I. Introduction to Life Science
II. The Concept of Life
III. Characteristics of Life
IV. Theories on the Origin of Life
V. Unifying Themes in the Study of Life
• THEMES OF LIFE:
o BIOLOGICAL SYSTEMS
o THE CELLULAR BASIS OF LIFE
o STRUCTURE AND FUNCTION
o REPRODUCTION AND INHERITANCE
o ENVIRONMENTAL INTERACTIONS
o ENERGY AND LIFE
o REGULATION
o EVOLUTION AND DIVERSITY
o SCIENTIFIC INQUIRY
o SCIENCE, TECHNOLOGY AND SOCIETY
Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
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• THEMES OF LIFE:
o BIOLOGICAL SYSTEMS
o THE CELLULAR BASIS OF LIFE
o STRUCTURE AND FUNCTION
o REPRODUCTION AND INHERITANCE
o ENVIRONMENTAL INTERACTIONS
o ENERGY AND LIFE
o REGULATION
o EVOLUTION AND DIVERSITY
o SCIENTIFIC INQUIRY
o SCIENCE, TECHNOLOGY AND SOCIETY
Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
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Earth Materials and Processes : ENDOGENIC PROCESSSimple ABbieC
Earth Materials and Processes : ENDOGENIC PROCESS
Content Standard:
The learners demonstrate an understanding of:
geologic processes that occur within the Earth and
the folding and faulting of rocks
STEM General Biology 1: The Cells
Cell Theory
Cell Structures and Functions
Prokaryotes vs. Eukaryotes
Animal vs. Plant Cells
Cell Modification
Movement of Molecules in Cells
This ppt contains:
Formation of the Universe
Formation of the Solar System
Earth and its subsystems
The flow of matter and energy across each subsystem
The rock cycle and major classification of rocks
Minerals and their properties
Exogenic Processes
Earth and Life Sciences for Senior High School by Duyanen and Andaya pages 176-179
My fun and colorful grade 11 report on Life Sciences 2nd semester of A.Y. 2016-2017 under Ms. Lagmay
Touring the Universe (An Introduction to Formation of the Universe)
I hope this lesson can shed light to SHS Grade 11 Science Teachers. My appeal to those who will download this ppt. please email me at marileahmendina08@gmail.com for my own references. I would be glad to hear from you.
This is a powerpoint presentation that is about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the theories that explains the Earth and its Subsystems (The Four Spheres).
TOPICS:
• THE CONCEPT OF LIFE
• WHAT QUALIFIES SOMETHING AS “LIVING”?
o MOVEMENT
o SENSITIVITY
o DEATH
o COMPLEXITY
• THEORIES ON THE ORIGIN OF LIFE
o EXTRATERRESTRIAL ORIGIN
o PANSPERMIA
o DIVINE CREATION
o ORIGIN FROM NONLIVING MATTER (PHYSICO-CHEMICAL THEORY)
• FORMATION OF THE FIRST CELL
• EARLY LIFE FORMS
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Learning objectives:
Identify the different subsystems that make up the earth
Describe the interactions that transpire in each subsystem
Diagram the subsystems that make up the earth including the interactions that transpire in each interface.
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow
Of all the living things, the human body in particular has been a source of curiosity by most of us. No doubt, the field of biology, anatomy and physiology provide us a clear venue to explore and understand it.
Earth Materials and Processes : ENDOGENIC PROCESSSimple ABbieC
Earth Materials and Processes : ENDOGENIC PROCESS
Content Standard:
The learners demonstrate an understanding of:
geologic processes that occur within the Earth and
the folding and faulting of rocks
STEM General Biology 1: The Cells
Cell Theory
Cell Structures and Functions
Prokaryotes vs. Eukaryotes
Animal vs. Plant Cells
Cell Modification
Movement of Molecules in Cells
This ppt contains:
Formation of the Universe
Formation of the Solar System
Earth and its subsystems
The flow of matter and energy across each subsystem
The rock cycle and major classification of rocks
Minerals and their properties
Exogenic Processes
Earth and Life Sciences for Senior High School by Duyanen and Andaya pages 176-179
My fun and colorful grade 11 report on Life Sciences 2nd semester of A.Y. 2016-2017 under Ms. Lagmay
Touring the Universe (An Introduction to Formation of the Universe)
I hope this lesson can shed light to SHS Grade 11 Science Teachers. My appeal to those who will download this ppt. please email me at marileahmendina08@gmail.com for my own references. I would be glad to hear from you.
This is a powerpoint presentation that is about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the theories that explains the Earth and its Subsystems (The Four Spheres).
TOPICS:
• THE CONCEPT OF LIFE
• WHAT QUALIFIES SOMETHING AS “LIVING”?
o MOVEMENT
o SENSITIVITY
o DEATH
o COMPLEXITY
• THEORIES ON THE ORIGIN OF LIFE
o EXTRATERRESTRIAL ORIGIN
o PANSPERMIA
o DIVINE CREATION
o ORIGIN FROM NONLIVING MATTER (PHYSICO-CHEMICAL THEORY)
• FORMATION OF THE FIRST CELL
• EARLY LIFE FORMS
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Learning objectives:
Identify the different subsystems that make up the earth
Describe the interactions that transpire in each subsystem
Diagram the subsystems that make up the earth including the interactions that transpire in each interface.
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow
Of all the living things, the human body in particular has been a source of curiosity by most of us. No doubt, the field of biology, anatomy and physiology provide us a clear venue to explore and understand it.
introduction to cell biology
Cell Biology
The cell is a chemical system that can maintain its structure and reproduce.
Cells are the fundamental unit of life.
All living things are cells or composed of cells.
The interior contents of cells in the cytoplasm
The cell is a chemical system that can maintain its structure and reproduce.
Cells are the fundamental unit of life.
All living things are cells or composed of cells.
The interior contents of cells in the cytoplasm.
Cell, in biology, the basic membrane-bound unit that contains the fundamental molecules of life and of which all living things are composed.
A single cell is often a complete organism in itself, such as a bacterium or yeast.
Other cells acquire specialized functions as they mature.
These cells cooperate with other specialized cells and become the building blocks of large multicellular organisms, such as humans and other animals.
The smallest known cells are a group of tiny bacteria called mycoplasmas; some of these single-celled organisms are spheres as small as 0.2 μm in diameter.
Largest cell ….
The largest single-celled organism is an animal
called Syringammina fragilissima, which can grow to a width of 4 inches.
– are highly folded, forming a complex network of tubes.
The biological science which deals with the study of structure, function, molecular organization, growth, reproduction, and genetics of the cells, is called cytology or cell biology
(Gr., kytos = hollow vessel or cell; logos = to discourse).
Much of cell biology is devoted to the study of structures and functions of specialized cells.
Individual cells that form our bodies can grow, reproduce, process information, respond to stimuli, and carry out an amazing array of chemical reactions.
This is an introductory presentation about zoology. It gives you insight into what's in this field and how to tackle it.
The lecture can be accessed
https://youtu.be/qhXqXaTlMPk
Keys to Student-Centered Learning (Creating a Student-Centered Learning Climate)Simple ABbieC
Keys to Student-Centered Learning
(Creating a Student-Centered Learning Climate)
- Setting high social and academic expectations
- Creating school environments focused on the needs of the learner
Ore Minerals (How it is found, mined, and processed for human use)Simple ABbieC
Department of Education | Senior High School
Topic: Ore Minerals (How it is found, mined, and processed for human use)
Learning Competency:
Earth Science (for STEM): Describe how ore minerals are found, mined, and processed for human use. (S11ES-Ic-d-8)
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Minerals / Common Rock-forming Minerals and their Physical and Chemical Prope...Simple ABbieC
Department of Education | Senior High School
Topic: Minerals / Common Rock-forming Minerals and their Physical and Chemical Properties
Learning Competency:
Earth and Life Science: Identify common rock-forming minerals using their physical and chemical properties.
Earth Science (for STEM): Identify common rock-forming minerals using their physical and chemical properties.
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EARTH MATERIALS AND PROCESSES
Topic: Classification of Rocks / Types of Rocks
Senior High School | Earth and Life Science
Learning Competency: Classify rocks into igneous, sedimentary, and metamorphic. (S11/12ES-Ib-10)
Senior High School | Earth Science
Learning Competency: Classify rocks into igneous, sedimentary, and metamorphic. (S11ES-Ic-6)
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Earth and Life Science
Earth Materials and Processes: Deformation of the Crust
The learners shall be able to:
1) explain how the seafloor spreads (S11/12ESId-23);
2) describe the structure and evolution of ocean basins (S11/12ES-Id-24); and
3) explain how the movement of plates leads to the formation of folds and faults (S11/12ES-Id-22).
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory;
3. Enumerate and explain the evidence used to support the idea of drifting continents;
4. Identify major physiographic features of ocean basins
5. Describe the process of seafloor spreading
Earth and Life Science
Earth Materials and Processes
Deformation of the Crust: Continental Drift Theory
Learning Competencies
The learners shall be able to explain how the continents drift (S11/12ESId-20), and cite evidence that support continental drift (S11/12ES-Id-21).
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory; and
3. Enumerate and explain the evidence used to support the idea of drifting continents.
Lesson 5: Corpuscles to Chemical Atomic Theory (The Development of Atomic The...Simple ABbieC
At the end of the lesson, you will have to:
1. cite the contribution of John Dalton toward the understanding of the concept of the chemical elements
2. explain how Dalton’s theory contributed to the discovery of other elements.
Lesson 4 Not Indivisible (The Structure of the Atom)Simple ABbieC
Learning Competencies
At the end of the lesson, you will have to:
1. point out the main ideas in the discovery of the structure of the atom and its subatomic particles
2. cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom
3. describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons)
Lesson 3 Atomos, Aristotle and Alchemy (Chemistry Before Modern History)Simple ABbieC
Lesson 3 Atomos, Aristotle and Alchemy (Chemistry Before Modern History)
CONTENT:
How the idea of the atom, along with the idea of the elements evolved
CONTENT STANDARD
At the end of the lesson, you will have to describe:
1. how the concept of the atom evolved from Ancient Greek to the present; and
2. how the concept of the element evolved from Ancient Greek to the present
LEARNING COMPETENCIES
At the end of the lesson, you will have to:
1. describe the ideas of the Ancient Greeks on the atom (S11/12PS-IIIa-b-5)
2. describe the ideas of the Ancient Greeks on the elements (2 hours) (S11/12PS-IIIa-b-6)
3. describe the contributions of the alchemists to the science of chemistry (S11/12PS-IIIb-7)
Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
Content: How the elements found in the universe were formed
Content Standard:
At the end of the lesson, you will be able to demonstrate an understanding of:
the formation of the elements during the Big Bang and during stellar evolution
the distribution of the chemical elements and the isotopes in the universe
Learning Competencies:
At the end of the lesson,
Give evidence for and describe the formation of heavier elements during star formation and evolution (S11/12PS-IIIa-2)
Write the nuclear fusion reactions that take place in stars that lead to the formation of new elements (S11/12PS-IIIa-3)
Describe how elements heavier than iron are formed (S11/12PSIIIa-b-4))
Core Subject: Earth and Life Science
II. Earth Materials and Processes
A. Minerals and Rocks
The learners
demonstrate an
understanding of:
1. the three main categories of rocks
2. the origin and environment of formation of common minerals and rocks
The learners:
1. identify common rock-forming minerals using their physical and chemical properties
2. classify rocks into igneous, sedimentary, and metamorphic
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
4. CONCEPT OF LIFE
Life on Earth began more than 3 billion years ago,
evolving from the most basic of microbes into an
array of complexity over time.
Every aspect of life from the smallest
submicroscopic living particle to the largest and
most imposing of plant and animal species is
included.
All living things are made of cells. Some organisms
are unicellular and some are multicellular.
5. Unicellular organisms consist of only a single cell that carries out all life
processes. Ex. (in clockwise) Bacteria, Amoeba, Paramecium, Euglena
10. A living entity, regardless of its structure,
size, or behavior, is an organism that possesses
characteristics that most biologists have agreed
upon.
These are locomotion, irritability,
metabolism, growth, reproduction, cellular
organization, adjustment, integration, and
coordination.
11. Irritability is the ability of living things to react to the
factors of the environment such as life, temperature,
pressure, tension, chemicals, and gravity. This is the reason
why living things react, or respond to their environment.
Locomotion refers to the ability of organisms to move.
Organisms have structure such as the cilia, flagella,
pseudopodia, and muscles which help them move. There
is in these organisms, a living substance called protoplasm
which shows an intracellular movement called cyclosis.
12. Metabolism refers to the sum total of the chemical
reactions taking place. The building up reaction called
anabolism is shown up by respiration.
Growth is the increase in size and number of cells. The
growth in living this is called intussusception. Growth
in all animals begins when the zygote starts to develop
and all the successive cell divisions take place then the
cells become differentiated.
13. Reproduction is the ability of living things to produce
new individuals closely resembling them.
Cellular organization refers to the parts and
functions of the cells in an organism An organism may
have one or more cells that is the basic unit of life.
Some organisms are composed of only one cell yet
function as other complex organisms do. The living
matter in a cell is the protoplasm which consists of a
cell membrane, cytoplasm, and nucleus.
14. Adjustment, Integration, and Coordination refer to
the ability of a living organism to live in harmony with
other organisms in the environment. It can make
adjustments which call for adapting itself in a given
situation. By the process of integration, an organism
can act harmoniously with and relate itself to the
environment.
15. ORIGIN OF LIFE
“Where did the first life come from?”
There are many theories to consider about the origin
of life. The evolutionists, particularly Charles Darwin,
talked more about the process .of evolution to explain
how life developed. According to him, there was
growth from simple to complex form.
16. THEORIES ON THE ORIGIN OF LIFE
Many people believed that
everything in this world
was created by a Supreme
Being. The Special
Creation Theory
emphasizes the source of
all creation is God and
with Him, nothing is
impossible.
1. Special Creation Theory
17. 2. Spontaneous Generation Theory
During the ancient times, people used only their naked
eyes to see things. They believed that life originated as a
spontaneous event. It is a hypothetical process by which
living organisms developed from nonliving matter, also, the
archaic theory that utilized this process to explain the origin
of life.
The idea of Spontaneous Generation Theory states that
living organisms can originate from inanimate object such as
dust creates fleas, maggots from rotting meat, and bread or
wheat left in a dark corner produces mice.
18. However, there are several experiments made by different
scientists to disprove the theory.
19.
20.
21. 3. Biogenetic Theory
The Biogenetic Theory states that life produced life,
that each animal and plant produced its own kind.
“Ontogeny recapitulates phylogeny”. This is a
phrase made by Ernst Haeckel, a German biologist and
philosopher which means that the development of an
organism (ontogeny) expresses all the intermediate forms
of its ancestors throughout evolution (phylogeny). The
advances in science made it clear that living things
created other living things.
22.
23. 4. Abiogenetic Synthesis Theory
Most biologists theory that life began in the
primordial seas. Water formed as vapor liquefied and the
seas appeared. Sunlight, acting on water where carbon
dioxide ad ammonia were present, formed more complex
compounds suitable for the nourishment of living things.
There was progressive development from nonliving
things. Colloidal substances led to the formulation of
viruses.
24. According to Alexander Oparin, a Russian
biochemist, “the first organisms were probably formed
out of organic chemicals and processes that were much
simpler than those that exist today. Out of the elements
carbon, hydrogen, oxygen, nitrogen, and sulfur,
molecules were formed from which complex
compound developed. Then proteins, carbohydrates,
and other compounds developed into coacervates
converting the sea into a sort of ‘hot soup’, where cells
formed.” It is believed that the first living cells were not
able to make their own organic food.
25. OTHER THEORIES ON THE
ORIGIN OF LIFE
1. Beneath the Ice – Some evidence indicates that,
around 3 billion years ago, Earth’s oceans were
covered with ice. This ice may have been hundreds of
meters thick, mainly due to the sun being less fierce
than it is nowadays. This theory contends that the ice
may have protected the compounds, allowing them to
interact and, thereby, creating life.
26. Panspermia (Cosmozoic Theory)
– This is the proposal that life on Earth began from rocks and
other debris from impacts, in the form of highly resistant
spores (cosmozoa) such as meteorite.
27. Electricity
It has been proven that
electricity can produce
simple sugars and amino
acids from simple elements
in the atmosphere. This
leads to the theory that
lightning may have been
responsible for the origins
of life, primarily by striking
through rich volcanic clouds.
28. RNA World – It is a hypothetical phase of the
evolutionary history of life on Earth, in which self-
replicating Ribonucleic acid (RNA) molecules proliferated
before the evolution of DNA and proteins. Like DNA,
RNA can store and replicate genetic information; like
enzymes, it can catalyze chemical reactions that are critical
for life (Ribozyme).
Simple Metabolism and Reactions – In contrast to the
RNA theory, this suggests that the primordial soup simply
continued to react with itself over time., producing more
and more complex molecules, yielding life.
29. Submarine
Hydrothermal Vents
– or deep-sea vents,
contains vast and diverse
ecosystems. Studies
suggest that life may have
originated from within
these vents, a theory that
cannot be ignored.
30. Clay Breeding Ground – Research at the University
of Glasgow, Scotland, suggested that clay may have
served as an area of concentrated chemical activity,
providing a breeding ground for DNA and other
components.
Mineral crystals in cay could
have arranged organic
molecules into organized
patterns. Eventually, organic
molecules organized
themselves.
31. UNIFYING THEMES IN
THE STUDY OF LIFE
Biological Systems
System is the combination of parts that can form a
more complex organization. It has properties that are
based on the arrangement and interactions of its parts.
Our body, like that of any organism, is a living system
that is certainly more than the sum of our parts, and so
are all biological systems.
32. An ecosystem such as forest is also a biological
system. Like your body, an ecosystem has properties
that depend on how its parts interacted.
An organism in the ecosystem requires a steady supply
of certain chemicals to live.
The Biological systems theme applies to all levels of
life, from the biosphere all the way down to the
interactions of molecules in cells.
33. The Cellular Basis of Life
All organisms are made of cells.
Most multicellular organisms have cells that are
specialized for different functions.
In most multicellular organisms, cells are organized into
higher levels of organization. Beginning with the
cellular level, the next is tissue, which is a group of
similar cells that perform a specific function.
Several types of tissue together may make up a
structure called an organ.
34. Several organs that together carry out a major body
function make up an organ system.
A multicellular organism’s development and survival are
based on the functions and interaction of its many cells.
35.
36. Form and Function
“form fits function”. An example is the aerodynamic
shape of a bird’s wing. The structure of the bird’s
bones contributes to the bird’s ability to fly.
The form-fits-function theme also extends down to
the cellular level. Example, birds have long extensions
of nerve cells that control their flight muscles.
There’s harmony in form and function and how
something works is related to its structure. In other
words, form fits function.
37. Reproduction and Inheritance
“Like begets like”, an old saying the describes the ability of
organisms to reproduce their own kind.
Genes are responsible for family resemblance. Also, genes
are made of information-rich molecules called DNA. Each
cell in our body contains a copy of the entire DNA that we
inherited from our parents.
When a cell divides, it copies its DNA and passes this
genetic information on to each of the cells it produces.
The inherited DNA directs the transformation of the
fertilized egg into a person with his/her characteristics.
38. Interaction with the Environment
No organism is completely isolated from its surroundings. As part
of an ecosystem, each organism interacts continuously with its
environment.
Ex. A plant obtains water, nutrients, carbon dioxide, and energy
from its surroundings to make food.
Likewise, the plant also has an impact on its surroundings. As a
plant grows, its roots break up rocks and release acids that change
the soil. Those who live in the soil are affected. Plants also release
oxygen which other organisms use for their own survival.
Living requires a daily balance of such “inputs” and “outputs”.
39. Energy and Life
Energy is obtained in chemical form in sugar, fats, and
other “fuel-like” molecules in your food. Your cells use this
energy for all their work.
You can trace energy through an ecosystem. Energy flows
into an ecosystem as sunlight and exits in the form of heat.
A simplified of this energy flow through a forest ecosystem.
Chemical energy stored in our food is converted to other
forms of energy as the organism carries out works and its
life activities.
40. Regulation
The ability of organisms to regulate their internal
conditions is an example of homeostasis, or “steady state”.
It is a mechanism that makes organisms regulates their
internal condition, despite changes in their external
environment.
Ex. A “thermostat” in your brain that reacts whenever your
body temperature varies slightly from 37c. If this happens,
your brain signals your skin to produce sweat. Sweating
helps cool your body.
41. Adaptation
An adaptation is an inherited trait that helps the
organism’s ability to survive and reproduce in its
particular environment.
It is a change in the species over generations in order to
better survive in the environment.
42. Evolution
Natural selection is the mechanism by which evolution
occurs. The term evolution means “a process of change”.
Biologists use the word evolution specifically to mean a
generation-to-generation change in the proportion of
different inherited genes in a population.
Ex. The Beetle example, genes for dark color are becoming
more common and genes for light color are becoming less
common over the generations of beetles. The beetle
population is said to be undergoing evolution, or evolving.
43. Biology and Society
More than ever before, modern biology is changing humans’
everyday live.
New findings about DNA affect such fields as medicine and
agriculture.
Ex. Research on the nervous system is improving the
treatment of certain mental illness. The study of evolution
is helping health professionals understand how disease-
causing bacteria become resistant to antibiotic drugs.
Environmental issues such as water & air pollution are
changing how people think about their relationship to the
biosphere.