, Euglena
n. examples include mussels, rabbits and man.
E. Scientific naming
1.What is the system of scientific naming called?
2. Who devised this system?
3.Which language is used in most of the scientific naming?
4.Who names a newly discovered organism?
5.Which two levels of classification are used to name organisms?
6.What is the rule that is applied to scientific names when written in script? When written in print? (books, magazines, journals, etc.)
7. Why is it important for scientist to agree on one naming system?
8. Using your notes, write the scientific name for: Remember to underline each name.
a. lion
b. man
c. rose
8b. Rewrite the scientific name for rose and indicate which is the genus and species name.
F. The Microscope
1.What is the proper way to carry a microscope?
2.Where are the lenses on the microscope?
3.What parts of the microscope are used for focusing?
4.How are the objectives changed?
5.How does the diaphragm work?
6.What 2 parts “support” the microscope?
7.What are the function of the:
a. body tube-
b. stage-
c. stage clips
d. mirror-
8. How is total magnification determined and give an example?
** Be able to Identify All Parts of The Microscope **
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