May 5

Today we wrapped up the "what happens to the food you eat" unit before the TEST TOMORROW.

First, we took each others quizzes and graded them based on content, appearance, and correctness. It was good review for the test and a reminder of what to study, so if you weren't there, be sure to look through notes and practice questions extra carefully!

After that, we got back our digestion worksheets. If you have any questions regarding the answers, check the table below. (By the way, the intestinal glands make the small intestine enzymes, the large intestine  absorbs vitamin K).

Enzyme/ Substance	Organ(s)	Works on…	Result
Salivary Amylase	1. Salivary glands 2. Oral cavity/ mouth	Starch	Maltose
Pepsin	Stomach	Proteins	Amino Acids
Trypsin	Pancreas	Proteins	Amino Acids
Peptidase	Small Intestine	Proteins	Amino Acids
Maltase	Small Intestine	Maltose	Glucose
Sucrase	Small Intestine	Sucrose	1. Glucose 2. Fructose
Rennin	Stomach	Milk proteins	Coagulates
Lipase	Pancreas	Fat	1. Glycerol 2. Amino Acids
Pancreatic Amylase	Pancreas	Starch	Simple sugars
Lactase	Small Intestine	Lactose	1. Glucose 2. Galactose
Bile	1. Liver 2. Gall Bladder	Fat	Emulsifies
HCl	Stomach	---------------	Function: 1. Activates pepsin 2. Kills bacteria

                                                and here our our bffs the reagents
We also got our frog labs back.

Then, we checked the answers for our food lab. The results are as follows. Use your creativity for the analysis questions.

	Starch	Simple Sugars	Protein	Fat
Carrot Juice	+	+	+	-
Bread	+	-	+	+
Potato	+	-	+	-
Apple Juice	-	+	-	-
Onion	-	+	-	-
Walnut	-	-	+	+
Shredded Cheese	-	+	+	+
Cream Cheese	-	+	+	+
Honey	-	+	-	-
Gelatin	-	+	+	-

The last thing we did was check the second half of the practice quiz we took a couple days ago.

1.       Positive

2.       Negative

3.       C

4.       D

5.       C

6.       Reabsorption

7.       Small intestine, Pancreas

8.       C

9.       B

10.    Bile, lipase

11.    Vegetarians need to be sure to get enough protein, 8 essential amino acids, iron

Thats it! HW: STUDY, have your packet ready tomorrow. Good luck!:)----->

 Next scriber: Vinise!!!! (neigh)

March 13, 2012

Today We:

Measured our plants (if you missed today, get the data from your partner)

Took a quiz on Chapter 16

Completed Chapter 28 Notes

Watched a video on plants in the rainforest

Plant Growth (a bit of review):

Primary growth: lengthening

1. Cell division- mitosis at apical meristem region
2. Elongation- root gows longer
3. Maturation- root hairs develop

At the very end of the meristem ther is a root cap, which protects the area of the meristem going through rapid mitotic growth.

Secondary Growth: thickening

Vascular Cambium: Arranges vasdcular bundles and gives rise to secondary phloem and xylem.

Cork Cambium: Produces cork, which is dead when mature (aka bark) and protects the stem.

How Secondary growth works: To survive, the plant must produce xylem and phloem. Xylem is on the inside of the vascular cambium (closer to the center), and phloem is on the outside. This first set of xylem and phloem is primary xylem and primary phloem. When this vascular tissue becomes old, new tissue must replace it. The vascular cambium makes a second set of vascular tissue, or secondary xylem and secondary phloem, which is now the closest set of tissue to the vascular cambium. The alive, secondary tissue (produced second) pushes the primary xylem further in, and the primary phloem further out. The phloem pushing against the cork causes it to crack, resulting in rough bark.

Why shouldn't we peel bark off trees?: Then, you are ripping off a layer of phloem, the life source for the trees. Basically, you're a tree killer.

Pollinators (vectors) Have a Mutualistic Relationship with Flowers!

Flowers:

1. Pollenation- the chances of fertilization, and the formation of a seed, is greatly increased

2. Seed dispersal- seeds are taken away to colonize new environments with mre resources

Pollinators: They get food!

1. Bees are attracted by scent

2. Birds are attracted by red and pink petals

Homework: Work on the project, read UP 41-54

NEXT: VINISE

1/ 23/ 2012

Today we began our evolution unit. We:

• Recieved the scedule, UP, notes, Darwin packet, and lab 38
• Watched video clips about evolution
• Answered the questions on UP 7-8 (see below)

You can view the videos at: http://www.pbs.org/wgbh/evolution

Then type the video titles in the convenient little search box in the top- right corner of your screen, and find the link to the video. Note: You need quicktime to see the videos, and the subtitles are really useful!

Video 1: Isn't Evolution Just a Theory?

Question: Is it correct to say that evolution is JUST a theory?

Key Points:

• Charles Darwin pioneered the idea that all life is connected, and the theory of natural selection
• Theories pull together observations to create "rules" for how the universe works

Video 2: Who was Charles Darwin?

Question: Why was Darwin considered a "Revolutionary"

Key Points:

• Darwin's work was highly controversial because it contradicted many established religious and scientific beliefs at the times
• In order to prove his theories, he traveled the world and carefully documented life's great diversity, then analyzed the patterns

Video 3:How do we know that evolution happens?

Question:Describe the transitional fossils associated with whales.

Key Points:

• The evolution of species can be plotted on an evolutionary timeline, which chronologically shows the changes ancient species went through in order to evolve into modern species
• An ancient species that shares common traits with a modern one, and has no similar, discernable ancestors, may be the original ancestor to modern species
• As time passes, the ancestor changes and adapts and become more similar to modern species

Video 4:L How does evolution really Work?

Question: Describe the process of natural selection and how it effects hummingbird populations.

Key points:

• Genetic Variation: different individuals within a species express different traits, some more favorable than others
• Overproduction of offspring: more offspring are produced than the number that can survive
• Struggle for existence: The overload of individuals compete for resources
• Differential survival and reproduction: Individuals without favorable traits are at a disadvantage for obtaining necessary resources. These individuals die. Those left have more favorable traits and have a higher chance of reproduction, so the favorable traits are inherited by the next generation.

Video 5: Did Humans Evolve?

Question: Explain how DNA sequences are used to provided eveidence of a commoon ancestor?

Key points:

• Humans did not eveolve form chimapnzees, but both species shared a common ancestor
• Humans and primates have similar DNA, which helps prove this relationship
• If two species share the same gene sequences, aside from a few mutations, they are related
• Physical trait similarities, fossil evidence, and DNA similarities prove common ancestry

Video 6: Why does evolution matter now?

Question: Why is the theory of evolution an important theory for doctors and the field of medicine? How does the theory affect the way illnesses and treatments are approached?

Key Points:

• Some microbes can evolve to become resistant to antibiotics, which is very dangerous
• If one drug does not kill ALL of the microbes, the remaining resistant microbes reproduce and form an entire population of microbes resistant to a drug. Thus, they have evolved to evade our killing, which can result in difficult to cure diseases.
• In result, multiple drugs are often prescribed

Homework is on Google Docs (hint- read chapter 13, chapter 1 p. 8-13, the Darwin packeet, and begin on UP 5)

Meet in computer lab tomorrow!!!!!!!

Maddy is the next scribe

OCTOBER 20, 2011

Today in class, we completed page 33 in the UP, pages 12-15 in the notes, and finised the bacteria lab.

Page 33: Analyse the diagram provided in the UP and answer the subsequent questions. Correct answers to the questions posted below.

1. Which of the antibiotics would you use to prevent the growth of B. subtilis?

Neomycin is the best antibiotic for inhibiting B. subtilis growth. Aureomycin and erythromycin also work.

2. Which of the antibiotics would you use to prevent the growth of E. coli?

Tetracycline is the best antibiotic for inhibiting E. coli growth. Aureomycin also works.

3. Are both organisms equally sensitive to antibiotics? Explain.

No. More antibiotics inhibit one organism, with greater effect, than the other.

4. Which of the two organisms are more sensitive to antibiotics in general?

B. Subtilis

5. If you wanted to inhibit both organisms with one antibiotic, which would you use?

Aureomycin

6. If E. coli is beneficial and B. subtilis is harmful and you were infected with both, which antibiotic would you use?

Neomycin would inhibit the growth of both bacteria best. Erythromycin would also work.

7. In general, what can you conclude about bacteria and antibiotics from this experiment?

Antibiotics are not as specific as enzymes, and may inhibit the growth of multiple strains of bacteria. Different bacteria are sensitive to different antibiotics with different degrees of sensitivity.

8. What features does this experiment lack that it should have?

A control group

9. How would you correct this omission?

Add a paper disk.

Notes:

Bacteria Lab:

Surface Lab:

1. Find your petri dish. DO NOT open it! Possibly dangerous bacteria could be growing in it.

2. Observe the petri dish. You should see bacteria colonies (they look like little circular clumps). Count the number of colonies present on the surface of the agar. Do not confuse bacteria colonies with fungus, which also may have grown. Fungus will have little "arms." Don't count it!

3. Record the number of colonie in each quadrant.

4. Safely dispose of the petri dish.

Antibiotic lab:

1. Find your petri dish and a metric ruler.

2. Find the zones of inhibition around each antibiotic, if any. They should look like clear, bacteria free circular "halos' around the antibiotic disk.

3. Measure the diameter of each zone of inhibition in millimeters. If the circle of the zone of inhibition is not complete or fully measurable, measure the radius and multiply it by two.

4. Record the diameter of each zone of inhibition for each antibiotic.

5. Safely dispose of the petri dish.

Results of these labs varied between groups. If you were absent today and unable to recive results from your group, here is a sample of some of the results collected today:

Surface Lab:

Control: 12 colonies

Doorknob: 145 colonies

Faucet Handle: 78 colonies

Desk: 178 colonies

Antibiotic Lab:

Control: 0 mm

Streptomycin: 24 mm

Penicillin: 13 mm

Neomycin: 15 mm

Homework: Continue working on reasearch/ scripts for disease project, finish pp. 31-32 in UP for tomorrow, and begin spice lab (pp. 37-41 in UP)

NEXT....Emma

9/12/11

1. Tundra
Climate: Cold, harsh winters
Temperature Range: 0-10 degrees Celsius
Annual Precipitation: Less than 25 cm
Precipitation Type: mostly snow, but water thaws during summer
Soil: Frozen layer of topsoil, 1 meter thick, called permafrost
Flora:Short growing season (due to permafrost and dark months) yield shrubs, mosses, lichens and small vegetation. Nothing large can be sustained.
Fauna:Wolves, foxes, caribou, polar bears, wolverine, raven
Video (on trophic structure of tundra):

• Wolves: keep caribou populations collectively healthy by removing sick and elderly. They hunt as a pack, pick an ailing caribou to hunt, and then injure it. They follow the scent and bright red trail of the blood in order to make the final kill. Once killed, each adult member of the pack eats about 20 lb of flesh before leaving the carcass for other members of the community.
• Caribou: Prey of many predatory species. Has developed acute sense of smell to locate food under permafrost and avoid predators.
• Raven: Scavengers which look for blood in the snow to find caribou carcasses
• Wolverines: sometimes challenge wolves for caribou carcasses and eat off their kill
• Foxes: Do not bother wolves or wolverines, just take what they can and leave the carcass

Picture: http://www.blueplanetbiomes.org/images/anaktuvuk_scenery.jpg

2. Coniferous Forest (Taiga)
Climate: Long cold winters, short wet summers (warm but not hot)
Annual Precipitation: 35-75 cm
Precipitation Type: mostly snow
Soil: Nutrient poor, thin, acidic
Flora: Coniferous evergreens such as pines, spruce, and fir
Fauna: Mountain lions, moose, wolves, black bears, birds, hares
Picture:

3.Temperate Deciduous Forest
Climate: Very cold winter, hot summer. Definite seasons.
Temperature Range: -30 to 30 degrees
Annual Precipitation: 75- 125 cm
Precipitation Type: Even precipitation, varied precipitation type
Soil: Rich in nutrients (composed of decomposed leaves)
Flora: Deciduous trees (elm, beech, maple), layers of vegetation
Fauna: Foxes, opossums, deer, squirrels, bees, cardinals, moose, bears,
Picture:

4. Temperate Grasslands
Temperature Range: 5-22 degrees Celsius
Annual Precipitation: 25- 75 cm
Precipitation Type: Uneven rainfall (enough to support grasses but not trees)
Soil: Enriched by glacial deposits, decaying matter. Good for farmland.
Flora: Grasses dominate with scattered trees. Humans have introduced corn and wheat crops as agricultural products farmed in this biome.
Fauna: Bison, antelopes, grasshoppers, gophers, hawks, prairie dogs
Picture:

5. Chaparral (Temperal Shrubs)
Climate: Mild rainy winters, hot dry summers
Temperature Range: 10-30 degrees Celsius
Annual Precipitation: 20-60 cm
Soil: Periodic fires release nutrients and cause some seeds to germinate
Flora: Spiny shrubs, evergreen trees
Fauna: Deer, birds, rodents, lizards, snakes
Picture:

6. Savanna
Climate: Warm year-round. Two dry seasons and one wet season.
Annual Precipitation: ~120 cm per year
Precipitation Type: Rain, collected in scattered watering holes
Soil: Average.
Flora: Drought and frequent fires prevent many large trees from growing, but grasses and some scattered trees are present.
Fauna: Giraffes, cheetahs, lions, large grazing mammals, gazelles, gophers, snakes, mice, zebra, antelope
Video:

• One third of the continent of Africa is savanna
• Large amounts of lush grass to feed on
• During dry season, the grass dies down and grazing species must move elsewhere to find food

Picture:

7. Desert
Climate: Dry for most of the year, hot during the day and cold during the night
Annual Precipitation: Less than 25 cm
Precipitation Type: Sparse flash floods cause fast but intense flooding a few times each year.
Soil: Dry, can sustain little vegetation
Flora: Sparse and widely spread vegetation, cacti
Fauna: Birds, rodents, lizards, snakes,hawks
Video:

• Subtropic
• Rain shadow- warm, moist air (from areas such as ocean coasts) is pulled towards mountains through orographic lifting (air mass moves higher in altitude as terrain rises). The top of mountains are much cooler due to higher altitude, and the moisture in the air condenses over the mountains and leaves the air in the form of precipitation. When the air finally travels to the other side of the mountain, it is very dry. The lack of moisture creates deserts.
• Usually extremely dry, except for the occasional flash flood
• Plants have adapted to the dryness of the desert by storing water inside them (cacti), conserving water (growing in the shadow of others to prevent water loss through evaporation), or tapping into underground water reservoirs
• Animals have adapted to the scorching hot days by finding shelter from the sun
• Mostly herbivores, small insects and mammals, lizards and scavengers- desert cannot sustain much loss of biomass through too many trophic levels

Picture:

8. Rainforest
Climate: Near equator, so temperatures are relatively constant. Warm,wet, and humid, with no cold season.
Temperature: ~25 degrees Celsius
Precipitation: Over 200 cm, daily rainfall, high humidity
Precipitation Type: Lots of rain
Soil: Fertile but thin.
Flora: Incredible biodiversity, including epiphytes, carnivorous plants, a variety of trees and flowers
Fauna: Incredible biodiversity of amphibians, snakes, lizards, mammals (such as a wide array of monkeys), insects (such as leafcutter ant), hummingbirds, etc.
Video:

• One third of Earth's species reside in rainforest habitats
• Human deforestation causes extinction of many species and disturbs many communities

Picture:

*The picture button wasn't working, but if I can get it to work later I'll post some more*

NEXT...Jex