The last 2 days in class, we have started a new unit about the diversity of life. We covered the first two sections of notes on classification and fungi.

Classification of Life: looking at evolutionary history by studying past and present diversity

• taxonomy: identifying, naming and classifying species
• Carolus Linnaeus, 1707 to 1778: Swedish physician and botanist (plant biologist), created binomial nomenclature
• Binomial nomenclature: two-part scientific name for an organism, includes the genus and species, in Latin
• Homo (genus) sapiens (species)

• classification system has a heirarchy: domain, kingdom, phylum, class, order, family, genus, species
• Cladistic Revolution: organisms used to be grouped by appearance but now they are grouped by common ancestors and genetics
• Cladistic Analysis: looking for clades, or branches, of an ancestor and all its descendents
• this new way of organizing species is based on a strict code of cladistic analysis

• Life is classified into three domains: bacteria, archaea and eukarya
• Bacteria and Archaea: prokaryotic
• Eukarya: eukaryotic, include 4 kingdoms: animalia, fungi, protista, plantae

• Dichotomous Key: pairs of opposing statements in a list, helps classify an organism

The Fungi Kingdom

• decomposers: rot and break down dead animals and plants, feces and organic material
• chemical recyclers
• eukaryotic, usually multicellular, more closely related to animals than plants
• heterotrophic, absorb nutrients
• release hydrolytic enzymes to break down food
• some are parasitic or pathogenic

• hyphae: thread-like tubes that cover membranes and cytoplasm, make up the body
• mycelium: networks of tubular hyphae, subterranean
• reproduce by releasing spores (produced sexually or aseuxually), carried by the wind, can grow in moist environments

• Fungi can be...

• eaten
• added to bread dough to make it rise
• be added to milk to make cheese
• used to ferment beer and wine
• used to make medicine, like antibiotics
• helpful to plants (lichen and tree: symbiotic relationship)

Tonight (2/16) for Homework

1. Finish Protist Lab, UP 27-31
2. Read Chapter 15 on Protists
3. UP 39-40 and 41-43
4. Nature project due 3/2
5. Moodle Notes

next scribe: Yvette

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

2/7/2012-blog

Today we did notes and then we did a lab about dating fossils. We also watched a video briefly explaining the process of evolution on earth

Notes-Human Ancestry, pages 16-20

Evolution of Primates

-Primates evolved from insect eating mammals around 65 million years ago

-Early primates were small, tree dwelling

-Primates have limber shoulder joints, dexterous hands,

Placement of eyes for good depth perception,Good hand eye coordination, increased care for their young

2 Primate groups

-Prosimians-small, tree dwelling-Lemurs,Lorises,Pottos, Tarsiers

-Anthropoids-Old/New world Monkeys, Apes, Humans

Our closest Anthropoid relatives are apes, We share a common ancestor with them closer than any other Anthropoid

Slowly, over millions of years, we diverged from a common ancestor of us and modern Chimps, due to traits such as fully upright posture, increased dexterity, and a larger brain

See notes on Moodle for examples of Hominids that were found as fossils

Video

We watched a short cartoon explaining evolution on earth, and were asked to take bullet points of major events. This is my list.

-Unicellular organisms in water-asexual reproduction

-Multi-cellular organisms-mutation

-underwater plants

-Underwater predators-fish

-animals crawl on land

-Land dwellers interact with each other-develop sexual reproduction

-Predators on land-mutations allow some to survive

-climate change-survival of the fittest

-Bipedalism

Lab

We did a lab to simulate Radiometric dating (UP pages 53-55). We used m&m's to simulate the amount of carbon 14 in an organism. We started out with 100, and then shook them up in a cup and poured them out on a plate. The ones that had the M facing up on it were taken out. This simulated one half life. We repeated the process until all m&m's were taken away. If you weren't here, these are my results.

# after 1st half life-47 time elapsed(seconds)-10

#after 2nd half life-20 Time elapsed-10

#after 3rd half life-10 time elapsed-10

#after 4th half life-5 time elapsed-10

#after 5th half life-2 time elapsed-10

#after 6th half life-1 time elapsed-10

#after 7th half life-0 time elapsed-10

total time elapsed-70

scribe-Xavier F.

Next scribe....Jex, and don't pawn it off on anyone, just man up and do it for once

Today during class we filled out notes for chapters 14, 15, and 17. in these notes we mostly focused on the ancient history of the world

• "The Big Bang" theory states that 10 to 20 billion years ago, the once dense universe exploded hurling dust, debris, and gases throughout space. scientist believe the universe is still expanding.
• atoms were formed by this and cooling and compression formed stars and planets.
• The early atmosphere on earth contained only CO2, H2O, CO, H2, N2, NH3, H2S, CH4.(key point, no oxygen present)
• Urey and Miller designed an apparatus that simulated conditions on early earth. They created an experiment showing how earth formed.
• In 1862, Louis Pasteur, using bacteria, proved :life-from-life," or bio-genesis.
• some of the first cells(prokaryotes) flourished at least 3.5 billion years ago, bacteria was unicellular, anaerobic, and heterotrophic.
• The history of earth shows species dying out while others flourish, like the dinosaurs which became extinct in less then 10 million years. fossil record showed that during this time, climate cooled, shallow seas receded and a large meteorite hit the earth.
• MACROEVOLTIOUN = multiplication of species, biological diversity, and evolutioinary novelty. two types, branching and non branching.

• Species is a population whose members have the potensial to interbreed with one another in nature to produce feertile offspring.
• REPRODUCTIVE BARRIERS.

Two types

A. Pre-Zygotic barriers-impede mating or hinders fertilization in egg

-Temporal isolation

-habitat isolation

-behavioral isolation

-Mechanical isolation

-Gametic isolation

B. Post-Zygotic barriers-if mating occurs between different species and a zygote is formed, these mechanisms affect the hybrid offspring

-Hybrid inviability

-Hybrid sterility

• MECHANISMS OF SPECIATION

1. allopatric speciation=physical isolation

2. sympatric speciation=the new population becomes reproductivly isolated in the midst of the parent population

• speeds of speculation

Gradualist model(left) and puntuated equilibrium model(right)

• We can tell geological time of fossils because of sedimentary rock, the deeper, the older. fossils show evidence of macroevolution
• geologists divided time into 4 years:

-Precambrian

-Paleozoic

-Mesozoic

-cenozoic

• another more accurate way of telling of telling fossil time is by radiometric dating. scientists measure the the radiation that fossils emit as they decompose.

• Continents used to be locked up-PANGEA which later broke up and drifted appart

- we did not finish the last slide in class but it can be found on moodle.

Scribe: michael C

Next scribe: xaivier

Thursday, Feb. 2nd

Today we watched a movie about the galapagos islands and Darwin's finches, filled out corresponding sheet on UP page 29. we did not get all the way to the bottom.

We also did notes in the note packet p14-17

Homework was read Ch 15

WE ARE IN THE MATH LAB ROOM 478 TOMORROW

NEXT IS COOPER

(you owe me)

Part I: Intro and Review

Today in Biology the class the class continued its study on evolution. At the start of class the students were to check in pgs. 33-36. After being checked in, the class went over these pages and reviewed the answers. No new lessons or concepts were introduced today but there was however a lab reviewing old concepts such as survival of the fittest and natural selection, the lab was meant to review these concept.

Part II: Lab

Materials

- 3 tree backrounds (1 white, 1 black, 1 grey)

- 40 light moths

-40 dark moths

-stopwatch

Procedures

-Acquire the materials from the side desks if not already at your lab station

- Decide which person in your group (group of 4) will be the time keeper, the predator and the moth placers

- While the predator turns away from the lab station the moth placers must place 5 white and 5 black moths on the tree bark background they were asssigned to test on.

- As soon as all the moths have been placed the predator is to turn to the bark and pick up the moths that he sees. The timekeeper is to set the timer for 10 seconds, that is the time the predator has to search for moths.

- Count the ammount of survivors and replace them on the background while the predator turns around. Repeat the prior steps for 3 generations.

- Once these steps are completed begin on analysis questions on page 5 of the packet.

The lab was meant to show how due to certian moths being camaflouged, they get to survive from the predators while their fellow moths get preyed on. This is supposed to show how if not suited to survive in your enviorment your traits will become extinct. This lab was meant to show natural selection and survival of the fittest in a real life sceneario.

Part III: Homework

- Review Hardy Weinberg problems

- Read chapter 15 pgs 297-302

- Study for the upcoming quiz!!!

Scribe: Jackson Kinsley

Next Scribe: Michael Cooper :p

Part I: Intro and Review



Today in Biology the class the class continued its study on evolution. At the start of class the students were to check in pgs. 33-36. After being checked in, the class went over these pages and reviewed the answers. No new lessons or concepts were introduced today but there was however a lab reviewing old concepts such as survival of the fittest and natural selection, the lab was meant to review these concept.



Part II: Lab











Materials


- 3 tree backrounds (1 white, 1 black, 1 grey)
- 40 light moths
-40 dark moths
-stopwatch

Procedures


-Acquire the materials from the side desks if not already at your lab station

- Decide which person in your group (group of 4) will be the time keeper, the predator and the moth placers

- While the predator turns away from the lab station the moth placers must place 5 white and 5 black moths on the tree bark background they were asssigned to test on.

- As soon as all the moths have been placed the predator is to turn to the bark and pick up the moths that he sees. The timekeeper is to set the timer for 10 seconds, that is the time the predator has to search for moths.

- Count the ammount of survivors and replace them on the background while the predator turns around. Repeat the prior steps for 3 generations.

- Once these steps are completed begin on analysis questions on page 5 of the packet.










The lab was meant to show how due to certian moths being camaflouged, they get to survive from the predators while their fellow moths get preyed on. This is supposed to show how if not suited to survive in your enviorment your traits will become extinct. This lab was meant to show natural selection and survival of the fittest in a real life sceneario.



Part III: Homework

- Review Hardy Weinberg problems
- Read chapter 15 pgs 297-302
- Study for the upcoming quiz!!!

Scribe: Jackson Kinsley
Next Scribe: Michael Cooper :p