EED5- TEACHING SCIENCE IN PRIMARY GRADES

UNIT I
Introduction To The
World Of Biology

OVERVIEW
The world of Biology is a very complex, yet very interesting world to
study. Have you ever pondered over questions about how your body works, how
plants supply your oxygen, or even how the tiniest organisms around can make you
sick? Well, studying Biology can provide you answers to these questions. In this unit,
you will be introduced to the world of Biology by studying its definition, terminologies
used, branches, and unifying themes. Then you will delve over organisms, their general
characteristics, its diversity, and how they are organized. Moreover, you will be
introduced with the Scientific Method--- the method which allows us to investigate the
natural world. Lastly, you will go over Microscopes, the instrument that pave way for
us to see the microscopic world. May your journey of exploring the world of Biology
be fun and exciting as you go along studying the world around you and within you!

LEARNING OBJECTIVES

At the end of this unit, I am able to:

1. define what Biology is;
2. list the characteristics of life;
3. illustrate the organization of life using a diagram;
4. explain the unifying themes in Biology;
5. classify organisms using the 3-Domain and 5-Kingdom systems;
6. familiarize with the parts of compound microscope; and
7. perform an experiment following the Scientific Method.

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SETTING UP

Direction: Write down 20 questions that you think, studying Biology could answer.

1._____________________________________________________________________________________________?
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20. ____________________________________________________________________________________________?

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LECTURE PROPER

BIOLOGY: THE SCIENCE OF LIFE

What is Biology?
Biology is the science of life. It is the study of living things or simply life. It comes
from the Greek word “bios”, meaning life and “logos” meaning study.

Characteristics of Life

What separates living things from non-living things? In a scenario where a dog chases
a running car, it is easy to say that the dog is a living thing and the car is a non-living thing.
However, the question is, why? What makes the dog “alive” and the car not? We definitely
cannot say that “it can move; therefore, it is alive!” because a car can move but it is not alive.
What characteristics do define life?

All living organisms share a family of basic characteristics.

1. Cellular Organization. All organisms consist of one or more cells that carry out the
basic activities of living.

2. Order. All living things are highly ordered, they exhibit levels of an organization.

3. Sensitivity. All organisms respond to stimuli.

4. Growth, development, and reproduction. All organisms are capable of growing and
reproducing. They all possess hereditary molecules that are passed on to their
offspring.

5. Energy utilization. All organisms take in energy and use it to perform many kinds of
work.

6. Evolutionary Adaptation. All organisms interact with other organisms and

environment in ways that influence survival, as a consequence, organism evolve
adaptations to their environments.

7. Homeostasis. All organisms maintain a relatively constant internal condition that is

different from their environment.

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HIERARCHAL ORGANIZATION
The organization of the biological world is hierarchal-that is, each level builds on the
level below it.

 The Cellular Level. At the cellular level,

the fundamental units of matter called
atoms are joined together to form Populational Level
molecules. Complex biological molecules
are assembled into tiny structures called
organelles within membrane-bound units Organismal Level
we call cells.
Cellular Level
 The Organismal Level. Cells are
organized into three levels of
Figure 1.1 The Hierarchal
organization: tissue, organs, and organ
systems. Tissues are aggregates of cells Organization of the Biological World
that perform the same function. They
group into functional and structural units or body structures that are called organs.
At the third level of organization, organs are grouped into organ systems. An
organism is an individual made up of a group of organs and can independently carry
out all of life’s functions.

 The Populational Level. Individual organisms are organized into hierarchal levels
within the living world, from the most basic which is the population to the
ecosystem, the highest tier of biological organization. A group of organisms of the
same species living in the same place is called a population. All the populations of a
particular kind of organism are grouped to form a species. The members of a species
are similar in appearance and can interbreed. When we take into consideration all the
populations of different species living together in one place, they are referred to as a
biological community. A biological community and the physical habitat within
which it lives together constitute an ecological ecosystem or ecosystem.

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CELLULAR ORGANISM POPULATION

LEVEL AL LEVEL AL LEVEL
tissue population
molecu
atom le

macro organ
molecu species

le
Organ

system biological
organelle

community

Organism ecosystem

cell

Figure 1.2 Biological Organization

BRANCHES OF BIOLOGY

Living things come exhibit an astounding variety of shapes and forms, and biologists
study life in many ways. They do it in the laboratory or the field. They read the messages
encoded in the long molecules of heredity, they collect fossils, and they study minute
structures of our body parts under the microscope. Because of the vastness of topics covered
in biology, it is divided into branches. The following are some of the branches of biology.
1. Anatomy – the study of form and function, in plants, animals, and other organisms,
or specifically in humans
2. Biotechnology – a new and sometimes controversial branch of biology that studies
the manipulation of living matter, including genetic modification and synthetic
biology
3. Botany – the study of plants
4. Cell biology – the study of the cell as a complete unit, and the molecular and chemical
interactions that occur within a living cell
5. Ecology – the study of the interactions of living organisms with one another and with
the non-living elements of their environment

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6. Embryology – the study of the development of the embryo (from fecundation to

birth)
7. Entomology – the study of insects
8. Environmental biology – the study of the natural world, as a whole or in a particular
area, especially as affected by human activity
9. Evolutionary biology – the study of the origin and descent of species over time
10. Genetics – the study of genes and heredity
11. Herpetology – the study of reptiles and amphibians
12. Histology – the study of cells and tissues, a microscopic branch of anatomy
13. Ichthyology – the study of fish
14. Mammalogy – the study of mammals
15. Marine biology (or Biological oceanography) – the study of ocean ecosystems,
plants, animals, and other living beings
16. Microbiology – the study of microscopic organisms (microorganisms) and their
interactions with other living things
17. Mycology – the study of fungi
18. Pathobiology or pathology – the study of diseases, and the causes, processes,
nature, and development of disease
19. Parasitology – the study of parasites and parasitism
20. Physiology – the study of the functioning of living organisms and the organs and
parts of living organisms
21. Virology – the study of viruses and some other virus-like agents
22. Zoology – the study of animals, including classification, physiology, development, and
behavior (branches include: Entomology, Ethology, Herpetology, Ichthyology,
Mammalogy, and Ornithology)

Table 1.1
LIST OF PREFIXES AND SUFFIXES IN BIOLOGY

Prefix Meaning Suffix Meaning

1. A-, an- Without, lacking 1. -ase Enzyme
2. Agri- Field, soil 2. -biosis mode of living
3. Andro- Man 3. -cide Killer
4. Anti- Against 4. -cyte Cell
5. Arth- Jointed 5. -genesis origin, beginning
6. Auto- Self 6. -hydrate water compound
7. Bio- related to life 7. -itis infection ; inflammation
8. Carn- Flesh 8. -logy Study
9. Cephalo- Head 9. -lysis breaking up
10. Chloro- Green 10. -osis process ; condition
11. Cyto- Cell 11. -phage eater
12. De- removal of, from 12. -phase stage
13. Endo - Inside 13. -philic like
14. Erythro- Red 14. -phobic fear
15. Exo- outer, external 15. -phyte plant
16. Gam- unit of sexual fusion 16. -plasm forming substance
17. Gen- origin, development 17. -plast granule
18. Hemo - blood 18. -pnea breathing
19. Herb- pertaining to plants 19. -pod foot

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20. Herp- pertaining to snakes 20. -stasis remain constant

21. Histo- tissue 21. -tomy to cut
22. Hydro- pertaining to water 22. -trophic feeding
23. Hyper- elevated ; above 23. -vore eater
24. Inter- between
25. Intra- within
26. Iso- same, balance, equal
27. Macro- large
28. Micro- Tiny
29. Omni - everything
30. Oo- pertaining to egg
31. Oste- ; Osteo- bone
32. Ova- Egg
33. Permea- Pass, go
34. Phago- to eat
35. Pheno- show
36. Photo- light
37. Phyto- pertaining to plants
38. Pro , proto - first; before
39. Scope- Look, observe
40. Sperm- seed
41. Zo-, zoa animal

UNIFYING THEMES IN BIOLOGY

What connects the broad and complex discipline of biology as a science? The study of
biology encompasses a large number of disciplines ranging from biochemistry to ecology. As
a broad and complex science, there appears what biologists call as unifying themes on which
the study of life can be anchored. These are the general themes that unify and explain biology
as a science:

1. Cell theory as a description of living systems.

All living organisms are made up of cells. Cells are every organism's basic unit
of structure and function. The two main types of cells are prokaryotic (in bacteria
and archaea) and eukaryotic cells (in protists, plants, fungi, and animals). Our
understanding of the growth and reproduction of organisms is founded on cell
theory.

2. Continuity of life is explained by the molecular basis of inheritance.

The continuity of life depends on the inheritance of biological information in
the form of DNA molecules. The genetic information is encoded in the nucleotide
sequence of the DNA.

3. Function and structure are interdependent.

There is a relationship between an organism's structure and how it works.
Form fits function. The biological structure gives clues about what it does and how it

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works. Knowing a structure's function gives insights about its construction. This
correlation is apparent at many levels of biological organization.

4. Evolution change prompts a diversity of life.

Evolution, biology’s core theme, explains both the unity and diversity of life.
The Darwinian theory of natural selection accounts for the adaptation of
populations to their environment through the differential reproductive success of
varying individuals. All life has evolved from the same origin. The diversity of life
arises by evolutionary change leading to the present diversity that we see.

5. The unity of living systems is explained by evolutionary conservation.

All organisms alive today have descended from some simple cellular
creatures billions of years ago. Biologists were able to identify and preserve some of
the characteristics of that earliest organism. DNA, for example, which stores this
hereditary information is common to all living things.

6. Emergent properties arise from the organization of life.

Emergent properties are new properties that arise in each step upward in the
hierarchy of life, from the arrangement and interactions among parts.

DIVERSITY OF LIFE

The diversity of life can be arranged into three domains. We can think of biology’s
enormous scope as having two dimensions.
1. The “vertical” dimension is the size scale that stretches from molecules to the
biosphere.
2. The “horizontal” dimension spans across the great diversity of organisms existing
now and over the long history of life on Earth.

Diversity is the hallmark of life. Biologists have identified about 1.8 million species.
However, estimates of the actual number of species range from 10 to 100 million.

Classification of Living Things

Two scientific processes deal with classifying and naming living things. Classification
is the process of arranging organisms into groups based on similarities. Taxonomy is the
science of naming and classifying organisms. To classify organisms, scientists use similarities
and differences among species. Sometimes these differences are easy to see, such as whether
an animal has fur, feathers, or scales. Other times, seeing the differences requires special
laboratory equipment, such as equipment to study DNA.

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Figure 1.3 The Development of Taxonomical

Approaches
The classification of life on Earth is an ongoing and dynamic endeavor. Early
classification schemes identified the kingdom as the broadest grouping and employed a two-
kingdom categorization strategy (Plants and Animals) which was proposed by a scientist
named Carolus Linnaeus who developed systems for both naming species and organizing
them into groups. The system for naming species developed by Linnaeus is the basis of
modern taxonomy. We call this system binomial nomenclature. Binomial means “two
names” and nomenclature means “list of names.” Binomial nomenclature describes a system
of naming organisms using two names, or words. Most scientific names are Latin terms.
However, a five-kingdom strategy has been dominant for many decades (Plants, Animals,
Fungi, Protists, and Bacteria). With advances in the ability to discern fundamental differences
in cell structure and function as well as evolutionary relationships, the domain is now
considered the broadest grouping. The most fundamental difference is the presence of a
nucleus. The organisms in the domains Archaea and Bacteria are prokaryotic (“before a
nucleus”) while the organisms within the domain Eukarya are eukaryotic (“after a nucleus”).

Every organism belongs to one of three domains. Domains are the largest, most
general groups. From domains, organisms can be further sorted into kingdoms. The
members of a kingdom share characteristics, but there is still much diversity at this level. The
members of a kingdom are more like each other than they are like the members of another
kingdom. From kingdoms, organisms can be further sorted into phyla (singular,
phylum). Members of each phylum are sorted into classes. Members of each class are sorted
into orders. Orders are sorted into families, families into genera (singular, genus), and
finally, genera are sorted into individual species.

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Figure 1.4 The Three Domains of Life

Domains represent the largest differences among organisms. Members of a domain

share certain characteristics but are quite different from members of other domains. The
following are the three domains of life:

1. Domain Archaea/Domain Archaebacteria

The domain Archaea is made up entirely of Kingdom Archaebacteria, which
are one of two kinds of prokaryotes. Prokaryotes are single-celled organisms that lack
a nucleus. Archaea were first discovered in extreme environments, such as hot
springs. They can also be found in more moderate environments.

2. Domain Bacteria/Domain Eubacteria

All true bacteria belong to the domain Bacteria specifically, Kingdom
Eubacteria. Bacteria are the other kind of prokaryote.

3. Domain Eukarya
All eukaryotes belong to the domain Eukarya. A eukaryote is any organism
whose cells have a nucleus and membrane-bound organelles. The domain Eukarya is
divided into four kingdoms: Protista, Fungi, Plantae, and Animalia.

a. Kingdom Protista
Members of the kingdom Protista are single-celled or simple multicellular
organisms. Commonly called protists, they are believed to have evolved from
bacteria about 2 billion years ago. Protists eventually gave rise to plants, fungi,
and animals. Plant-like protists are called algae while animal-like protists are
called protozoa. Slime molds, once classified as fungi, are also protists.

b. Kingdom Fungi
Members of the kingdom Fungi do not move, cannot perform photosynthesis,
and must absorb nutrients from their surroundings. Mushrooms and molds are
examples of fungi.

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c. Kingdom Plantae
Members of the kingdom Plantae have cell walls and make food through
photosynthesis. Plants need light for photosynthesis, so plants live on land or in
water shallow enough for light to penetrate. The food made by photosynthesis is
used by the plants but is also an important source of food for other organisms.
Many animals, fungi, bacteria, and protists consume plants. Plants also provide
valuable habitat for other organisms.

d. Kingdom Animalia
The kingdom Animalia includes multicellular organisms that lack cell walls,
are usually able to move about, and have sense organs. The sense organs and the
ability to move to allow animals to respond quickly to their environments. •
Animals are dependent on the other kingdoms for survival.

Figure 1.5 The Six Kingdoms of Life

THE SCIENTIFIC METHOD

In science, the most important tool for research of truth is the scientific method. This is
an organized method of gathering information based on observation and controlled testing
of the hypothesis. The scientific method usually entails several features/steps:

 Observation – Must be done accurately and objectively without bias or influencing

the results. Likewise, honestly and fairness in collecting data is necessary.
Observation must be repeatable.
 Formulation of the Problem – Recognition of the problem is the next step based on
the observation made. Like good observation, good questioning is necessary and the
good question must be testable and specific.
 Hypothesis – Once a proper question has been asked, the third step of the scientific
method involves postulating a hypothesis. A hypothesis is a guess, speculation, or an
assumption that is a tentative explanation of the problem.
 Experimentation – To test the validity of the hypothesis by comparing the actual
results under controlled conditions. Experiments can be provided with the necessary
evidence.

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 Generalization or Conclusion – The result of any experiment represent evidence.

Experimental evidence is the basis for the final step in the scientific procedure, in the
formulation of a generalization or conclusion.

MICROSCOPY

Because of the limitation of our senses, many things we would like to find out about
living organisms can be discovered only by making use of an instrument. One of the most
frequently used instruments is the “microscope” which makes it possible to observe objects
so small that they are visible to our unaided eyes.

The most type commonly used in the laboratory is the monocular compound
microscope. In working with this kind of microscope, we use both eyes, so we can see an
image having the length and with but little apparent depth. Ordinarily, the objects examined
with this type of microscope must be either so small or thin that light will pass through them.
We can distinguish form and structure in such an object because some parts of them absorb
more light than others.

The Visible Light Microscope

In the modern compound microscope, we have a truly beautiful instrument of

precision. It meets its greatest test in the study of microorganisms, for the most powerful
lenses must be used, and the instrument must be manipulated with all possible skills. The
mechanical parts are concerned with the support and adjustment of the optical parts,
whose function is to make the enlarged image of the object.

Parts of the Microscope

A. Magnifying parts

1. Oculars – the ocular, or eyepiece, are short tubes, each with two lenses, which fit into
the upper end of the binocular body tube. The function of the ocular is to act with the
eye itself to magnify the image of the object formed by the objective. Oculars are
marked “5X’, “10X”, etc.

2. Objectives - The objectives are the most important of the optical parts. They limit
the size of the image we see, and also they are largely responsible for the quality of
this image.
a. Low-Power Objective – This objective is useful for the examination of
protozoa and others of the larger microorganisms, and it may be used
for the study of colonies of growing organisms, but individual bacteria
can scarcely be discerned with this lens. The low-power objective is
usually shorter than the other two, and it is certain to have a much
larger lens at its end than either of the others.
b. High-Power Objective – This objective is used in microbiology for the
examination of living microorganisms suspended in drops of water or
other fluid. In most microscopes, the high-power objective is longer
and more slender than low-power and the visible lens at its end is
smaller than that of the low-power objective, though still larger than
that of the oil-immersion objective.

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c. Oil- immersion Objective – This objective is indispensable to the

bacteriologist. It is always used for the examination of stained smears
of bacteria. The objective may be long or short, but it will always have
a very small lens visible at its end. It is usually marked “oil immer” or
“ homog, immer”

B. Illuminating Parts
1. mirror - collects and reflects light up into the microscope.
2. condenser - the lens system located beneath the stage of the microscope, which
focuses light rays upon the object.
3. Iris diaphragm - used to regulate the diameter of a beam of light reflected by the
mirror. If there is too much light, the details of the object will not be seen.

C. Focusing Parts
Coarse and Fine Adjustment Knob –to focus the lenses, the tube or entire stage with
the substage condenser, is moved up and down through the rack and pinion of the coarse
adjustment knob. The tube or stage is likewise raised and lowered by a very slight degree,
through the fine adjustment knob. The purpose of these adjustments is to bring the object
into focus so that its outlines are sharp and clear. Both the coarse and fine adjustment should
be manipulated carefully, especially the latter, for it is a very delicate mechanism.

D. The Mechanical Parts

1. Arm is the handle by which you carry the instrument.
2. Base is the part that keeps the microscope stable in place
3. Pillar supports the rest of the microscope
4. Inclination joint is used for possible tilting of the microscope
5. Rotating or revolving nosepiece is used to change the objectives being used
6. Dust shield protects the objectives from dust
7. Stage is the place where the specimen is placed
8. Stage clip is used to hold the slides accurately in place
9. Body Tube is where the principal lenses are attached, and is inclined toward the
observer.
10. Draw tube is attached to the body tube that bears the ocular.

HOW TO USE THE MICROSCOPE

1. To carry the microscope grasp the microscope's arm with one hand.
Place your other hand under the base.

2. Place the microscope on a table with the arm toward you.

3. Turn the coarse adjustment knob to raise the body tube.

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4. Revolve the nosepiece until the low-power objective lens clicks into
place.

5. Adjust the diaphragm. While looking through the eyepiece, also

adjust the mirror until you see a bright white circle of light.

6. Place a slide on the stage. Center the specimen over the opening on
the stage. Use the stage clips to hold the slide in place.

7. Look at the stage from the side. Carefully turn the coarse adjustment
knob to lower the body tube until the low power objective almost
touches the slide.

8. Looking through the eyepiece, VERY SLOWLY the coarse adjustment

knob until the specimen comes into focus.

9. To switch to the high power objective lens, look at the microscope

from the side. CAREFULLY revolve the nosepiece until the high-power
objective lens clicks into place. Make sure the lens does not hit the
slide.

10. Looking through the eyepiece, turn the fine adjustment knob until
the specimen comes into focus.

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REFERENCES

Books
Peria, JN. & Mangansat, NJ. (2015). Discovering Life: An Introduction. College of
Education, NEUST. Cabanatuan City, Nueva Ecija.

Webpage
http://www.readbag.com/go-hrw-resources-go-sc-hst-sum-ohcsl-ch11-cls
https://archive.org/stream/Biology_9th_Edition_by_Kenneth_A._Mason_Jonathan_B._Losos_
Susan_R._Singer/Biology_9th_Edition
_by_Kenneth_A._Mason_Jonathan_B._Losos__Susan_R._Singer_djvu.txt
https://brainly.com/question/2886605
https://eastafricaschoolserver.org/Wikipedia/wp/b/Biology.htm
https://enacademic.com/dic.nsf/enwiki/4821078
https://www.answers.com/Q/How_do_scientists_classify_organisms_today
https://www.coursehero.com/file/p5apbeqr/PE-2-Rythmic-Activities-PROF-ED3-
Facilitating-Learner-Centered-Teaching-EED-1/
https://www.slideserve.com/anne/preview
https://www.youtube.com/channel/UCcAkiBEZxP4Ua6HAfnkdLCA
https://www.youtube.com/watch?v=tjMpr16Otbc

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ASSESSING LEARNING

Activity 1
Name
ETYMOLOGY OF SCIENTIFIC TERMS
Course, Year & Section Rating

Introduction:

Pneumonoultramicroscopicsilicovolcanoconiosis. Yes, this is an actual word. What

does it mean? Biology can be filled with words that sometimes seem incomprehensible. By
"dissecting" these words into discrete units, even the most complex terms can be understood.

The following activity is designed to give you the tools needed to understand the most
common prefixes and suffixes in biology. By using these prefixes and suffixes even the most
difficult words like the one above can be easily understood.

Materials: Prefix- suffix starter list

Procedure:

A. Define the following terms.

Example: Biology – bio is a prefix pertaining to life; logos is a suffix meaning study;
therefore, biology means the study of life.

2. Arthropod ________________________________________________
________________________________________________
3. Arthritis ________________________________________________
________________________________________________
4. Pathology ________________________________________________
________________________________________________
5. Antibiotics ________________________________________________
________________________________________________
6. Herbicide ________________________________________________
________________________________________________
7. Chloroplast ________________________________________________
________________________________________________
8. Erythrocyte ________________________________________________
________________________________________________
9. Herpetology ________________________________________________
________________________________________________
10. Bacteriophage ________________________________________________
_________________________________________________

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B. Make-up words or terms using the given meaning or description.

Example: Development of sperm - spermatogenesis

1. Give and take relationship ________________________________

2. Animals without backbones ________________________________
3. Head-footed ________________________________
4. Seed plant ________________________________
5. Study of cells ________________________________
6. Removal of water ________________________________
7. External skeleton ________________________________
8. Development of egg ________________________________
9. Inflammation of tonsils ________________________________
10. Study of small living things ________________________________

C. Write 10 more prefixes and suffixes and its meaning aside.

Prefix Meaning
1.

2.

3.

4.

5.

Suffix Meaning
6.

7.

8.

9.

10.

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Activity 2
Name
The Science of Life: Biology
Course, Year & Section Rating

Introduction
Biology is the study of life. A person who specializes and uses the scientific method to
study living things is called a biologist. The field of biology has many branches and the three
general branches are zoology (the study of animals), botany (the study of plants), and
microbiology (the study of microorganisms).

Procedure

A. Biological Concepts
Determine which of the following list of events, observations, statements, or
questions is related to the field of biology. Put a letter B next to the item that is related to
biology and N if the item is not related to any biological study. Explain why you classified each
item as B or N.
_______1. The farthest planet from the sun is Neptune.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_______2. The sun rises in the east and sets on the west.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_______3. Why is seawater salty?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_______4. The grass does not grow on a snow-covered lawn.

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_______5. Superman is a very strong man.

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

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_______6. Did life begin in the ancient oceans?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_______7. Regular rotation of power black-out is implemented in Luzon today.

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_______8. An alga causes the occurrence of the red tide epidemic.

_________________________________________________________________________________________________________
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_______9. Why does the sun keep on shining?

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_______10. The main source of energy for all living things is the sun.
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B. Branches of Biology
Below is a list of the different biologists who deal with a specific branch of study. Go
over each question that follows and choose the type of biologist who would be most likely to
deal with it. Write the letter of the question in the blank provided before each biologist.

_____1. Anatomist _____2. Microbiologist _____3. Evolutionist

_____4. Taxonomist _____5. Cytologist _____6. Ecologist
_____7. Geneticist _____8. Entomologist _____9. Zoologist
_____10. Botanist
a. How do dragonflies reproduce?
b. What is the difference between vertebrates and invertebrates?
c. Why do bears hibernate?
d. How do fungi reproduce?
e. How does climate change affect our ecosystem?
f. How do parents pass on their features to their children?
g. Why do birds migrate to the south during winter?
h. Under what group of organisms will bacteria fall?
i. What were the first humans like?
j. How does a cell adapt to its environment?

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Activity 3
Name
The Scientific Method
Course, Year & Section Rating

Introduction
Anyone who has ever tried to figure out why plants die if they are not watered or
what happens to the refrigerator light when you close the door has used the scientific method.
The scientific method is not a mystical, incomprehensible ritual that is used only to solve
esoteric problems. Instead, it is a logical, organized mechanism for identifying and
researching a problem and devising a strategy for solving it.

1. Analyzing Elements of the Scientific Method

Read the following story and answer the given questions at the end.

You are walking through a forest with a friend. You see a mouse run into a clearing
from the east. You see a rattlesnake spring from behind a bush and bit the mouse. The
mouse then runs away toward the west while the rattlesnake stays put. After 3 minutes,
the rattlesnake moves out of the clearing towards the west. You follow and discover that
the rattlesnake has found the mouse, which is dead. This leads you to ask yourself, "Why
did the rattlesnake follow the mouse's outgoing trail to the west rather than its incoming
trail from the east?" You think for a moment and come up with a possible explanation:
"Seemingly, the only difference between the mouse when it arrived from the east and left
toward the west was that when it left it had rattlesnake venom in it. So perhaps the snake
followed the scent of its venom." You suggest to your friend: "I believe a rattlesnake
always follows the outgoing trail of an animal it has bitten." You tell your friend that to
test your explanation; you will capture a rattlesnake and some mice and set up a situation
where you can carefully observe the behavior of the rattlesnake again and again.

Answer the following questions:

1. In which statement is a prediction made?

2. Which statement defines a problem?

3. In which statement is part of an experiment described?

4. Which statement contains a hypothesis?

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5. Which statements contain data?

6. Which statements describe observations?

7. Draw a picture of what happened.

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Scientific Method - Group Activity

Design and conduct an experiment based on the following problem: Does aspirin
keep cut roses fresher longer?

Statement of the Problem: Does aspirin keep cut roses fresher longer?
Hypothesis: ________________________________________________________________
Experiment:
Control group: ________________________________________________________
Experimental group: ___________________________________________________
Independent variables: _________________________________________________
____________________________________________________________________

Dependent variables: __________________________________________________

____________________________________________________________________

Procedure:

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Illustrate your experimental set-up:

Tabulate your data:

Conclusions:

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Name
Activity 4
Introduction to the World of Biology Course, Year & Section
Rating

GENERAL DIRECTION: Read each item carefully. Erasures and/or Alterations will make your answer
null and void.

I. Identification. Write what is being asked.

____________1. Branch of Science that deals with the study of living things
____________2. Refers to the aggregates of cells that perform the same function
____________3. The basic unit of life
____________4. Considered the Father of Taxonomy
____________5. This is an intelligent guess that is a tentative explanation of the problem
____________6. A part of a microscope that collects and reflects light up into the microscope
____________7. Refers to the group of organisms of the same species living in the same place at a particular
time
____________8. The largest group in the Taxonomy
____________9. The smallest group in the Taxonomy
____________10. An instrument used by Biologist to observe, examine and study cells, microorganisms and
other microscopic organisms

II. True or False. Write True if the statement is correct, write False if the statement is incorrect.
______________1. Only some organisms are made up of cell.
______________2. All living things are highly ordered.
______________3. Sensitivity or Reflex means the ability to respond to a stimulus.
______________4. Growth is the quantity; Development is the quality.
______________5. All organisms take in energy and use it to perform many kinds of work.
______________6. The goal of all organisms is to survive that is why they adapt to the environment they are in.
______________7. Metabolism refers to the relatively constant internal condition that is different from the
environment.
______________8. The microscope is use in examining stars and other celestial bodies.
______________9. When looking at the microscope in the eyepiece, make sure that both eyes are open.
______________10. Resolution refers to “how clear” the image is.

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III. Matching Type. Match Column A to Column B

Column A Column B
___1. Eyepiece A. Illuminating Parts
___2. Inclination Joint B. Magnifying Parts
___3. Low Power Objective C. Mechanical Parts
___4. Arm
___5. Iris Diaphragm
___6. High Power Objective
___7. Revolving Nosepiece
___8. Condenser
___9. Oil Immersion Objective
___10. Mirror

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