Scribe Class 3/20/12

Hi Guys!
Today in class we reviewed all of our labs before taking the lab quiz. Everyone had some great questions and that helped me greatly on the quiz. Next we took the plant quiz. For the quiz we wrote down our answers from thee questions that were projected on the board. After everyone was done with the quiz we covered pollination and took notes on it.

Here are some key points to remember about pollination:

>Their are many types of pollination consisting of self pollination, cross pollination, wind pollination, and vector pollination

>Self pollination-Very efficient, fertilizes the same plant.
>Cross pollination-Efficient,fertilizes another plant.
>Wind pollination-Not efficient, needs high production of pollen.
>Vector pollination-More efficient than wind pollination, produces less pollen.

We also learned the three steps of fertilization:
1. Pollen lands on stigma.
2. Pollen tube grows into the style.
3. Sperm and egg unite forming a zygote

Hw-FINISH PROJECT!!!
Study for pod quiz and unit test
Finish all the reading from up3 by test time

Scribe 3/16/12

Hey guys!

So on Friday we started off class with the plant of the day and that day we actually had 2 plants of the day!

The first one was the Madagascar Palm ----->

The second was the Sundrew

<--------

Then we finished our labs which are due on Monday!

We also took notes on the Concept of Transpiration, so if you didn't get them here they are!

-Transpiration: the process when water(h2o) moves up through the xylem(which is the structure that transports water throughout the plant body) and out through the stoma(which is the opening between the guard cells that regulates how much water, carbon dioxide, and oxygen comes in and out of the plant body).

- Cohesion: water molecules stick to each other

- Adhesion: water molecules stick to the walls of the xylem.

- *In order for water to have a continuous pull upward, it needs to be able to go somewhere.*

Homework:

1.) Work on textbook readings

- focus on transpiration sec 23.4(end of leaves) 23.5 (first pages only!)

- look at second page of packet for sections to read

2.) Read section 24.1

-Come to class knowing

1) purpose/function of flowers

2) parts of flowers

3) how flowers develop into fruits

4) life cycle of an angiosperm

3.) UP 39 Color/Functions

NEXT SCRIBE IS JANIE

Scribe 3/13/12

Hey everyone,

To begin class we reviewed before we took out photosynthesis and leaf quiz. Then we started the lab on page UP25-32. This lab is all about examining different types of plants but all must preforming photosynthesis.

The station I went to is...

STATION 4&5: TROPISMS

This plant responds to Gravity (gravitropism). It responds to gravity by having the stem and roots grow with gravity (positive), but the shoots go against gravity (negative).

These radish plants were exposed to light only on one side of the plant therefore the plant grew only on that one side. The behavior of this plant is known as positive phototropism because it reacts to the location of the light.

Other pictures from other stations:

HOMEWORK: 

1. UP 25-32 with fruit sheet (due FRIDAY)
2. READ 23.2 & SKIM 23.3 *to be used as inference this week for your lab & objectives*
3. National Parks (next WEDNESDAY)

NEXT SCRIBE: SYDNEY

Scribe 3/12

Hey guys,

So today in class we review photosynthesis and went over old homework.

Review:

• we reviewed the chloroplast during photosynthesis

Light Reaction

• chloroplast absorbs light and elections become energized
• water splits to produce H+ and O2
• electrons loses energy to form ATP ( ATP goes to calvin cycle)
• H+ and NADP forms NADPH ( carries energy to calvin cycle)

Calvin Cycle

• C02 is added to a 5 carbon sugar
• energy from NADPH and ATP used to make reactions
• produces sugar

Homework:

• review for quiz tomorrow
• finish the lab
• project due Wednesday 21st

the next scribe is: Jessica

Scribe 3/8/12

Hey Everybody!

The first thing we did today was the plant of the day. Today's plant was a moss ball (which is actually made of algae).

Mrs. Stein then stamped our homework that was due. (UP 67-68)

We then got started on our plant pigments lab. It was based on what kind of pigments are found in different plants. We looked at a spinach leaf and a red leaf. We determined the different pigments in the plant by first transferring the green/red from each plant onto a drawn line on this paper called chromatography paper. We then rolled up the paper and put the bottom portion of it into alcohol. We waited about 10-15 min. Once the time was up, we saw how the different colored pigments separated on the paper. This is what our results looked like once the pigments were separated:

We also took some notes on photosynthesis. The main things you have to know are:

• (reactants) 6CO2 + 6H2O = (products) C6H12O6 + 6O2
• Photosynthesis takes place in the chloroplast!!

You have to know this picture!!!

The HW for tomorrow is :

• UP 81-85 OR Cornell notes
• Finish Pigments Lab
• National Parks Research

KELLI will be our next scribe!

Scribe post

Hey guys,

As soon as we came in we got to get a stamp for UP pages for 8.1 section. We then got a diagram of the leaf and we wrote down the functions along with labeling it. Here is some key points:

• Culticle: keeps the water in (the waxy feeling of a plant)
• Water comes out as transpiration
• Stomata: openning that does gas exchange and water
• Vascular tissue: Xylem and phyloem and transport tissue
• Palisade: absords light for photosythenis

After this, we went over our plant of the day which was the "Living Stone." The living stone is also a succulent plant and some people believe they look like stones to stop predators from eating them.
After this we got in groups to discuss questions of UP 61 which was about 6 questions asking about energy and what you know about photosythenis. Some of the key points of the UP 61 is listed below:

• You can't create or destroy energy
• You use energy for homeostatis and movement
•  Organisms can get energy by sunlight or food they eat
• Plants do photosythenis which is a process
• Photosythenis is where the plant takes in O2 & lets out CO2.

Homework
*UP 67-68
*Read sections 8.2 & 8.3, do UP 81-85 or two page corrnell notes (due Friday)

The next scribe is TANYA[:

3-2-12 Scribe

Hey guys!....

For today we were supposed to go to the IMC and research on our national park projects. But we didn't because the network was down. So we had a change of plans....

Today our Plant of the Day was the Sensitive Plant also known as the Mimosa pudica. It's native to Brazil so it probably will die before we see it flowers bloom.

We also went over the National Park Project. Remember to have 3 different species/kingdoms of plants. Also, please don't say any words that you can't pronounce. For example, you don't have to say the plants scientific name.

We also took some notes about the plant prequiz.

• The Plant kingdom rose from the Protista kingdom
• Plants need Gas Exchange. --> For Photosynthesis and Cellular Respiration
• Plants need Sunlight
• They need Waters
• They also need minerals
• Also a true water-conducting tissue are actually vascular tissue. When you have this kind of tissue the organism is tall or grows bigger. For example, big trees are big because they have this tissue. So the water they get from their roots are carried all the way to the leaves on top of the tree
• Some problems plants may have faced was that the sun might dry them out because they were used to being surrounded by water.
• Another problem is reproduction --> Spores would dry out.
• Seeds are embryos, which becomes the new plant, they store food and protects them from drying out

Lastly, we did a lab. It's Lab 25 from our Bear lab book. Because we didn't have a lot of time we only had time to draw our pictures. We were to draw in a cross section of leaf from a microscope at high power. We also had to label it. The next picture was a picture of a Wandering Jew Leaf. We also had to label a couple of things about it.

Today's homework:

• Finish the Leaf lab
• Work on your national park research (UP 9-14)
• Review section 8.1 with UP 79-80 due Wednesday

Scribe for March 1st

Hey guys!

Today in class we took notes about the plant kingdom.

The 4 characteristics of the plant kingdom is:

-eukaryotic

-cell walls of cellulose

-autotrophic, photosynthetic

-multicellular

We also went over the two plant of the day.

One was called a baseball plant and another one was called a Venus fly trap.

The details of each plant are on the mini sheets we got.

Then, we took a quiz about the textbook pages we read.

We had a choice of working alone or with a random partner.

After that, we talked about our homework and the project we will be starting (UP9-12).

Our homework is UP19 with section 23.4 in our textbook!

If you don't already know your group or which park you will be doing, make sure you figure it out as soon as possible!

Scribe 2/17

Hi ya'll

So all we really did on Friday was continue working on the General Classification of Invertebrates Lab and the Investigating Invertebrates Lab that we started on Thursday. We had to classify different invertebrates as well as answer questions in our packets about the different stations we visited.

Homework:

Finish UP 13-14, and 19-27

Invertebrate Profile (UP 3-4)

STACIE will be the next scribe

Scribe 2/16

Hey y'all!!

Today we started class of with our Animal of the Day!

Today the animal was the Dumbo Squid. It's called that because it has huge ears just like Dumbo the elephant from the Disney movies. The huge ears help it swim around in the sea.

After we finished talking about the Dumbo Squid, we started doing the General Classification of Invertebrates Lab and t

he Investigating Invertebrates Lab. We had to go from station to station and learn about different animals and do the packet pages along with them. We are going to be continuing this lab tomorrow because we didn't have enough time to finish today. Some of the different groups contain leeches, millipedes, coral, sponges, or jellyfish.

Homework:

Invertebrate chart with open chart quiz due tomorrow

Finish UP 13-14, and 19-27 for Monday

Invertebrate Profile (UP 3-4) due Monday

The Next Scribe Will Be: Rachel

Scribe 2/1/12

Hey Guys! The first thing we did today was turn in our Lab 38.

Next, we took some notes on Genetic Variation. Here they are:

• In terms of genetics, evolution is the change in frequency of alleles in a population's gene pool.
• Natural selection leads to change in gene frequency.
  

Genetic Drift

• Changes in the gene pool of a small population due to chance.
• 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.
• For new species to form, reproductive isolation needs to occur, where organisms don't interbreed and gene pools separate. This can occur because of:
• Behavioral Isolation: when populations have different courtship rituals or other behaviors.
• Geographic Isolation: when populations are separated by geographic barriers.
• Temporal Isolation: when two or more species reproduce at different times.
  

Next, we did Lab 40, from our biology lab books. We worked with our lab groups and we each got four grasshoppers and a ruler. We had to measure the femurs, or the top parts of the jumping legs. After we measure all of the femurs from the four grasshoppers, we compared all of the data from the whole class. We used this data to create a graph and see the variation in the grasshopper legs. Below is a picture of the grasshoppers we had to use to measure the femurs.



Homework:

• Finish Lab 40
• Read 19.2
  

Next Scribe is ... Janie!

Scribe! 1/31

Hi! So today in class we started off class by

checking in our "Picture This!" assignment and also our UP page 26. Along with that, we got a new stamp sheet and received two rainbow stamps.

Then we started talking about Darwin Vs. Lamarck. We determined that these are some very important facts to know, and will help with your understanding on the different theories of Darwin and Lamarck!

Darwin

- There is a struggle for existence

among organisms.

-There is a tendency toward

overproduction in nature.

-Conducted most of his research

in the Galapagos Islands.

vs.

Lamarck

-Two mice whose tails had been cut

off should produce offspring with no

tails. (inheritance of acquired characteristics).

-All organisms have an INBORN URGE

to better themselves and become more

fit for their environments; thus birds

developed wings because of this urge.

We answered these questions^ on page 13 in the UP packet; for more practice go there and answer more of those questions! Also, for more help on Lamarck/Darwin, a great recourse is the textbook, and also look through this powerpoint for more review!

Evolution part I

View more presentations from Jmason1

After our short review on Lamarck and Darwin, we took a quiz on a reading we did the other day. This quiz did not count, but could be very helpful to study off of. The quiz was on:

Homologous Structures

Comparative Embryology

Molecular Biology

Analogous Structures

Vestigial Structures

^^^^^^^Example of homologous structures

^^^^^^^Example of comparative embryology

^^^^^^^Example of analogous structures

^^^^^^^Example of vestigial structures

Homologous Structures- As similar organisms adapt to different environments, the function of their appendages changed.

Comparative Embryology- Examining the embryos of organisms; Organisims with similar embryos are thought to be more closely related.

Molecular Biology- Comparison of the amino acid sequences

Analogous Structures- Different organisms began living in similar environments, their appendages involved to preform the same function.

Vestigial Structures- Structures which remain in organisms but have no obvious function.

Tonight's homework is to:

• Finish lab 38

The next scribe is...........Kasia!

Scribe - 1/26

Hey everyone! Today in class we began with getting our Double Bubble
maps back. We discussed the main points of Darwin vs. Lamarck.

Then we talked about today's lab Breakfast for the Birds. The materials needed for
this lab were:

• pliers
• forceps
• slotted spoon
• staple remover
• 4 paper cups
• colored pencils
• graph paper
• stapler

In this lab, there were five stations that had different types of "food". The "food" was rice, foam,
sunflower seeds, staples, and rubber bands. In order to eat this food, we had a
beak (utensil). We used pliers, forceps, large spoons, and staple removers to
eat as much of the food as we could.

We recorded our data in the table provided, and some of the
beaks worked better than others for eating certain foods.
Finally, we have to graph our data on a bar graph. Make sure to make a key for
each of the environments!

Tonight's homework is to:

• Finish UP 4-8
• read 16.4 with the pink sheet
• TV Ad

Don't forget - tomorrow is a Bio Day!

Scribe! 1/25

Hey guys! So today in class we began with handing in our Double Bubble Maps on Darwin vs. Lamark. Then we discussed on how the Natural Selection Lab worked and how we were going to do it. *Just incase you guys didn't get the homework it is to finish the Natural Selection Lab, go see Mrs. Stein to get a homework pass if you haven't already, and that the Project on the endangered species is due February 28th.

So this lab is about natural selection and how it is about how organisms vary in their characteristics and how some organisms reproduce and survive better than others. The purpose of the lab is to reinforce the concept of how selection works in a demonstration. Here are the steps to this lab:

1. Work as a lab group of four

2. Spread the piece of fabric out on your lab table

3. Select two members of your group to act as predators

4. The two predators should turn away while the other group member distribute ten chips of each color randomly on the cloth.

5. After 100 chips(prey population) have been placed on the cloth, the predators begin attacking. Each of the two predators removes 40 chips, on at a time(take the first chip that catches your eye, do not just grab anything.) Predators should turn away from the cloth each time they take a chip, so as not to spot more than one chip at a time. TAKE ONLY THE FIRST CHIP YOU SEE!

6. The observers should count the prey as each of the predators removes 40 chips.

7. When 80 chips have been removed, collect the 20 remaining on the cloth.

8. Record the number of chips of each color that survived on the provided data table

9. Now allow the population of survivors to reproduce by adding four chips of the same color for every chip that remains from the original population.

10. Repeat the above procedure for the second and third generations and record your results pin the same data table. The same predators should be used throughout the exercise.

11. Answer the following questions on the data table

THE CHART OUR GROUP CAME UP WITH IS AT THE TOP OF THE PAGE!

The other picture is also at the top of the page

THE NEXT SCRIBE WILL BE KAITLYN!

Scribe 1/24/12

Hi guys! Today in class we talked more about evolution and continued watching the movie we started yesterday. For homework, we have to do the double bubble map comparing/contrasting Darwin and Lamark's theories on evolution. Also, we have to read sections 16.1-16.3. Lastly, we have to start working on finding a group and a topic for the project due February 28!

Some of the important topics we discussed today were:

• Variation- many of the organisms Darwin observed were similar but differed from island to island. He concluded some organisms were similar because they all descended from a common ancestor but developed differently to suit the environment they lived in

• Natural selection- how organisms adapt to their environment in order to survive and pass their genes on to the next generation. Also, the environment determines which characteristics are beneficial to different organisms.

• The finches in the movie exhibited natural selection especially in their beaks
• there are two sizes of beaks- large and small
• during a year when there were smaller seeds, the finches with smaller beaks had a larger survival rate because their beak size was most efficient to eat the seeds.
• the next year, there would be more finches with smaller beaks because there were more finches with small beaks the year before to produce offspring with small beaks
• if during another year there were more seeds that were larger, the finches with larger beaks had a better chance of survival because their beak size best suited eating larger seeds

SYDNEY WILL BE THE NEXT SCRIBE

SCRIBE 1/23/12

Scribe 1/23/12

Today in class we talked about the theory of evolution. Evolution is how and in what ways living organisms have evolved over the history of the earth. The most important concept of evolution is that all living organisms have evolved from a common ancestor. Evolution did not occur overnight, it took millions and millions for evolution to occur for all organisms.

            Organisms evolve in order to benefit themselves. For example, Darwin’s Finches all have different beaks and body sizes in order to help them feed. When Charles Darwin, at the age of 22, came to the Galapagos Islands in order to observe the species in the diverse islands, he was unimpressed. The animals were not exiting; the land iguanas and tortoises were slow and not amusing. The landscape was barren with dormant volcano’s and little vegetation. After observing the tortoises for a longer period of time, Darwin realized that the tortoises from one island had different shaped shells than tortoises from other islands. This observation led to the idea of Natural Selection. Natural Selection is the idea that species evolve in order to become better suited for their environments. A great example of Natural Selection is Darwin’s Finches. Contrary to common belief, Darwin paid little attention to the little birds that would run around his feet while he spent his time in the islands. The small birds differ from island to island mostly based on how they got to their food. Some birds with larger beaks and bodies would eat larger nuts harder to get to while birds from another island with thinner beaks would eat smaller seeds in larger quantities.  

The theory of evolution has not been proven, but there is a lot of evidence that support the theory. Darwin was the first to discover evidence that supports the theory of evolution. Even though evolution is a controversial theory that has many people on both sides of the argument, those on the opposing side cannot deny the evidence of the theory.

Scribe January 9th

Hello everyone!

Today in class we mainly talked about the menstrual cycle. Here are some of the notes I took:

Hypothalamus Gland- regulates the secretion of the pituarty gland

Then the Pituitary Gland relapses FSH and LH.

The FSH and LH then stimulate the ovary to produce Estrogen and Progesterone.

WHEN ESTROGEN LEVELS ARE LOW THE HYPOTHALMUS SIMULATES THE PITUITA

RY Gland AGAIN, THIS IS THE PROCESS OF FEEDBACK!

The chart to the side is basically: What leads to the production of what?

Back tracking a bit: When the egg gets released, the corpus lutem is left over. The corpus lutem is the remains of the follicle. The CL secrets the hormones estrogen and mostly progesterone.

Why do we care about the uterine lining?

The egg, if fertilized will attach to the lining.

Contraception:

-Preventing the union of egg and sperm.

Barrier Method:

-Condoms

-Diaphragm

-Vasectomy

Chemical Methods: (prevents gamete formation or kills gametes)

-Pill

-IUD

-Spermicide

Behavioral Changes in Sexual practices:

-Abstinence

-Rhythm

-Withdrawal

Fertilization occurs in the oviduct

-Zygote- fertilized egg

Cell Division begins

- Embryo -1 cell

- Morula-solid ball of 64 cells

- Blastocyst- hollow ball of cells

Have fun!