Buat Yang Nunggu Berbuka Puasa
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Sabtu, 30 Juli 2011
Iseng Iseng asah Otak
Jumat, 29 Juli 2011
Rabu, 27 Juli 2011
Senin, 25 Juli 2011
Enzyme Worksheet
Bagi siswa Kls XII silakan download file ini, kerjakan dan kumpul minggu ke 2 bulan Agustus 2011
Enzyme Worksheet
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Minggu, 24 Juli 2011
Uji Enzim Katalase
silakan download untuk siswa kelas XII, persiapan praktek uji enzim katalase
uji Enzim Katalase
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Panduan Belajar online
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Sabtu, 23 Juli 2011
Jumat, 22 Juli 2011
Tugas_enzim_1
Silakan Pelajari animasi Berikut, dan jelaskan dengan menggunakan kalimat kalian sendiri
Tugas_enzim_1
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Umpan Balik Negatif
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Rabu, 20 Juli 2011
Science_Smalan
What is modern science Science has been defined in many ways. But look at this working definition Science is the system of knowing about the universe through data collected by observation and controlled experimentation. If you reread this definition of science, you will see there major element; process ( or method) products, and human attitude. Element of science can be visualized in this way Now to explain what is the meaning: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ The true test of theory in science is threefold: Some people think that once scientists are aware of problem, all they have to do is apply the scientific method. Then by some mysterious process, their answers come pouring forth. This common misconception stems from our memorization, usually in high school or college science, of the scientific method: BIOLOGY Within the field of science, there are many branches. Biology is the branch of science that deals with living thing and their surrounding. Scientist who work in the field of biology are called biologist. Their research involves explaining how living things grow, reproduce, respond to their surroundings, and use energy. Sometimes we are tempted to define biology in term of those finding. But biology as science is process not a product Science is not just research. It can be, and is, useful in daily life. Applying of knowledge gathered through scientific study is called technology. For example, modern medicine applies the finding of scientist to prevention and treatment of illness. In many cases, scientist and the technician work hand in hand as they investigate unknown. New scientific instrument and computers are making it easier for biologist to study the mysteries of life. One study is the structure of gene. Gene are made of DNA, which is a code that tells the cell which protein to make. Now gene can made within a few hours by a new machine called a DNA synthesizer. Computerized microscope and video system used with fluorescent dyes and laser allow scientist to look into living cells. Computerized technology helps scientist make more accurate measurement, analyze data more thoroughly, and solve many problem in life science. Explain the another technology that can make biologist work better. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Element Of Biology Biology can divided into a number of areas. Some of these division may be seen in figure above. Botany is the study of plant, zoology the study of animal. Smaller areas might include the study of single groups within these division. For example, one might be interest in studying only insect, bacteria viruses, or mosses. Scientist often specialize in narrow areas of study. For example some biologist may limit their scope of study taxonomy, the study of how organisms are grouped or classified. Physiology, how an organisms carries on its life activities, may be the focus for other zoologist. Still other may find that morphology, the study of the structure of living things is more their liking. The organization of materials It was decided that the best mechanism for arranging the content was levels of biological organization. There are seven levels of the biological organization. Here the student encounters such matter as how simple sugars form more complex ones; how the oxidation of simple sugars release energy; the action of enzymes and their consequences for cellular metabolism; the unique chemical bond energy within the biological system; materials transfer within cell; the process of photosynthesis; the hydrogen and carbon pathway of respiration; the control of cell activities by nucleic acid; and the chemical nature of the hereditary code. Here students are concerned with the organelles of cell such as the mitochondria, ribosome, endoplasmic reticulum, membranes, and chloroplast; how the cell multiply by mitosis and cell division; and how germ cell development is affected by meiosis. The classical cell-tissue-organ-system progression is presented here, including all organismic system such as transport system, nervous system, and endocrine system, as well as the roots, stems, and leaves, as organ of plant. And the heart, kidney, and brain as organs of human beings. All such content traditionally had been expanded to form the bulk of secondary biology course. Here the focus is on the complete functioning organism and on the limits imposed upon it by its various systems. Organismic behavior and interaction are an integral part of this level; so, too, are genetic continuity, reproduction, energy utilization, and the unifying systems of of organism in general. Here student learn about the concept of population and how to sample various population; population growth and is relation to food; maintenance of population balance; competition among population; population changes and population problem. The relevant topic here include the structure of a community; the dominant species in a community; community relationships; food chains dan food web; interaction of the living parts of the community with the physical environment This level includes The biotic and abiotic relationship of ecosystem; the relationship of different ecosystems to to the biosphere;continuity in time;and people's place in the biosphere. THE MAJOR THEMES OF BIOLOGY Because evolution form the warp and woof of modern biology, it is no longer possible to give a complete or even a coherent account of living thing without discussing evolution. The theory of evolution is as basic to biology as the atomic is to chemistry and physics, and for identical reason. The study of evolution permit biologist to make good sense and to bring order out of similarities and differences among living things. Everywhere the biologist sees the action and consequences of natural selection; of the reproductive isolation of populations; of the effect of size and chance on interbreeding groups. The study of evolution detail of history of organisms, the sequence of unique event in the past from which the biological present originated. The actualities of evolution selected from the many potentialities provide evidence of the selective forces at work and the raw materials on which these forces acted. With a knowledge of evolutionary processes, we have already made great progress in controlling changes in the animals, plant, and protest on which human being depend. Besides being an historical event, evolution is a present phenomenon. Not only have we identified the site of hereditary information and the structure of the DNA code, but we are t the threshold of creating new life forms. The concept of genetic engineering poses problems of such great magnitude. Unfortunately many biologist explain the scientific method as a three stage process: first stage of complete doubt called hypothesis, a second stage of uncertainty called theory, and third stage of certainty called fact or principle. Evolution is a theory in that sense, a body of interrelated facts. As new fact re discovered, theory may change in its basic organization, but that does not mean that the present organization is unsound This theme is related to the theme of evolution, because the diversity of living forms and their daptation to widely differing environmental condition are due to evolution. Cutting across those diversities is a unity of pattern extending form the universal role of ATP as a vehicle for energy transfer among all living things through universality of DNA and RNA as the materials of heredity control. Unity is represented by the role of sugar as the common fuel of life processes, the commonality mitosis in cell division among organism, and the similarity of pattern among the limbs of different vertebrates. Unity is everywhere apparent – and within the wide diversity of living organisms that are evolution's variations on theme. This theme too, is related to evolution, but it emphasize life as a continuing stream and germ plasm as potentially immortal as it is passed from generation to generation. Cooperation of the genetic mechanism that bring bout the creation of genetic mechanisms that bring about the creation of like form like emphasizes the unity expressed in theme two above, but the errors of genetic replication create discontinuities to which we owe the variability and diversity that are also expressed int theme two. Perturbations in the genetic message have introduced a wide variety of potential life forms on wich natural selection has acted, resulting in wide diversity within the biosphere. Organism and environment interact at all levels of biological organization. The chromosome and the chloroplast heve their individual environments within the cell. The cell, in turn, acts on and is cted on by neighboring cell. Tissues and organisms composed of these cell have their own environments, and the individual organism exists in an environment of other organisms as well as abiotic factors. Population wax and wane response to their environment and in response to internal factors, and the population and their size affect the community and the word biome. Throughout there is a reciprocal relationship between organism and environment. An organism does not simply receive stimuli passively from the environment and respond in a stereotyped fashion. Organism modify their environment and exploid it – human being stand out as the as the foremost example. Interaction between organisms and environment is an integral theme of the living world. The complementarity means that what an organ does depend upon its structure. That is the character of an organ's subparts and the pattern in which they are arranged determine function. Conversely, if what an organ does depends upon its structure, then function can be inferred from a given structure. The complementarity of structure and function apply to all levels of biological organization. This theme relates to the The complementarity of structure and function. That complementarity does not, how ever, account for the capacity for the capacity of the organism to adjust to change. While it is possible to deduce the function of the heart, studying the complementarity of its structure and function alone would not reveal the varying rate and amplitude of the heartbeat as demands are made by the body in response to changing environmental conditions. Nor would it reveal how the heart becomes sensitive and responsive to these demands. Such adjustments to change are related to homeostasis and regulation. Since homeostasis is the maintenance of a stable internal environment, such dynamic equilibriums as the concentration of metal ion in the blood, as well as its pH and its glucose level, need to be identified. Then it would be possible to determine what mechanisms enable those equilibriums to be maintained in the face of change. In addition, the rhetoric of conclusion approach fails to show that the scientist are human and capable of error. Much scientific enquiry has dealt with the correction of error. A rhetoric of conclusions also fails to show that our summarizing concepts are tested by the fruitfulness of the questions they suggest, and through this testing are continually revised and replaced. Investigating the history of scientific concepts can play useful role in enabling student to acquire a realistic and understandable view of science and scientist. It can help to reduce extraordinarily unreal, antagonistic, and fantastic view of science and scientist that repeated studies have demonstrated
Laws, theory, principle, and fact?
What is scientific method? Step of Science methodDraw conclusion from data.
The molecular level.The cellular level.The organ and tissue level
The organism levelThe population levelThe community levelThe world biome level.
Change of living things through time : evolutionDiversity of type and unity of pattern in living thingsThe genetic continuity of life
The complementarity of organism and environmentThe complementarity of structure and functionRegulation and homeostasis ; preservation of life In the face of change.Science as inquiry.The history of biological concepts
Smalan_Classification
CLASSIFICATION CARD GAME Students work in small groups. They must cut up the cards and then classify them to the detail that the teacher specifies. Students' answers are written on the table following the answer table below. ORGANISM CLASSIFICATION GROUP/S Ant K. Animalia, P. Arthropoda, C. Insecta Antelope K. Animalia, P. Chordata, C. Mammalia (Placental) Apple K. Plantae, D. Tracheophyta, C. Angiospermae (Dicotyledon) Bee K. Animalia, P. Arthropoda, C. Insecta Cat K. Animalia, P. Chordata, C. Mammalia (Placental) Chicken K. Animalia, P. Chordata, C. Aves Coral K. Animalia, P. Coelenterata / Cnidaria Crab K. Animalia, P. Arthropoda, C. Crustacea Dolphin K. Animalia, P. Chordata, C. Mammalia (Placental) Dragonfly K. Animalia, P. Arthropoda, C. Insecta Eagle K. Animalia, P. Chordata, C. Aves Earthworm K. Animalia, P. Annelida Fern K. Plantae, D. Tracheophyta, C. Filicineae / Filicopsida Fly K. Animalia, P. Arthropoda, C. Insecta Grass K. Plantae, D. Tracheophyta, C. Angiospermae (Monocotyledon) Grasshopper K. Animalia, P. Arthropoda, C. Insecta Human K. Animalia, P. Chordata, C. Mammalia (Placental) Kangaroo K. Animalia, P. Chordata, C. Mammalia (Marsupial) Killer Whale K. Animalia, P. Chordata, C. Mammalia (Placental) Lizard K. Animalia, P. Chordata, C. Reptilia Lobster K. Animalia, P. Arthropoda, C. Crustacea Maple Tree K. Plantae, D. Tracheophyta, C. Angiospermae (Dicotyledon) Mushroom K. Fungi Ostrich K. Animalia, P. Chordata, C. Aves Pea K. Plantae, D. Tracheophyta, C. Angiospermae (Dicotyledon) Penguin K. Animalia, P. Chordata, C. Aves Pine Tree K. Plantae, D, Tracheophyta, C. Gymnospermae Rabbit K. Animalia, P. Chordata, C. Mammalia (Placental) Rose Bush K. Plantae, D. Tracheophyta, C. Angiospermae (Dicotyledon) Sand Dollar K. Animalia, P. Echinodermata Scallop K. Animalia, P. Mollusca Seahorse K. Animalia, P. Chordata, C. Osteichthyes Snail K. Animalia, P. Mollusca Snake K. Animalia, P. Chordata, C. Reptilia Spider K. Animalia, P. Arthropoda, C. Arachnida / Chelicerata Starfish K. Animalia, P. Echinodermata Stingray K. Animalia, P. Chordata, C. Chondrichthyes Toad K. Animalia, P. Chordata, C. Amphibia Trout K. Animalia, P. Chordata, C. Osteichthyes Turtle K. Animalia, P. Chordata, C. Reptilia ORGANISM CLASSIFICATION GROUP/S Ant Antelope Apple Bee Cat Chicken Coral Crab Dolphin Dragonfly Eagle Earthworm Fern Fly Grass Grasshopper Human Kangaroo Killer Whale Lizard Lobster Maple Tree Mushroom Ostrich Pea Penguin Pine Tree Rabbit Rose Bush Sand Dollar Scallop Seahorse Snail Snake Spider Starfish Stingray Toad Trout Turtle
Laporan_smalan
SISTEMATIKA PENULISAN LAPORAN PENELITIAN
- Judul
- Abstrak (berisi ringkasan dari laporan, hasil penelitian, kesimpulan, dan saran)
- Kata Pengantar
- Daftar tabel, gambar, tabel lampiran
- Bab I
a) Latar Belakang
b) Rumusan Masalah
c) Tujuan Penelitian
d) Manfaat Penelitian
e) Definisi Operasional/Variabel
f) Asumsi dan Keterbatasan (kekurangan saat melakukan penlitian)
- Bab II
a) Landasan Teori/Kajian Pustaka
- Teori-teori yang relevan dengan variable/masalah yang diteliti
- Teori-teori yang relevan dengan aspek-aspek yang diteliti
b) Hasil Penelitian yang Relevan dengan yang dilakukan oleh Peneliti Lain
- Bab III
a) Populasi dan Sampel/Subyek Penelitian
b) Metode Pengumpulan Data (wawancar, tes, observasi, dll.)
c) Tekhnik Pengelolaan Data/Analisis Data
d) Pengembangan Instrumen
- Bab IV
a) Penyajian Data (tabel, grafik, dll.)
b) Analisis Data
c) Interpretasi Hasil Analisis Data
- Bab V
Kesimpulan dan Saran (jawaban berdasarkan rumusan masalah)
Keterangan Tata Penulisan (cetakan print out)
- Daftar Pustaka, abstrak, kutipan, tabel, ringkasan ditulis 1 spasi
- Lampiran isinya : instrument-instrumen, data-data, kuesioner
- Kertas yang digunakan kwarto 80 gram
- Sampul menggunakan kertas buffalo/linen/hardcover dengan disertakan tahun waktu laporan
- Pengetikan menggunakn huruf Times New Roman ukuran 12 dan menggunakan 2 spasi
- Paragraf first line dengan menjorok jauhnya 5 karakter
- Top margin (atas) : 4 cm
- Bottom margin (bawah) : 3 cm
- Right margin (kanan) : 3 cm
- Left margin : 4 cm
- Pengetikan bab menggunakan huruf capital (contoh : BAB I) tanpa titik
Kamis, 14 Juli 2011
Perbedaan antara sel perokariotik dan eukariotik
Setiap organisme tersusun dari salah satu diantara dua jenis sel yang secara struktural
berbeda, sel prokariotik dan sel eukariotik. Hanya bakteri dan arkhea; alga hijau biru yang memiliki sel prokariotik. Sedangkan protista, tumbuhan, jamur dan hewan semuanya mempunyai sel eukariotik.
Kenapa dinamakan sel prokariotik dan eukariotik? Apa perbedaannya? Mari kita pelajari.
Sel Prokariotik. Kata prokariota (prokaryote) berasal dari bahasa Yunani, pro yang berarti
"sebelum" dan karyon yang artinya "kernel" atau juga disebut nukleus. Sel prokariotik tidak memiliki nukleus. Materi genetiknya (DNA) terkonsentrasi pada suatu daerah yang disebut nukleoid, tetapi tidak ada membran yang memisahkan daerah nukleoid ini dengan bagian sel lainnya.
Sedangkan sel eukariotik, eu berarti "sebenarnya"dan karyon berarti nukleus. Eukariotik
mengandung pengertian memiliki nukleus sesungguhnya yang dibungkus oleh selubung nukleus.
STRUKTUR PROKARIOTIKEUKARIOTIKMEMBRAN NUKLEUS -+MEMBRAN PLASTIDA -+NUKLEUS -+NUKLEOLUS -+PLASTIDA -+/-MITOKONDRIA -+BADAN GOLGI -+KROMOSOM +(Tunggal)+(Ganda)DNA ++RNA ++HISTON -+PIGMEN ++PEMBELAHAN AMITOSISMETOSIS
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