Fetal Pig

What we did in class today:
            - Corrected and Stamped lab 54 & 55
            - Started going over respiration notes
Homework:
            - Fetal Pig Lab due Tomorrow!
            - Fetal Pig Test tomorrow (Fill in the blank) !!!
            - UP. 47-56 (all you can do)
            - Crossword due 6/1
Studying For Tomorrows Test:

          External Anatomy~
                - Anterior and Posterior End
                - Dorsal
                - Ventral
                - Nipples
                - Genitals
                - Umbilical Cord, Arteries, and Veins.
      
         *Male VS. Female* (internal)  Below: Urogenital System v v v v v v







      Circulatory System:





STUDY:
          - Page 2 in Pink Fetal Pig Packet (Know What, Where, and Function)
          - Labs 54 and 55 (don't forget to color code diagrams!)
          - Recognize Male VS. Female (Pictured Above)


Found some great quiz video's ... Get a sheet of paper out and pause to answer questions!!!

External Structures

Thoracic Structures

Urogenial Structures

Thanks! Happy Studying... 

*****NEXT SCRIBE IS MARK***** long live bacon

       

Scribe post May 15th

Circulation Note Review


We've been studying the circulatory system!

• helps exchange materials
• internal transport
• cell diffusion
• O2 from lungs-->blood-->tissue
• CO2 from tissue-->blood-->lungs

There are two types of circulatory systems, single loops and double loop

We have a double circulatory system. The path of blood goes as follows:

1. Right Ventricle ---> Lungs (pulmonary semi-lunar valve)
2. Pulmonary Arteries
3. Capillaries (O2 diffuses into tissue, CO2 diffuses out)
4. Pulmonary Veins
5. Left Atrium (bicuspid valve)
6. Left Ventricle
7. Aorta
8. Capillaries (O2 diffuses into tissue, CO2 diffuses out)
9. Superior and Inferior vena cava (superior on top)
10. Right Atrium (tricuspid valve)






DON'T FORGET TO DO YOUR MOODLE NOTES FOR NEXT CLASS












Next scribe: Charles

Scribe Post  for May 9, 2012

Today In Class:

-Got back worksheets and went over them

-Went over Nutrient lab

-Took the Design a Quiz

-Reviewed for Test May 10!

Homework:

-Study!!!!!

Today we went over the digestion worksheets, the frog lab, the Nutrient lab and also got our Tissues and Excretion quizzes back.

Important things for test:

-Go over labs because there may be questions

-Know the different enzymes, what they do and where they are found.

And  that was it for today!

Don’t forget to study and good luck!

Next Scribe:Anna 

Scribe Post 5/7

Hi Class!!!

In class today we-

• Collected lab 55 (frog lab)
•  Stamp nutrient pre-lab
• Went over class data from calorimetry lab
• went over nutrient lab pre-lab 
• Practice quiz

Homework-

• Design a quiz due TOMORROW!
• Finish calorimetry lab 
• Test Thursday, Study!!!

*** Just a reminder about the design a quiz! It should be 20 questions. the 

questions should be thought provoking and at an honors course level. Make sure that you use variations of questions like fill in the blank, multiple choice, and matching. Add at least one diagram in it. 


For a long time in class today we reviewed the calorimetry lab. Everyone was a little bit confused of how to find answers to how find energy content in a food. 


Remember these things, the basic formula for solving the energy content in a food is

Energy content of food = Energy gained by water / The change in the mass of food 

Before you can do that formula, you have to be able to find the energy gained by water. This is the formula for how to solve it.

Energy gained by water = (mass of water) x (Changet of water) x (4.18 J/g C)


Before you can calculate the energy of your food you have to divide your answer by 100. this is because it is in joules and needs to be converted into kilojoules.


Practice that and make sure you know how to do it because you need to understand it for the test!

Next we went over the pre-lab for the nutrient lab!

We will be testing foods for protein, simple sugars, starch, and lipids

We will do these by a variety of tests.. these test are.......

Iodine Test-
Tests for starch. this test is when you use Lugol's iodine solution. this yellow-brown solution will mix with the food. if there is starch present it will turn blue-black in color.  

Benedict's Test - 
Tests for simple sugars. It is blue in color, but when there is sugar it will change to green yellow or brick red.


Biuret Test-
Tests for proteins. When you add the solutions to food and stir, the mixture will either stay blue for negative results or turn pink-purple for positive results. 


Brown Paper Bag Test- (sounds dangerous)
Basically you leave your food on the brown paper bag and if it leaves an oily smeary translucent smear it is positive for lipids. If it does not, then it is negative..


Also remember to bring your own food to test!


Have a good night!


NEXT SCRIBE- JEREMY FINE





 

Scribe Post 5/3

Today in class we...

• Finished the notes packet
• Watched a video

Tonight's Homework...

• Digestion handouts due Friday
• UP p.47-51 Prelab due Friday
• Lab #55 due Monday
• Design a Quiz due Tuesday (closer than you think!)

In the Notes...

• The stomach engages in chemical, and mechanical digestion
• HCl, gastric juice, Rennin, and Pepsin chemically digest
• Constant churning from the stomach mechanically digests
• After the stomach, the "food" moves into the duodenum of the small intestine

• Villi and microvilli absorb the nutrients into the capillaries
• Villi and microvilli increase the surface area, expediting absorption

Moving on to something a little off topic in the notes...

• The old Food Pyramid is no longer effective (Right)
• Based on "servings" which can vary
• Made in 1992, it has recently been revived
• The new Pyramid focuses on easily measurable items

• Orange= Grains; 5-8 oz.
• Green= Vegetables; 2.5 cups
• Red= Fruits; 2 cups
• Yellow= Oils
• Blue= Milk; 3 cups
• Purple= Beans and Meats; 5.5 oz.

• Eating disorders are seriously dangerous, and present all around the world
• Malnutrition: a deficiency of one or more of the essential nutrients
• There are 8 critical amino acids for survival
• Kwashiorkor: Inadequate protein intake. Lack of blood proteins lead to swollen limbs
• Undernutrtion: Lack of the essential amino acids forces the body to break down muscles and brain
• Obesity: Too high of a ratio of weight to height
• 25% of Americans suffer from obesity
• Fat Cravings: Believed to be an evolutionary advancement, a craving for fattening foods
• Anorexia and Bulimia are more common in the US
• Largely caused by harsh media portrayals of "pretty"

Next Scribe: **MINJI WILL***

Scribe Post 5/2/201

  ***Just an FYI in class today Jeremy said I had the scribe post tonight and not Alexis which is why I am being scribe today, in case you were confused***

TODAY IN CLASS WE.....

• Had a demo
• Took notes
• Had two more demos to go with the notes

We took a lot of notes on enzymes today so if you weren't there it was the wrong day to miss ;) Luckily I am posting this to help you out :)

THE FIRST DEMO

We put unsalted Saltines in our mouths (without chewing) until they dissolved.  Then we compared the before taste (right when we put them in our mouths) to the after taste (when they were mushy). 

          What SHOULD have happened: The after taste should have been sweeter than the before taste.

          WHY this should have happened: The enzymes in the saliva in your mouth have begun to break          down the cracker into simple sugars (ie: glucose) hence the sweeter taste.

          HOW this relates to the unit: The break down of food in your mouth after ingestion (not to be confused with inDIgestion *coughjeremycough*) into simple sugars is the beginning of the digestive process.

THE NOTES

• First we finished the filling in the diagram on page 15 (shown below)

• Then we filled out the chart on page 16. The organs and enzymes listed below are things that we took notes on either on the diagram or the chart.

MOUTH : chews, lubricates and uses tongue to swallow food

• SECRETES- about 1 liter of saliva per day
• ENZYMES- salivary amylase (ACTIVITY OF DIGESTION) which breaks down starch into simple sugars (like in the cracker demo)

ESOPHAGUS : 

• SECRETES- nothing
• ENZYMES- none
• ACTIVITY OF DIGESTION- Moves food from mouth to stomach with peristalsis (constriction and relaxation of the muscles to move the food downward). Connects pharynx to stomach.

STOMACH : Food is in the stomach for 2-6 hours. It can hold about 2 liters of food and/or liquid. It churns the food and the lining of the stomach is coated with mucus to prevent it from eating itself.

• SECRETES + ACTION OF SECRETION-

                  -Gastric juice: Has a pH of 8-2

                  -HCl: activates pepsin and kills bacteria

                  -Pepsin

                  -Rennin

• ENZYMES + ACTIONS OF ENZYMES-

                  -Pepsin: breaks proteins down into amino acids

                  -Rennin: works with milk proteins (curdles milk by separating solids from the water)

SMALL INTESTINE : 2 1/2 cm wide and 6m long. Completes digestion and absorption. Covered in villi and microvilli to increase its surface area which in turn increases its ability to absorb things.

• SECRETES- Injestinal juice
• ENZYMES + ACTIONS OF ENZYMES-

                  -Peptidase: breaks  proteins down into amino acids

                  -Maltase: breaks maltose into two glucose molecules

                  -Sucrase: breaks sucrose down into glucose and fructose

                  -Lactase: breaks lactose down into glucose and galactose

APPENDIX : Found near the start of the large intestine.  Food is not supposed to pass through it (accessory organ) and if food does enter it, it may need to be surgically removed.

LARGE INTESTINE (COLON) : 5cm wide and 1.5m long. Begins by ascending (going up), then transversing (going horizontally) then descending (going down) then finishes by being sigmoid (going in a squiggly line).

• SECRETES- nothing
• ENZYMES- none
• ACTIVITY OF DIGESTION- Absorbs H2O and uses peristalsis to compress feces which are made up of things like cellulose and e. coli

PANCREAS : Accessory organ

• SECRETES- Pancreatic juice
• ENZYMES + ACTIONS OF ENZYMES-

                 -Trypsin: breaks down protein into amino acids

                 -Lipase: breaks down fats(lipids) into glycerol and fatty acids

                 -Pancreatic amylase: breaks down starch into simple sugars

LIVER : Accessory organ

• SECRETES + ACTION OF SECRETION-

                - Bile juice: bile salts emulsify*** fats

***Emulsify is when you take a big glob of something and break it up into a bunch of little globs. This increases the surface area making the fats more accessible to lipase.

THE OTHER DEMOS

RENNIN AND MILK DEMO:

           Mrs. Andrews demonstrated how rennin works by putting some store bought rennin into a glass of milk and mixing it around. The milk curdles and solid chunks appeared in a clearish liquid.

JELLO DEMO:

          We were given an observations sheet to record what happened during the demo. In the first column we recorded the characteristics of Jello (ie: solid but squishy). Then Mrs. A told us to hypothesize as to what would happen if you made Jello with fresh pineapple in it and what would happen if you made it with canned pineapple in it. She then showed us examples of what would happen. The Jello with fresh pineapple in it stayed a liquid but the Jello with canned pineapple in it solidified. This is because when the pineapple is canned it is heated up which gets rid of the enzymes that reacted with the Jello in the fresh pineapple example. Then Mrs. A told us to hypothesize about what would happen if Jello were made with Adolph's Meat Tenderizer and McCormick's Meat Tenderizer. Then she showed us two examples of what would happen in both cases. The one with Adolph's Meat Tenderizer was fairly solid but still a little liquidy and the cup with McCormick's Meat Tenderizer was mostly liquid and just a little solidified. This happened because the different enzymes in the tenderizers reacted with the Jello and did not allow it to solidify properly.

HOMEWORK

1. Lab #55 - UP p. 41-46 due Monday (we should have some time in class to work on this)
2. Digestion handouts due Friday
3. Design a quiz due 5/8      

NEXT SCRIBE****SIDD**** 

5/1/2012 blog post

Today in class.... We started digestion notes
We took a quiz on Chapter 21

Homework: Nothing due tomorrow
Digestion packet do Friday
Work on design-a-quiz

Note: For the notes, we labled a diagram (in the notes packet) that wasnt on the moodle, it looks a lot like the following picture:

Dont forget to also label the sphincters (could not find a diagram with them, but they are at the base of the entrance and exit of the stomach).
We also went over the for stages of digestion: Indigestion, digestion, absorption, elimination.

Thats pretty much all we did. Next scribe: ****Alexis*****

Scribe Post April 30th

Today In Class:
Stamped UP 13-17
Urinalysis Lab UP 27-38
Went over UP 10-11 and 13-17
Got a study guide ch 21
Urinalysis
In this lab we analyzed 4 different urine samples, to compare them to the "ideal urine". By performing different tests on the urine samples, we had to identify what conditions the patients had. For example, glucose in the urine = diabetes.
Physical Characteristics: we observed the urine


Sample     Color             Clarity                                                           Scent            pH
Patient 1=neon yellow        All were clear ex. patient 3 was cloudy    no scent                6
Patient 2=Light Orange                                                                    smokey scent       4
Patient 3=pale yellow                                                                         sour scent         7
Patient 4= Neon-ish yellow                                                              nothing                 7

Benedict's Test (for sugar)- heated the urine samples with Benedict solution
Before heating:           Color after heating                                              Results (+/-)                                      
all were blue/green     All same as before except Patient 1 was red brown         All - except patient 1 is +
Patient 1 has glucose in urine

Biuret Test (for proteins)-added Biuret solution to the urine samples and examined a color change
Initial Colors                                    Final Color                                      Results
(see physical characteristics chart)     All green except Patient 2 is orange     all - except Patient 2 is +
Patient 2 has protein in urine

We did not get to the microscope part

Page 11:
1. I
2. J         the collecting tubule
3. K (proteins are BIG)
4. E
5. J      no sugar in collecting tubule or else its diabetes
6. D     proteins are BIG

13-17
Kidney Dialysis

There is salt in dialysis bag, not in cup. After, there is salt in the bag, not in the cup. Color of the bad is red, the water is clear. After the bag is still red, but the water is yellow.

1. The bag is the circulatory system. The salt is the blood cells. The waste from the blood is emptied into the cup, the nephron. The salt, blood cells do not get through because they are too big. There shouldn't be blood in the urine
2. Kidneys are like water treatment plants because they filter the solution and pump it back cleaned.
3. Kidneys also are red blood cells producers, and they regulate blood pressure and calcium levels.
4. Urine can be analyzed to determine the condition of a patient. For ex. glucose in urine means diabetes.
5. The blood stays in the circulatory system in a normal kidney. Ammonia goes into the nephron and is excreted as urea.
6. Land animals are constantly losing water.... ( can anyone add?)

HOMEWORK:
Read Ch 22
Quiz tmrw on excretion and tissues!
Design a quiz 5/8
Lab 27-38 finish
UP 39-40
Ch 21 study guide


NEXT SCRIBE.....JEREMY

Scribe Post April 27th 2012

Today:

1. STAMPED UP p. 7-11
~ video clips of excretion (ch 36)
2. Lab - kidney dialysis simulation UP p. 13-17
3. Lab - kidney dissection UP p. 19-25
4. go over UP p. 7-11

UP. Pages 9-10 - Page 11 is a Self Quiz- Pages 7-8 is a Review/Overview Page 

Page 9 

 Secretion - Process by which metabolic wastes are removed from the body

Aorta - Carries blood containing waste away from the heart to the kidneys

Inferior Vena - Carries filtered blood too the heart from the kidneys




Page 10



Renal Medulla - Inner part of the kidney 

Renal Cortex - outer part of the kidney, contains nephrons 

 
***The Kidney Dissection Lab (Pages 19-25) CAN be completed with given information (in paragraphs) and notes.***





Video on Excretion - (NOT THE SAME VIDEO FROM CLASS BUT COVERS SAME CONCEPTS)





 Forward to about 0:48 for explanation w/ Diagram

 

( http://www.youtube.com/watch?v=PP--C18mMs0 )

Home Work:

1. finish UP p. 13-17 & 19-25
2. label UP p. 58-59 (excretory parts)
3. pre-lab - UP p. 27-38
4. design a quiz due 5/8
5. start digestion on Monday (read CH 22)

 Get Ready for the Urinalysis Lab on Monday!

Thanks for reading,

Siddharth Rajan

***Next Scribe***


Melissa .A.

Scribe Post 3/13/12

Today in class we:
- Watered and Measured the plants
- Took a Ch.16 Quiz
- Finished Ch.28 Notes

Homework:
- Complete Ch.28 Study Guide due 3/19
- UP pg.41-54 due 3/19
- UP pg.19-34 read and prep lab for tom.
- Wildland project
- Ch.28 Quiz Tuesday 3/20
- BRING TEXTBOOK TOMORROW!

Plant Reproduction

This diagram shows the reproductive process of the male gametophyte (pollen) and the female gametophyte (embryo inside an ovule).

Process of Double Fertilization



The 2 diagrams above show the 4 steps to Double fertilization:
1. Pollination
- A pollen grain sticks to the stigma and germinates then,
- it travels down the pollen tube and stops midway to:
2. Form into 2 sperms
3. Travels rest of the way through the pollen tube to the ovule
4. Double fertilization occurs
- the first sperm fertilizes the egg, forming a normal 2n zygote.
- the second sperm fertilizes two polar bodies to form 3n or the tripod central wall, which later becomes the endosperm that nourishes the embryo.

Seed Formation

-Cotyledons are organs that absorb nutrients from endosperm for the developing embryo
-Embryos develop a tough protective seed coat when mature
-The seed stays dormant until environmental conditions are favorable

Fruit Formation

Fruit= mature ovary

Seed Germination


-The seed coat ruptures as it expands with water
- The embryos' roots emerge first then its' shoots which from a hook to protect it
- The plants' leaves starts to expand and photosynthesize
- Only a small number of seedlings are able to reproduce

Plant Growth
- Some plants have indeterminate growth with means that plants can continue to grow as long as they live
- They have a finite life span
- Annuals mature and reproduce and die all in 1 season Ex.) wheat, corn, rice, impatients
- Biennials grow in the 1st year and reproduce during the second year Ex.) carrots
- Perennials live and reproduce for many years Ex.) trees, shrubs, some grasses
Primary Growth= lengthening
Meristem- are cells that divide to create new cells and tissues
Secondary Growth= thickening
wood= dead tissue
Vascular cambium- generates secondary xylem and phloem. Secondary xylem produced each year gives the thickness of perennial plants and wood= annual growth of rings
Cork cambium protects the stem when the plants' mature, then it dies.
Everything outside the vascular cambium: secondary phloem, cork cambium, cork = bark

Pollinators and flowers have a mutual symbiotic relationship
Flower benefit through seed dispersal and pollination
Pollinators benefit through nectar and pollen for food
Color and fragrance attract the pollinators
Birds see red/pink
Bees use smell

Sincerely,
Nazia

NEXT SCRIBE POST: ***Michael***

Scribe Post 3/13/12

Today in class we:
- Watered and Measured the plants
- Took a Ch.16 Quiz
- Finished Ch.28 Notes

Homework:
- Complete Ch.28 Study Guide due 3/19
- UP pg.41-54 due 3/19
- UP pg.19-34 read and prep lab for tom.
- Wildland project
- Ch.28 Quiz Tuesday 3/20
- BRING TEXTBOOK TOMORROW!

Plant Reproduction

This diagram shows the reproductive process of the male gametophyte (pollen) and the female gametophyte (embryo inside an ovule).

Process of Double Fertilization


There are 4 steps to Double fertilization:
1. Pollination
- A pollen grain sticks to the stigma and germinates then,
- it travels down the pollen tube and stops midway to:
2. Form into 2 sperms
3. Travels rest of the way through the pollen tube to the ovule
4. Double fertilization occurs
- the first sperm fertilizes the egg, forming a normal 2n zygote.
- the second sperm fertilizes two polar bodies to form 3n or the tripod central wall, which later becomes the endosperm that nourishes the embryo.

Seed Formation
-Cotyledons are organs that absorb nutrients from endosperm for the developing embryo
-Embryos develop a tough protective seed coat when mature
-The seed stays dormant until environmental conditions are favorable


Fruit Formation

Fruit= mature ovary

Seed Germination

-The seed coat ruptures as it expands with water
- The embryos' roots emerge first then its' shoots which from a hook to protect it
- The plants' leaves starts to expand and photosynthesize
- Only a small number of seedlings are able to reproduce

Plant Growth
- Some plants have indeterminate growth with means that plants can continue to grow as long as they live
- They have a finite life span
- Annuals mature and reproduce and die all in 1 season Ex.) wheat, corn, rice, impatients
- Biennials grow in the 1st year and reproduce during the second year Ex.) carrots
- Perennials live and reproduce for many years Ex.) trees, shrubs, some grasses
Primary Growth= lengthening
Meristem- are cells that divide to create new cells and tissues
Secondary Growth= thickening
wood= dead tissue
Vascular cambium- generates secondary xylem and phloem. Secondary xylem produced each year gives the thickness of perennial plants and wood= annual growth of rings
Cork cambium protects the stem when the plants' mature, then it dies.
Everything outside the vascular cambium: secondary phloem, cork cambium, cork = bark

Pollinators and flowers have a mutual symbiotic relationship
Flower benefit through seed dispersal and pollination
Pollinators benefit through nectar and pollen for food
Color and fragrance attract the pollinators
Birds see red/pink
Bees use smell

Sincerely,
Nazia

NEXT SCRIBE POST: ***Michael***

Scribe Post 3-12-12

Today in Class We:

~Watered and Measured Fast Plants

~Notes (Ch. 28: Flowering Plants)

Know Monocots vs. Dicots for Lab!!

*Memorize these characteristics below*

Roots: Root hairs-increase

surface area of root for

absorption.

Large taproots - store food

such as starch for plant (Ex:

carrots, turnips, sugar beets,

sweet potatoes................................Monocot Root --->

<--- Dicot Root

.................................................................................................................................

Stems - Terminal bud is at apex of stem

when plant stem is growing in length.

Axillary buds, in angle formed by a leaf

(and stem) are dormant.

Terminal bud produces hormones

inhibiting growth of axillary buds = apical

dominance, so plant can grow up to sun.

Axillary buds begin growing and develop

into branches under certain conditions.

Types of Stems

Runner in a strawberry plant = horizontal

stem - new plants emerge from tip of

runner = asexual reproduction

Rhizome of an iris plant =horizontal

underground stems = store food, & can

bud new plants

Tubers are rhizomes ending in enlarged

structures (potatoes). Eyes of potato are

axillary buds, can grow when planted.

Leaves - flat blades (for light collection) and

petioles (joins leaf to stem.) Celery is a big

petiole.

Tendrils = modified leaves for climbing

and support .

Spines of a cactus = modified leaf parts

protecting plant. Cactus stem is

photosynthetic.

2 Plant Vascular Tissues:

1. Xylem - contains water conducting cells -

move water & minerals up stem

2. Phloem -contains food conducting cells -

transport sugars from leaves or storage tissue

to other parts of plant

3 Tissue Systems continuous throughout

plant:

1. Dermal-covers, protects, waxy coating

(epidermis)

2. Vascular- xylem and phloem; support,

transport

3. Ground - bulk of young plant, fills spaces

between epidermis and vascular.

Photosynthesis, storage, support.

Types of ground tissue:

Cortex - in root,cells store food, take up

water & minerals.

Endodermis - selective barrier in cortexdetermines which substances pass between

cortex and vascular tissue.

Pith - fills center of stem in dicots, food

storage.

***NEXT SCRIBE**: NAZIA

Scribe Post 3/9/12

Today in class we:

-Measured/watered Fast Plants
- Researched in IMC for Wildlands project

HW: 1. Read CH 28 by Monday
2. bring TEXTBOOK to class ALL next week!
3. wildland project
4. STUDY


Chapter 16 Overview:

*The required pages for Chapter 16 are pages 320-334 & 340-341

Why should we study plants?
Provide us with Oxygen, food, clothing, paper, supplies, energy, and sustain life.

Plant Kingdom is: -Multicellular
-Eukaryotic
-Autotrophic (by photosynthesis)

Land Adaptations: 

1. Mycorrhizae: root-fungus combinations-fungi absorb water and minerals from soil, plant sugar nourishes fungi

2. Stomata: Microscopic pores through leafs surface exchange CO2 and O2

3. Cuticle: Waxy layer coating leaves and other aerial parts to help retain water

4. Lignin: Chemical which hardens cell walls

5. Roots and Shoots

6. Xylem tissue: (transports water up) and Phloem tissue (transports food around)

7. Protected Embryo: gametangia -a jacket of protective cells surrounding a moist chamber where gametes can develop without drying out

8. Seed Dispersal: Rely on wind or animals

Origin of Plants from Green Algae

Charophyceans: group of multicellular green algae; closest to plants (in evolution)

Four Major Periods of Plant Evolution:

1. Bryophytes (mosses)

2. Ferns

3. Gymnosperms (conifers)

4. Angiosperms (flowering)

1. Bryophytes- Mosses (many plants growing in a tight pack)

Key Characteristics:

• No cuticle
• Need water to reproduce 
• Flagellated sperm
• No vascular tissue
• Like damp/shady places

Green Spongy plant = Gametophyte (male & female are separate plant shoots)(n)

Taller brown shoot with a capsule; grows out of gametophyte = Sporophyte (2n)

Alternation of Generations:

• 2 Generations that "take turns" producing each other
• Gametophytes produce eggs and sperm; unite to form zygote which then forms new sporophytes
• Sporophytes produce spores
• Spores develop new organism without uniting
• New organism produces gametophytes again
• Process repeats
• ***Gametophyte = Larger more obvious plant in mosses

2. Ferns

Key Characteristics: 

• most in tropics/temperate woodlands
• vascular tissue present (Xylem and Phloem)
• Sperm flagellated
• ***seedless (have spores)

Alternation of Generations:

• Sporophytes are diploid and gametophytes are haploid

• ***Sporophyte is the dominant stage in ferns (Gametophyte for mosses)
• Heart Shaped gametophyte = prothallus

3. Gymnosperms:

Key Characteristics: 

• Cone Bearing
• Life cycle on dry land
• oldest organisms on earth
• retain leaves throughout year
• thick cuticle
• source of wood and paper

Reproduction: 

• Pollen contains cells that develop into sperm
• Wind carries pollen to female cones
• Eggs develop in female cones
• ***Evolution of a seed- a plant embryo packaged along with a food supply without a protective coat
• Bear seeds naked on cone scales
• Seeds germinate under favorable conditions
• 2 types of cones
• Female cone is most familiar (hard, woody, scaly)
• Male cone is smaller; lower on the tree; release pollen

4. Angiosperms:

Key Characteristics:

• Dominate most regions
• 250,000 Species
• Vascular tissue
• ***Evolution of a flower = Responsible for unparalleled success
• Flowers display male + female parts
• insects/animals transfer pollen
• Flower: Short stem with modified leaves: sepals, petals, stamens, carpels

Parts Of A Flower + Function:

Sepals: green, enclose flower before it opens

Petals: Attract insects 

Stamen: Filament (stalk) bearing a sac called anther (male organ in which pollen develops)

Carpel: Sticky tip traps pollen (stigma), 

Ovary: Eggs develop here

Angiosperm Life Cycle:

• Pollen lands on stigma, tube goes down to ovule
• Deposits 2 sperm nuclei within female gametophyte = double fertilization
• One sperm cell fertilizes egg making zygote, developing into embryo
• Second sperm cell fertilizes another female gametophyte cell which develops into a nutrient-storing tissue called endosperm

Hope this helps summarize chapter 16 and the notes we did in class.

See you in class,

Mark

Next Scribe:
 Charlie

Scribe Post 2/29/11

Today in Class we...

1. Handed in the crustacean lab
2. Finished up the note packet
3. Did and handed in classification lab

• Notes

-7 classes of Chordates (vertebrates)

+Agnatha

+Chondrichthyes

+Osteichthyes

+Amphibia

+Reptilia

+Aves

+Mammalia

-Agnatha

-Lack jaws (jawless)

-Use their jawless mouths to stick to the sides

of other fish

-(pictured right-------->)

-2 chambered heart, ectothermic (cold blooded)

-Chondrichthyes

-Ex: shark, rays, skates

-Made of cartilage**

-amazing sense of smell

-2 chambered heart, ectothermic

-Osteichthyes

-Bony fishes

-Stiff skeleton with calcium salts

-Buoyant (because of an air filled sack called a swim bladder)

-Do not need to swim to filter water through gills**

-2 chambered heart, ectothermic

-Amphibia

-Ex: Frog, newt, toad, salamander

-Breathe through skin (require moist skin)

-Double life cycle featuring a metamorphisis --->

-First vertebrates to colonize land

-3 chambered heart, ectothermic

-Reptilia

-Ex: Snake, lizard, alligators

-Have scales, claws

-Lay amniotic eggs

-3 chambered heart, ectothermic

(require less than 10% of a mammal their size

-Aves

-Ex: Bird

-Lay amniotic eggs, have scales

-Adapted to flying

-Honeycombed bones

-1 ovary vs. 2

-no teeth

-Only 2 flightless species

-4 chambered heart, endothermic (warm blooded)

-Mammalia

-Ex: Humans, Bears, Mouse

-Mainly terrestrial

-Hair and Mammary (milk producing) gland

-4 Chambered heart, endothermic

• Classification Lab:

-Pertained to the 7 classes from the notes

-We observed different jarred/dead animals and had to classify them according to the key on the first page of the lab

-there were 21 animals of varying classes

-We turned them in at the end of class!

• HOMEWORK!
• do UP page 73
• GET A HEAD START FOR NATURE ARTICLE IF NOT ALREADY COMPLETED (due friday)

Next scribe: Mark