Friday, May 11, 2012

Friday in class was the first day of unit 12 "Heart to Heart" Circulatory, Respiratory, and Nervous Systems.

First in class our quizzes that we made were returned. Then after having our quizzes returned we started our notes packet for this unit. 

Purpose of the Circulatory System 

              - materials are exchanged  and diffused such as O2 from lungs -> blood -> tissue and

                                                                                           CO2 from tissue -> blood -> lungs

              - serves as a long-distance internal transport system

Circulatory Systems

                 Open circulatory system                    vs                       Closed Circulatory system

        - fluid is pumped through open ended                                     - blood is restricted to vessels and is             vessels and flows among cells                                              different  from intestinal fluid

        - invertebrates, arthropods, mollusks                                      - vertebrates, earthworms, octopus

Hearts- comparative anatomy

Fish                        Amphibian                     Reptile                            Bird/ Mammal

- 2 chanbers           - 3 chambers                  - 3-4 chambers               - 4 chambers

- single loop            - double loop                 - double loop                   - double loop

- no septum            - no septum                    - partial septum               - septum

cardiovascular system- heart and blood vessels

Human double loop circulatory system

1. pulmonary- carries blood between heart and lungs
2. Systemic- carries blood between heart and rest of body

Human Heart

Atria- heart chamber that receives blood

        - is thin walled because it only pumps blood to ventricle

Ventricle- heart chamber that pumps blood away from heart to body and back

        - therefore thick walled

 Valves- prevent back flow of blood

4 chambers = O2 rich blood and O2 poor blood separate

Blood pathway!

• right ventricle to lungs (O2 poor) -> pulmonary (semi-lunar valve) ->
• pulmonary arteries ->
• capillaries O2 diffuses into blood and CO2 diffuses out of blood ->
• pulmonary veins ->
• Left Atrium (O2 rich) -> Bicuspid valve/ mitral valve ->
• Left ventricle ->Aortic valve (semi-lunar valve) ->
• Aorta (largest blood vessel in body) ->
• Capillaries O2 diffuses into tissues, CO2 diffuses out of tissues ->
• Superior and inferior vena cava ->
• R. atrium ->Tricuspid valve -> back to top

Cardiac Cycle

-cardiac cycle- rhythmic contraction (Diastole) and relaxation (Systole) of heart

- a healthy heart rate for an adult is 60-80 beats per minute

- blood moving from the atria to ventricle is the 'ba-dum' sound of the heart

- heart murmur = heart defect 

- EKG (electrocardiogram)- uses electrodes to record activity of the heart and can detect the electrical impulses produced by a pacemaker

Controlling the heart rate

- Pacemaker- sets the tempo of the heart beat

- Av (atrioventricular node) delays contracting by 0.1 seconds to ensure atria is emptied completely

- increasing heart rate

                - epinepherine (aderenaline)- hormone released during stress, when we were approached by an animal or threat, adrenaline was released to either aid you in running away farther from threat or aid you in fighting off the threat

                - caffeine

                - exercise

note: higher heart rate = more oxygen to muscles

Notes: 

• remember, when looking down at a diagram, you are looking at a patient therefore left and right are switched ex: heart is on the right side of a diagram
• know the pathway of blood inside and out, quiz coming soon (Ms. Andrews said something about a tuesday..?)
• oxygenated blood is red, O2 deficient is blue
• looking back at the unit "The Diversity of Life" might be helpful

Homework: notes, read chapter 23 pg 503-514, try to finish UP 13 (hope the picture below helps if you're stuck)

Next Scribe: Yvette :)

March 15, 2012

Today in class like most other days we first went and measured and watered our plants. Then after doing this, we worked on UP pages 19-34 which is the flowering plants lab for the rest of the class period.

Flowering Plants Lab

1. pages 19-21: these pages focus on the different parts of a plant including the stem, roots, leaves, and root and shoot system. Most of the answers to these questions can be found in the book and the notes that we took in class. And if someone did not get to see the roots of the plants in the classroom, they looked similar the the root system at the top of page 20
2. pages 21-22: these pages are review of the differences of monocots and dicots
3. page 23: this page focus on roots and many of the answers are in the notes packet and book
4. pages 24-27: these pages dealt with the cross sections of plant roots and stems and their specific parts. Remember, monocots and dicots have differences in their root and shoot cross sections which explains the difference in looks of the cross sections. Note: we did not do the celery stalk lab
5. buttercup root cross section -----monocot root cross section
6. pages 28-30: these are pages dealing with dicot woody stem plants and recognizing the different parts of them. Just saying, it is much easier to answer the questions if you read the information that is given beforehand.
7. pages 30-32: they deal with the parts of a leaf in general and there are many of the same terms that we saw earlier on in the lab.
8. Pages 33-34: these are review questions based on the lab and are a very good source of review.

Just as a reminder, remember to label all of images as the directions say to do and label and write the magnification of all of your drawings that you viewed in the microscope.

Homework:

work on UP 19-34

UP 41-54 -> due on monday

yellow chapter 28 study guide -> due on monday

wildland project

bring textbook

NEXT: Emma

2/9/2011

Today in class was an overall laid back day because our Unit test is coming up on Monday. What we did in class included...

1. Went over part of our homework
• We specifically went over pages 63 and 65.
• The order that the images went from oldest to most recent was:
• D, C, (E, F), H, A, G, B -> E and F are in parenthesis because they were alive at the same time
2. Finished taking notes in notes packet
• We had a note page that was not in our packet, but it said:
• Science Breakthrough of 2001 Ardipithecus ramidus.
• - rare skeleton
• -4.4 million years old
• - unlike living apes or later homonids
• - walked upright-the historical defining trait of a member of the human family
• - lived in woodlands , not open grassy terrain

• Homo Habilis, Homo erectus, and the neanderthals are three different species that were included in our notes
• Homo sapiens are regionally diverse and the oldest Homo Sapien is over 300,000 years old which can include neanderthals
• - we are homo sapiens sapiens
• 

• Multiregional hypothesis- modern humans evolved simultaneously in different parts of the world. Accounts for genetic similarity due to interbreeding among neighboring populations----- one hypothesis of what happened to Homo erectus descendants
• 1st graph
• "Out of Africa" hypothesis- modern humans arose from a single archeac group in Africa who spread out of Africa 100,000 years ago, some of which became genetic dead ends. (genetic evidence mostly supports this) ----- second hypothesis of what happened to Homo erectus descendants
• 2nd graph
• 

• our erect stance, and enlargement of brain are radical anatomical changes in our evolution
• 3 culture stages
• -nomads
• -Agricultural
• -industrial

3. We watched a video about Ardipithecus ramidus

4. Went over our quiz

• the answer to the first question is D- it is not an error
• question number 19 is c because 160/500 =1/4 = .25. .25 represents q^2. and because the question is asking 'what is the frequency of the undesirable allele in the herd?' we know that we need to find q. Therefore we took the square root of .25 to get q which is .5. Therefore the answer was C.

5. We got a Test Review objectives for unit 7A: Evolution packet

6. Other

• Homework: study for test on Monday
• Scribe: Vinise
• Next Scribe: Lydia

November 8, 2011

Today in class we first went over the the three types of ways a species can gain variety.

Ways to get Variety

1. Independent Assortment- this is when each homologous chromosome pair is decided during metaphase 1 by chance. Each pair arranges itself independently of the other pair. This allows for much variety in the resulting gametes.
2. Random fertilization- the random chance of which of the 8000 possible sperm will fertilize the egg
3. Crossing Over- genetic recombination that occurs during prophase 1. It's when parts of the homologous chromatids exchange or switch.

• homologous chromosome - (in drawings, they are the chromosome pairs that look like little X's next to each other) 2 chromosomes that match are the same in size , shape, and sequence of gemes

• gametes-a haploid cell created as a result of meiosis (the four cells that we see at the end of meiosis diagrams are gametes

• haploid cell- cell with half the number of chromosomes

Next in class we watched a meiosis movie that reinforced what we learned on Friday. We also added to our notes if the movie explained something differently about meiosis that helped us.

After this we did pages 14 an 15 in our unit packet and walked through the steps of meiosis with a partner unsing the materials we had in order to keep reinforcing what we had learned.

Finally we finished class by discussing finishing our note packet about the possible errors that could occur in meiosis.

Errors in Meiosis

1) Nondisjunction- this is when chromosomes do not separate during either Anaphase 1 or 2. This could happen with autosomes (in humans, there are 44) or sex chromosomes ( in humans there are two)

a. it is worse when chromosomes fail to separate during Meiosis 1 because all of the resulting gametes are affected.

Examples of effects of nondisjunction

a. Down Syndrome -when the 21st pair of chromosomes has an extra chromosome

b. Klinefelter syndrome- when boys have two x chromosomes and an y chromosome giving them 47 chromosomes. This syndrome gives males more female traits

c. Turner syndrome- when females have an x chromosome but lack a y chromosome giving them a total of 45 chromosomes.

2)Breakage of a Chromosome (pictures help)

a. deletion- when part of a chromosome is lost

(ex: original pattern of numbers: 1 2 3 4 5 6, duplicated pattern: 1 2 3 6

b. duplication- if a fragment is repeated and put into a homologous chromosome

(ex: original pattern of numbers: 1 2 3 4 5 6, duplicated pattern: 1 2 3 4 5 6 5 6

c. Inversion- fragment reattaches to original chromosome but in the wrong direction (ex: original pattern of numbers: 1 2 3 4 5 6, duplicated pattern: 1 2 5 4 3 6

d. Translocation- fragment that reattaches to a non homologous chromosome

deletion duplication inversion

translocation

Homework: Cut out page 21 and bring in the cut outs to class tomorrow, study

optional: cut out page of chromosomes according to the letter you were assigned

- letter b: page 31

- letter c: page 32

- letter d: page 35

Next Scribe: Yvette

At the beginning of class on Friday, we turned in both of our labs that we had finished. After turning in our labs we immediately began taking notes in our Basics of Organic Chemistry notes packet (yellow packet). It was a rushed day because of the shortened periods but we managed to finish taking notes from the "CELLS Structure and Functions" part of our notes to most of the "Plasma Membrane" section of our notes.

1. Sections of our notes that we recognized as important were

• "World of Cells Theory"
• "Membrane Structure"

2. Bullet points in our notes packet we underlined :

• Scanning Electron Microscope- detailed architecture of the surface of a cell Transmission Electron Microscope- exploring the internal structure of a cell
• Nuclear Envelope: double membrane with pores that surrounds the nucleus

• DNA attached to protein is found in the nucleus in the form of chromatin
• Ribosomes are responsible for assisting in protein synthesis by making enzymes and proteins for the organism
• In the Endomembrane Review we circled Rough ER, Golgi apparatus,Vacuole, Lysosome, and Plasma membrane because they all work together
• Stroma- thick fluid inside the inner membrane (of chloroplasts)

3.Ideas discussed to help us comprehend what we learned better:

• Ribosomes go from the nucleus to the Rough Endoplasmic Reticulum (Rough ER) because it transports the ribosomes to where they need to go.
• In diagrams, proteins will always be purple
• The Golgi Apparatus is like a UPS system because it finishes, stores, and distributes chemical products of the cell.
• Lysosomes are like garbage centers.
• In diagrams, Grana (located in chloroplasts) looks like stacks of pancakes.

• When you hear ATP, think 'energy'.

4. Concepts/ideas we should be sure to review

• shapes and organelles unique to bacteria

• different parts of plant and animal cells

• being able to tell the difference between smooth ER and the golgi apparatus

Homework

• pages 33-55 in unit packet
• read chapter 5 pages 80-86
• everyday homework: review notes!
• EC: create your own cell doctor

next - Xavier