thought this might help for understanding nerve impulses

http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter14/animation__the_nerve_impulse.html

Thurs & Mon

Thursday

HW:
finish heart dissection lab
read 33.2 & complete 4 corners wrksht
Due: Mon

Monday:

Hw:
Read/annotate up 33-35 due:tomm
HR Lab due: thurs?

today in class we got our heart quizzes back and a grade report. we also started the HR lab with a partner for the rest of the class period and tommorow we will try to finish it up by finding class average and it is possibly due thursday.....

next scribe is daniel :D

Wacky Wednesday!

Agenda:

• Take out UP 11-17 w/ stampsheet
• Discuss the heart
• Work on colorcodes 

 The first thing that we did today was fill out a diagram of the heart. We then discussed the different parts of the heart that were shown on the diagram.

Circulation in Humans

The heart has 4 chambers and has a double-loop circulation system.

• Pulmonary circulation: blood is pumped from the right side of the heart to the lungs
• Systematic circulation: blood is pumped from the left side of the heart to the rest of the body

The Human Heart

The heart is a hollow muscular organ surrounded by a protective sac called the pericardium. Myocardium is the muscle in the heart walls. The septum divides the heart in half so that deoxygenated blood doesn't mix with the oxygenated blood. The 2 chambers at the top of the heart are the atrium and the 2 on the bottom are the ventricles. Valves separate the atrium from the ventricles so that the blood wont flow backwards.

Blood Vessels 

Arteries: 

• carry blood away from the heart
• are thicker to accommodate pressure
• coronary arteries- bring blood from the heart back to the the heart's muscle to provide oxygen for the heart cells

Veins: 

• brings blood to the heart
• have valves

Capillaries: 

• smallest vessels; only one cell thick
• diffusion occurs between capillaries and all cells
• gas exchange

 Homework:

1. UP 21-23
2. Quiz tomorrow on: 

• heart parts
• order in which blood flows through the heart
• which side of the heart has oxygen/deoxygenated blood
• structure/functions of blood vessels

Tuesdayy!

Agenda:

Hand in cornell notes

learn and talk about circulation

circulation fun facts!

In Class:

We talked about circulation and how blood moves through the heart. We reviewed the parts of the heart blood gets pumped through. We did a group or solo worksheet of fun facts about circulation. Did you know that earthworms have multiple hearts?! Through out the class mrs. Stein played the pumps your blood song multiple times for us to hear, which was helpfull for some of us. If we learn the song and sing it infront of the class we can get EXTRA CREDIT! :)


Homework:

Read and annotate Healthy Heart Reading; UP 11-16 and answere questions on page 17

Terrific Tuesday!!

Todays Agenda:

• Go over Kidney lab
• DISECT KIDNEY!!!

In the beginning we started by going over the kidney lab and what we were supposed to do. We also went over safety instructions:

• no rough housing
• wear gloves
• wear safety goggles

As soon as we were done with that we went to our lab bench and got our kidneys.

Our first instructions were to observe the kidney and start answering questions about it located on pages 23-28 in your unit packet. And then, the best

part, we cut the kidneys in half to get a better view. We observed our kidneys and located where all of the important structers where such as the:

• Renal cortex
• Renal pelvis
• Renal pyramid
• Renal medulla
• Ureter

After we were all able to locate where those were on the kidney by ourselves Mrs. Stein came over and quizzed us just to make sure.

After we were done, we all made sure that we cleaned up our lab bench!

HOMEWORK:

• Finish UP 23-28
• Test on Friday
• Visit Mrs. Stein for a homework pass

THE NEXT SCRIBE IS..................... ASHLEY

Marvelous Monday!

4/11/11

Agenda:

-Take out nutrient lab and UP 19-20 with stamp sheet

-Post lab nutrient lab

-Begin excretion!!!!!

-Video

Hello everyone! Welcome back to school after a fantabulastic weekend! Hope you had fun.

First today, Mrs. Stein stamped our stamp sheets for the nutrient lab, and UP 19-20. You were supposed to get 2 cow stamps. If you didn't, then well then.....

Next, we discussed the nutrient lab. It wasn't the easiest lab, but as we went over the results, I found it easier to comprehend.

After that, we started.........

EXCRETION!!!!! 

Excretion- get rid of/ removal

The organs involved in the excretion are:

~skin, lungs, liver, kidneys

The kidneys help release urine, the lungs release carbon dioxide, and the skin releases sweat.

The parts of the kidney are:

-Nephron

~Bowman's Capsule

+Loop of Henle

Bladder, ureter, and urethra are also parts of the excretory system.

URINE/SWEAT:

-Water

-Salt

-Uric acid/urea

~Nitrogenous waste

How does the excretory system play a role in homeostasis?

-Removes LIQUID wastes

-Regulates pH level in the blood. (Removes certain ions from blood.)

-REGULATES WATER CONTENT OF BLOOD!!!!!!!!!!!!!!!!!!!!!!!

After that.....

We watched a video about a man and his daughter, and the man ran out of water. That wasn't the point of the video, but it was funny. The video started to explain the excretory system, and how big of an impact water loss has on the human body.

If you didn't get the homework....... here it is!!!!!

-Read over kidney dissection- UP 23-28

-Test..... FRIDAY!!!!

-Visit Mrs. Stein for a homework pass!

Get ready to dissect some sheep kidney :)

Ashley is the next scribe

Thurs & Fridays blog :D

Thursday

Homework:

Nutrient lab due Friday

Quiz Friday

Friday:

HW:

read text 30.4 w/up 19-20 due mon

hw pass by Tue

Sorry for not doing Thursday's blog but i am making it up by doing today and yesterdays!

today we finished the nutrient lab but if people didnt finish because of the lack of time its due on monday. we also took the digestive quiz in the beginning of class and thats it....

Oh yay, a late arraival ;D

OK, so here is the agenda and homework:
Agenda
1) Bring me (Mrs. Stein of course) your prelab.
2) Discuss nutrients/enzymes
3) Begin nutrient lab
HW
1) Enzyme chat with reading due tomorrow
2) Visit her!
3)Science contest sign up E.C.
4)Nutrient lab due Friday.

OK, now lets get on to business shall we...
The first thing we talked about was the milk that was somewhat "solidized" from the end of last class. This is where cheese comes from. The milk preforms a process to do so called "curdling" with an enzyme called "rennin".
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
So here's the deal with carbs:
There are 2 kinds of carbs: simple carbs and complex carbs.

Simple carbs- Are smaller and contain sugars. the sugar that they use is of course glucos, the sugar of the cells!

Complex carbs- Are overall larger, have more energy, and are starch. It also contains calories fro its high energy. And the starch is used to test with iodine.
*************************************************************************************
Proteins contain amino acids of course. And fat breaks down lipids to make glycerol+fatty acids.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
The next scribe is Nawon.
Goodbye now

LATE ARRIVAL WOOOOOOOO!

4/5/11

Agenda
-Hand in flow map
-Notes -> organs and digestion
-Introduce enzymes + Nutrient lab

Homework
-Nutrient Lab - Prelab - tomorrow
-Read 30.2 tomorrow
-Enzyme Reading / Chart - Thursday

We started off class by handing in our flow chart and picked up 5 papers which were the Enzyme Reading and chart and 3 diagrams. After we did our notes and we were given a chance at the end of class. Mrs. Stein also attempted to show us what the enzyme rennin does to milk, but was unable.

DIGESTION

-Breaks down large molecules into smaller molecules which can be used by cells
-Physical / Chemical digestion
-Alimentary canal is a one way tube which food passes through the body
-Accessory structures do not carry food, but aid in digestion

MOUTH

-Mechanical digestion (Teeth crushes food)
-Saliva moistens food and contains salivary amylase
-Starch into simpler sugars

ESOPHAGUS

-Muscular - connects pharynx and stomach
-Peristalsis
-Waves of muscle contraction
-Bolus enters the stomach through a sphincter

STOMACH

-Muscular sac lined with mucus
-Protection + lubrication -> Protects from burning the stomach
-Mechanical digestion
-Chemical digestion
-HCI kills bacteria, lower pH to activate pepsin
-Proteins break down
-Peptic ulcer - hole in stomach wall caused by bacteria

SMALL INTESTINE

-Duodenum - 1st part of the small intestine
-Enzymes and fluids here
-Carbohydrates, lipids, and proteins digested here
-Nutrients absorbed
-Lined with finger-like protections called villi
-Increases SURFACE AREA of absorption
-Water, cellulose, and indigestible remain

ACCESSORY STRUCTURES

-Liver produces bile which emulsifies (breaking a part for larger SURFACE AREA) fat
-Gallbladder stores bile
-Pancreas produces enzymes

LARGE INTESTINE

-Absorbs water from undigested material
-Bacteria synthesizes from vitamin K

The next scribe is..........
DRUMMMMMMMMMROLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
Michael R

Welcome Back to Earth!

Agenda:

1: Welcome Back: General Class Business:

2: New Unit Review

3: Digestive System Freewrite Activity

4: Begin HW

Homework:

1: Flowmap for Section 30.3

2: EC: Science Contest

Bare-Bones Notes Dept.:

Path of food:

Hand-Mouth-Esophagus-Stomach-S/L Intestine-Anus

-Most animals have multi-organ tract

-Some animals share mouth and anus

-Liver secretes chemicals to aid digestion

-Stomach acid (HCl) has a pH close to that of battery acid.

-Digestion can take up to 18 hours

-Saliva is part of chemical digestion

Extra Credit Dept.:

Everything About Water Science Contest will be held on April 14, 2011. Teams of four students will compete in six events with a water theme. Teams will compete in five events during one period of the school day and one after school event. For more information, the events and contest rules, visit the science department homepage.

Link Dept.:

Science Department Homepage

Contest Rules

Misc. Business Dept.:

Next Scribe: Dean (Daniel) A

Where are those powerpoints????

SO FAR I ONLY HAVE ONE PRESENTATION FROM THIS CLASS!!!!  IF IT ISN'T TO ME BY 8 AM, IT IS LATE!!!

MONDAY!!!!!!!!!

Today we started class by turning in our unit packet pages 33-34B and got a stamp for our color code on unit packet page 39. Next we worked on the flower lab for the rest of class, this lab is located on pages 41-44 in our unit packet. on these pages we looked at the structures with in the flower.

make sure to label the figure on page 41. next we ripped off the petals and looked at the inside of the flower. Then label the figure 2 on page 42.

Next do the following charts and questions based on the figures.

Homework:

Finish the flower lab on pages 41-44

dont forget lab quiz tomorrow on the leaf lab, the flower lab, roots and stems and any

other labs we have done in this unit.

3/17 thursday

Agenda

-Plant of the day

-Stations lab

Today the plant of the day was the air plant that grows on trees in a tropical area. it is an epiphyte whitc means it is not rooted in soil. it is also a trichomes whitch means it has a grayscale on its leaves to reflect the sun and prevent water from leaving . it is closeley related to the bromiliad and pinaple.

Over the last two days in class we did a lab with 9 different stations about roots stems and if a plant is monocot or dicot station 1, 2, 3, and 6 talk about vascular, nonvascular, and root hairs and how roots look microscopically. 4 and 5 is about trophism and 7, 8, and 9 are about mono and dicots .

Homework

-finish the lab

-4 questions and 4 answers for the first two pages of 23.5

3/15 Tuesday

Agenda:

-Plant of the day

-Photosynthesis review

-Photosynthesis Quiz

-Work on homework

Today in Biology, it was a simple day. We first reviewed the plant of the, which was a moss ball. Remember, it is no moss. It forms in specific lakes in Japan, Iceland, Scotland, and Estonia. They're not plants, they're algae. Moss balls are adapted to low light. Chloroplats are dormant unless the ball breaks apart.

Next, we reviewed photosynthesis, light reactions and everything we needed to know for our quiz.

After, the quiz Mrs. Stein gave us time to complete our homework.

Homework:

-Read 23.2 (669-671) and (674-677) w/ a Double Bubble Map "Root vs. Stem"

-National Park Project due 3/23

The next scribe is Aleko

3/14

Agenda

*Plant of the day

*Discuss pigment lab

*Finish photosynthesis (go over UP 81-85)

*Factors influencing photosynthesis UP 73-76

Homework

*UP 93-76

*Quiz tomorrow on photosynthesis

*National Park presentation due 8am on 3/23

Our homework for UP 73-76 is a lab but you don't need to have been in class to do it. The idea is that there is a lamp and a plant soaking in water. You put the lamp either close to the plant, or far away. Then, you look at the bubbles coming from the water that the plant is in and if there are more bubbles, more photosynthesis is being done. If there are less bubbles, less photosynthesis is being done. We know this because oxygen is a product of photosynthesis. You are supposed to compare and contrast the amount of photosynthesis/bubbles there are when the lamp is close to the plant or far away form the plant. On page 74, the chart is: Trial 1: 50 bubbles, 27 bubbles, and 78 bubbles. Trial 2: 62 bubbles, 24 bubbles, and 84 bubbles. Mrs. Stein gave us the answers to that chart because we are not actually doing the lab. Now, you just need to find the averages and do the rest of the pages.

 

We got back our Pigment lab and UP 81-85.

Pigment lab

We discussed the pigment lab in class. We decided that just because it looks like chlorophyll is the only pigment, doesn't mean that it is. There are many other pigments in leaves that are just not visible because chlorophyll over powers them. When the weather changes, chlorophyll breaks down and the other pigments (which were always there - you just couldn't see them) begin to show through.

UP 81-85 answers:

1. The light-dependent reactions take place within the thykloid membranes.

2. The light-independent reactions are also known as the Calvin Cycle

3. The energy carriers NADPH and ATP are produced during the light-dependent reactions.

4. In the light-dependent reactions, the gas oxygen is produced.

5. High-energy sugars are produced during the light independent reactions.

6. The light independent reactions take place in the stroma.

8. If there is no light coming into the chloroplasts, how will this affect the Calvin cycle? The Calvin cycle will NOT be affected because it is light independent, it doesn't need the light.

9. What effect does weather have on the process of photosynthesis? Photosynthesis will be slowed down if there is no sun or the temperature is too cold.

10. If you place a plant in a clear, sealed box, how could you use a measurement of the gases in the boxed air to measure the rate of photosynthesis? What gas would you measure? You would measure oxygen and/or carbon dioxide because oxygen is a product of photosynthesis and carbon dioxide is used in photosynthesis. So, if there was a lot of oxygen and a little carbon dioxide, you would be able to measure the rate of photosynthesis.

**NOTES**

Plant of the Day:

Sensitive Plant (Mimosa pudica)

We learned that the plant is sensitive to touch and when you touch it, the leaves cu

rl inwards. Scientists are not sure exactly why the plant does this. It might be a defense mechanism.

Electron Carriers

*Light energy "excites" electrons in chloroplasts

Light Reaction

*Chlorophyll absorbs light, and electrons become energized

*Water splits to produce H+ and O2

*Electron lose energy to form ATP

*ATP then goes to the Calvin Cycle

*H+ and NADP form NADPH

*these carry energy to Calvin Cycle

Calvin Cycle

*CO2 is added to a 5 carbon sugar

*Energy from NADPH and ATP are used to carry out reactions

*Produces glucose

It is REALLY important to know and understand this diagram of photosynthesis! Remember:

*This diagram takes place in the chloroplast.

*The light reaction takes place in the thykloid.

*A stack of thykloids is called a granum.

*The empty space in the chloroplast is called the stroma.

The next scribe is Steven.

Chlorophyll Thursday and National Park Friday

Thrsday:
-Schedule:
1. Got a stamp for UP 67-68
2. Took Notes on Photosynthesis
3. Pigment lab

-Homework:
1. Finish Lab Analysis Questions
2. Read section 8.2 and 8.3 in the textbook and do a reading strategy of your choice or UP 81-85
3. Work on your national parks project

-The notes:
PHOTOSYNTHESIS OVERVIEW:
.Reactants: CO2, H2O, light energy
.Products: O2, C6H12O6
.Two reactions:
-Light reaction
-Calvin Cycle (light independent reaction)
.Chloroplast Structure:
-Thylakoid sacs contain chlorophyll
-Granum: Stacks of thylakoids
-light rxn
-Stroma: open space
-Calvin cycle

After we took notes we started the pigment lab (UP 69-72)
-We started by taking 2 leaves (a Spinach Leaf and a Coleus Leaf)
-We rolled a dime over the leave so that we could get pigments onto a Chromatography paper
-We then rolled dup our paper, stapled it, and put it into a substance for 10 minutes.
-When we took the piece of paper out, we saw many layers of colors
-These colors were the pigments found in the plant.
-On the paper with the pigments of the spinach leaf the layers of colors went:
.Bright green
.Yellow green
.Bright green
.Yellow
.Faint yellow
-Then on the paper with the pigment from the Coleus leaf the layers of color were:
.Red
.Yellow green
.Green
.Faint yellow
.Yellow
This shows us that even though the leaf may appear to be green or red, there are many other pigments in the leaf. So just because the Coleus leaf appears to be red, there is still chlorophyll in it to help carry out photosynthesis.


Friday's ClassWe met in the classroom first to write down our homework and learn about power points

-Homework:
1. National Park DUE 3/23(UP 9)
2. Read pg 643+ pg 664-666
-I would suggest you take some notes because Ms.Stein will not go over the lesson in class
3. Review photosynthesis links (can be found on moodle)
-Before we went to the computer lab we learned about power points
1. Make sure the background color is:
-No too bright
-Colorful
-No too distracting
2. Make sure the font is:
-Big and easy to read
-The color does not blend into the background
-Try to follow the 5X5 rule (5 bullet pints and five words per bullet point on your slide
3. Make sure you don't make too many slides on animals
-Your information on animals should be short and brief whereas your information on plants should be longer and in detail

Friday was the last day of time that we would spend in class working on our project. From now on you should try to meet after school with your group to work on it.
Good Luck and sorry this was late!!

Pigment Lab Pictures



Spinach Leaf



Coleus Leaf

Weby wednesday!

Today in class we wrote down our homework, did the plant of the day, then did UP page 61 in class with our lab groups. Then we got a head start on our homework which was up pages 67-68.

Plant of the day;

Spider plant

-Self-propagating

"plantlets" (aka "spider babies") can take root in soil

- Produces fleshy tuberous roots

-Native to South Africa

-Common houseplant

-Produces white flowers

Notes about energy

What is energy?

The ability to do work

It can change form

It is never destroyed or created

Forms of energy;

Light, electric, and chemical

Chemical energy is stored in the electrons of the chemical bonds

Energy is used to do everything in living things

What do we know about photosynthesis?

It converts energy

Plants do it

Requires sunlight, carbon dioxide and oxygen

Describe the structures of a leaf that allow it to carry out the function of photosynthesis.

It is flat to absorb sunlight and has a spongy mesophyll that allows carbon dioxide in

Has chloroplasts

Has veins that are made up of 2 tissue, phloem-carries sugar away from the leaf and Xylem which carries water

A cuticle that prevents water loss

and a palisade mesophyll that has lots of chloroplasts at the top

Why should you wear a white shirt on a hot day, not a dark shirt?

The white shirt reflects all sunlight while the black shirt absorbs all sunlight

Notes about Lights and pigments;

Light travels in waves

Colors have different wave lengths

"white" light is a mixture of all colors in the visible spectrum

plant pigments absorb sunlight

chlorophyll- green pigment needed for photosynthesis

Hope that helps!

The next scribe will be Emma.

Terrific Tuesday

Plant of the day...

VENUS FLY TRAP (Dionaea muscipula)
Carnivorous-insectivore

THE PLANT KINGDOM

LEAVES
Leaves are the main photosynthetic organ in plants.
Blade- The flat part of the leaf
Petriole- the stem
cuticle-helps conserve water
3 types of tissue:
1) epidermis- protect the inner tissue
2)mesophyll- most of the photosynthesis takes place
3)vascular- were the xylem and the phloem

TODAY...
Today we did a leaf lab. The objectives of the lab is
1) to study the tissues that make up the leaves of a plant
2) examine the structure of a stomate

HOMEWORK

finish lab 25 "the structure of a leaf"

REMINDER

do research for the plant power point.

ALSO...

Tomorrow is twin day for Dr.Sues week

MICHEAL L is the next Scribe!

Lab Images



Lilac Leaf Cross Section 400X



Wandering Jew Leaf at 100X

Marigold Monday

Agenda:
1. Take out cornell notes
2. Plant of the Day
3. Introduce Project
4. Overview Plant Kingdom
5. Edible Plant Parts UP 5-7

Homework:
Finish UP pages 5-7
Read 23.4 and do UP 19

Today we started our new plant unit! In class we took out our cornell notes and got two stamps for our stamp sheet. After that we went over the POD. We also discussed our National Park Project, where you can find information about on UP pg.9. Then we took notes on the plant kingodom. When the class was done with that we started our lab on edible plants.

PLANT OF THE DAY #1:
Baseball Plant
Scientific name: Euphorbia Obesa
Succulent- stores water
Separate male and female plants produce flowers.

The next scribe is Brittany :)

Thursday!

In Class:

Today in class we worked on a classification lab for vertebrates in our unit packet that was on pages 41 and 42. When people were finished with that, we worked on a yellow vertebrate comparison chart.

Animal of the Day:

#7 was a Blobfish.

This animal is the class, Osteichthyes

The blobfish is native to Australia

Found at the depths where the pressure is 30 times higher than at sea level

Homework:

• Finish yellow "Comparison of Vertebrate" chart
• Tv add due 2/28
• Study for test 3/1

The next scribe is Lucija! :)

Wooot Wednesday

In Class:

We watched a movie about all different kinds of animals and how they survive in their surroundings. We wrote down 20 facts, thoughts, or questions about the movie and handed it in.

Facts from the movie:

• Antarctica can reach temperatures of 40 below
• the seal is the only animal that can live there permanently
• seals keep warm by generating heat within the body, while the fur keeps it trapped inside
• the flies can drain a pint of blood per day, in order to avoid these flies, reindeer go to higher grounds
• fruit bats live in the congo, their wings are one meter across
• 10 million fruit bats fly hundreds of kilometers to a huge swamp with a large supply of mangos
• the ice that the polar bears live and hunt is melting, causing many problems for the species

ANIMAL OF THE DAY #6

-Narwhal

(found in the arctic, type of white whale, 4-5 meters, 680-1590 kg)

Homework:

1. UP 54-55
2. TV ad 2/28
3. Test 3/1

the next scribe is JCLOUDDD <---- happy wednesdayy;)

Tuesday!

Agenda

1)Hand in UP 19-27

Hand in profile

2) Discuss invertebrates + AOD

3)Arthropod lab UP 28-31

Homework

1) Finish UP 29-31

2) see moodle for reading assignments

3)TV ad- 2/2

4) Test 3/1

Animal of the Day

The Frill-Necked Lizard

• Class: Reptilia
• a.k.a. "Frilled Dragon"
• 1 meter in length
• large ruff of skin supported by spines of cartilage, exposed when scared
• frill might help with thermoregulation
• runs bipedally, often climbs trees to avoid predators
• status: endangered

Arthropod Lab

We observed 3 different arthropods at our lab benches with our assigned lab groups. We looked at a grasshopper, crayfish, and a spider.

There was a chart we filled out about the characteristics of these arthropods.

Mrs.Stein will be gone Wednesday and Thursday

The next scribe is Olivia.

FR!D@Y.

AGENDA:

1) Take out green chart with stampsheet.
2) Animal of the Day.
3) Lab!

HOMEWORK:
1) UP pages 14 and 19-27
2) Profile due 2/22
3) Video due 2/28

Animal of the Day:
Dumbo Octopus

• Phylum: Mollusca
• Grow up to 20 cm
• Have ear-like fins at the top of their bodies
• Lives in the benthic zone, living at extreme depths
• Status: not considered to be endangered

Lab:

We had to go around to different stations and observe animals and answer questions about them.

We also had to look at jars and figure out what phylum they belong in according to a chart that was given. (Look below for example)

Example of a taxonomic key.

The next scribe is Josh.

Happy Wednesday!!

Today we started class with our third animal of the day. It was called an Axolotl. Its in the class amphibia. What makes this animal different from a lot of other animals is that it does not go through metamorphosis.Next we looked at an evolunary tree. This shows organisms and how long ago they had a common ancestor.

We learned about radial and bilateral symmetry

bilateral symmetry - is when a single imaginary plane divides the body into left and right sides that are mirror images of each other.

radial symmetry - is when any number of imaginary planes drawn through the center of the body could divide it into equal halves.

Homework: Green chart due friday! (use DOT pages 30-45 in the back of the book)

read sections 26.1 and 26.2 don't forget profile due feb. 22 and t.v. add due feb. 28

LAD THURSDAY!!!

Today we worked on two labs one on pages 19 through 27 and the other one starts on page 14

on page 14 we have to identify the different animals in the different jars. All you have to do is look at the key on page 13 in the unit packet and figure out which phylum each organism is in. The second lab we went around to 8 different stations and answer the questions. some of the answers will be in our biology book and some answers will be in the book from last year. we also got to see a live centipede and learned the differences between a centipede and a millipede. Another interesting thing we experienced today was hearing a cockroach hiss.

homework: finish the two labs pages 14 and 19-27 due on tuesday

Green chart due tomorrow

profile due feb. 22

t.v. add due feb. 28

the next scribe is Andjela

Another Tuesday

ANIMAL OF THE DAY

Star Nosed Mole

-class mammalia

-uses sense of touch to find food

6 KINGDOM SYSTEM NOTES

Kingdom Archeabacteria

-formally called kingdom Monera

-single celled and prokaryotic

- no peptidoglycan

Kingdom Eubacteria

-formally called kingdom Monera

-single celled and prokaryotic

-peptidoglycan

-most bacteria was encountered

Kingdom "Protista"

-all eukaryoric

-most are unicellular some multicellular

-heterotrophic or autotrophic(photosynthesis)

-very diverse kingdom

ex. amoeba, paramecia

Kingdom Fungi

-eukaryotic

-single celled or multicellular

-cell wall made of chitin

-heterotrophs, decomposers

ex. yeast, mushrooms, mold

Kingdom plantae

-eakaryoric

-multicellular

-autotrophic

-cell wall made of cellulose

Kingdom Animalia

-eukaryoric

-multicellular

-heterotrophic

-no cell wall

SHARK LAB

Today we did a biological key lab. Classification is a way to separate large groups of closely related organisms into smaller subgroups. The key to making a biological key is listing specific characteristics, such as structure and behavior, in a way the organism can be identified.

In this lab we...

(a) used key to identify 14 shark families

(b) study how to make a key

(c) constructs our own key for the fish and leaves(needles)

HOMEWORK

finish UP 9-12(shark lab)

read 26.1

REMINDERS

T.V. add due 2/28

invertebrate project due 2/22

Sam is our next scribe

New Unit!! Animal Diversity

In the beginning of the class we picked up a new calendar, unit packet, and animal of the day slide.

Agenda:
1) Grade Reports!
2) Reading check 18.1
3) Introduction to Profile Project- UP p.3
4)Discuss Taxonomy
5) Aliens!

Homework:
1)Read 18.3- Cornell notes
2) Profile Project- due February 22
3) TV Ad- due February 28

**Note... be sure to make the drawing on profile project in COLOR

Notes taken in class

Taxonomy

• The study of organizing and classifying organisms

• Based on..

-Evolutionary relationships
-Biochemical & DNA similarities

• Taxa-the grouping

-examples of taxon:
~Kingdom- broadest
~Phylum
~Class
~Order
~Family
~Genus
~Species- most specific

Naming System

• Binomial Nomenclature- genus + species name
• uses Latin
• Developed by Carolus Linnaeus "father of taxonomy"
• Examples: Homo Sapien and Felis domesticus
• Scientific names must be italicized, if handwritten underlined. Also the Genus is Capitalized and species is lower case

Animal of the Day #1 : Hagfish

• Class: Agnatha
• 17.7-23.6in (45-60cm)
• Found in deep water
• Jawless fish with unusual feeding habits
• Avoid predators by "sliming" and tying self into overhand to scrap slime off after escape
• Used for meat and skin
• Status: populations are plentiful

Our next scribe is Brittany

Test Review!

For the test you can study off your objectives list but, here is some general terms and information you need to know for the test...

People: Jean Baptiste de Lemark- first to recognize organism change. He had 3 key assumptions:

1. Desire to Change



2. Law of Use and Disuse



3. Inheritance of Acquired Characteristics

Charles Darwin- Credited for theory of evolution. He sailed on The Beagle in 1831 to the Galapagos Islands. There he observed tortoises, iguanas and finches. The islands had different climates and vegetation and the animals were similar but, had noticeable differences. He published Origin of Species in 1858.
Terms:
Fitness- How well a organism survives and reproduces in its environment Adaption- Hertiable characteristics that increase fitness

Darwin's theory was accepted and he was correct, not Lemark. Darwin's theory are supported but these 4 key things:

1. Homologous Structures- Structures in organism similar but, in different species



2. Vestigal Structures- Inherited structures but now have no function



3. Biochemical Similarities- Amino acid and hystamine sequence similar



4. Similarities in embryos- The embryos of fertilized eggs look similar at the beginning of reproduction

Speciation: Species: A group of organism that interbreed to produce fertile offspring under normal conditions. These organisms change in 3 ways:

1. Gradualism- Change in species is slow and steady



2. Punctuated Equilibrium- Long periods of stability followed by short periods of rapid change



3. Genetic Drift- Random chance
   

Isolation Mechanisms: Allow new species to form. -Reproductive isolation is the separation of a population. It needs to occur. The organism do not interbreed and gene pools become separate. There are 3 main types:

1. Behavioral- Have different courtship rituals



2. Geographical- Separated geographically



3. Temporal- When species reproduce at different times
   

Ancient Earth: Miller- Urey Experiment: Reproduced conditions of ancient earth. Exp: Electric sparks stimulated lightning and showed how Amino Acids formed.

• Photosynthesis: Gave rise to atmosphere with oxygen



• Aerobic Respiration: Cellular Respiration (Production of ATP) that requires oxygen



• Sexual Reproduction: Cells from 2 parents unite to form the cell of a new organism
  

Fossils: Preserved remain and traces of organisms that are ancient

• Paleontologist: Scientist who study fossils



• Radioactive Dating: Used to estimate age of fossils



• Sedimentary Rock: When sediments build up out of sands, mud and clays either in desert or bottom of body of water



• Half-Life: amount of time it takes for half radioactive atoms to decay

Primates: Animals with following characteristics:

• Binocular Vision- Ability to merge visual images from both eyes


• Prehensile: Long tails that can tightly coil around a tree branch (Only some primates)


• Developed Brains


• Long fingers and toes


• Oppossable thumbs- Can grab objects and use tools


• Bipedal- Walk on 2 feet


• Hominid- Belong to group of anthropoids including humans, chimps and gorillas

Hominine Evolution:

1. Ardipithecus Ramedus "Ardi"- 4.4 Mya
2. Australopithecus Affrensis "Lucy"-3.2 Mya
3. Homo Habilis "Handy Man" - 2 Mya (Used tools and was first genus of Homo)
4. Homo Erectus "Java Man" - 1 Mya (First to use fire)
5. Homo Neanderthalensis - 200,00 years ago
6. Homo Sapien- 100,000 years ago (Humans)

You can also use your textbook to study chapters:

• 15
• 16
• 17
• 32
• 19.1
• 23.6

Make sure you look over your labs as well:

• Breakfast for Birds
• Evidence of Evolution
• Natural Selection
• Variation in Grasshopper legs
• Radioactive Dating
• Evolutionary Changes in Primates

I hope this helps! Good Luck!

Grasshoppers

Today in class we handed in UP Pages 42-47 and got 23.6- Check My Understanding stamped. Then, we took some notes on primates. Here is a summary:
What is a Primate?
A Primate has:

• Binocular Vision
• Developed Brain
• Long Fingers and Toes
• Rotating Shoulders

What Makes Us Human?
- Characteristics of the Hominine Family

• Bipedal
• Opposable Thumps
• Larger Brains

Hominine Evolution

• Ardipithecus Ramedus "Ardi"-4.4 Mya
• Australopithecus Afrensis "Lucy" - 3.2 Mya
• Homo Habilis "Handy Man" - 2 Mya (Used tools, First genus of homo)
• Homo Erectus "Java Man"-1 Mya (First to use fire)
• Homoneanderthalensis - 200,000 years ago
• Homo Sapien (Modern Human)- 100,000 years ago

Chimps are our closest relative, we did NOT evolve from them.
The last thing we did in class was The Variation in Grasshoppers Lab. We had to measure the lengths of adult size femurs and find the average size.
Homework:
Study for Test- Friday
TV Ad - February 28
The next scribe will be Hannah!

Tuesday

Today we had a late arrival. When we got into class we went over the scribe from last night. Since we had late arrival we also had shortened periods so Ms. Stein gave us the rest of the class period to work on lab 32 ( UP 42-47).

Homework:
-Lab 32 ( UP 42-47) if you did not finish in class. Due tomorrow
-26.3 read with " Check my Understanding" Due tomorrow
-Test Friday
-Tv Ad Due February 28th

M+Ms

Last Friday in class we turned in our Natural Selection Lab and our 4 Corners vocabulary squares. Then we talked more about natural selection and how it works and how camoflague plays an important role in some types of natural selection. We also took a pretest that didn't count with a partner. Then we took some notes.
Today in class we handed in our flow map and got a stamp for doing the U.P. 33-36. We also got our Natural Selection Lab back and our 4 Corners Vocabulary Squares back. We then took down some notes and watched a short part of a video. After the video, we did an M+M Lab and took data. The M+Ms represented atoms.

Notes-

ANATOMICAL EVIDENCE

comparative anatomy- study of similarities and differences between organisms

• homologous structures
• analogous structures
• vestigial organs

HOMOLOGOUS STRUCTURES

as similar organisms adapt to different environments, the function of their appendinges changed

• a bird's arms became wings to flap
• a human's arm is used to hold things

ANALOGOUS STRUCTURES

different organisms began living in similar environments, their appendages evolved to preform the same function

• a butterfly has wings to fly that are made from an exoskeleton
• a sparrow has wings to fly that are made from an endoskeleton

VESTIGIAL STRUCTURES

structures which remain in organisms but have no obvious function

• leg bones in snakes and whales
• appendix in humans
• ear muscles in humans

COMPARATIVE EMBRYOLOGY

organisms with similar embryos are though to be more closely related

BIOCHEMICAL EVIDENCE

chimp and human hemoglobin are VERY similar

GENETIC VARIATION

in terms of genetics evolution is the change in frequency of alleles in populations gene pools.

natural selection leads to change in gene frequency.

GENETIC DRIFT

changes in the gene pool of a small population due to change.

Occurs when a small group colonizes a new habitat-founder effect

SPECIATION

species- group of organisms that interbreed to produce fertile offspring under normal conditions

gradualism- change in species is slow and steady

punctuated equilibrium- long periods of stability followed by short periods of rapid change

SPECIATION-ISOLATING MECHANISMS

for new species to form reproductive isolation need to occur

organisms don't interbreed

-gene pools become separate

• behavioral
• geographic
• temporal

ADAPTIVE RADIATION

a single species evolves into many species

often occurs when a niche opens up

CONVERGENT EVOLUTION

organisms come to resemble one another but evolved differently

source of analogous structures

examples

• dolphins and sharks
• marsupials and mammals

COEVOLUTION

organisms with close ecological relationships evolve together

• pollinators and flowers
• poisonous plants and insects

RELATIVE DATING

used to ESTIMATE the age of fossils

older fossils are in deeper layers of rock

determines the absolute age

radioactive elements decay at a steady rate

ANCIENT EARTH

atmosphere was compsed of gases

earth formed about 4.6 million years ago

FIRST ORGANIC MOLECULES

1950's Miller and Urey reproduced conditions of ancient Earth

electric sparks simulated lighting

AAs began to form

HOMEWORK

pg. 31-32

26.3 check my understanding due weds

test Friday

T.V. ad-2/28

Next Scribe is Omar

Blizzard Tuesday

(February 2, 2011)

Homework:

1. Read Chapter 19 no strategy needed
2. Finish lab 38
3. Due Flow map on 19.3

Notes:

We took notes on Tuesday and here are my notes:

• Homologous structures-the organisms don't have to use the structure the same way but the structure looks very similar. One way I remember what Homologous structure is the start to homologous-homo which means similar or same
• Analogous structures-same function but different structure ,but if put in the same environment natural selection would probably make the structure the same. My hint for this is Analogous structure reminds me of the word analogies and an analogy is like an Analogous structure.
• Vestigial structures-structures that exist in an organisms but serve no purpose.
• Comparative Embryology- a comparison between embryos. My clue to remember this is Embryology contains embryo and that what it involves.
• Molecular biology-finds similarities in amino acids and DNA and RNA

On Tuesday we went over the notes above and then we started the lab that we have for homework.

Our next scribe will be David