Jan 30, 2010

Today in Class We…

l Turned in Page 5, web questions

l Checked in answers for UP p. 13~16 (Lab 26)

l Lab: Biochemical Evidence for Evolution

Homework…

l Bring calculator

l Finish UP p.17A~17F

UP p. 13~16 Selective Answers

2. Hemoglobin is: protein, composed of amino acids, chemical molecule.

http://www.google.com/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/b/ba/Hemoglobin_t-r_state_ani.gif&imgrefurl=http://en.wikipedia.org/wiki/Hemoglobin&usg=__Ccy5A1KgKpqDEWQlaYPAcjpvNKE=&h=301&w=400&sz=88&hl=en&start=2&zoom=1&tbnid=cSB9XihU58jC4M:&tbnh=93&tbnw=124&ei=QFonT_y8KMbk0QGB9_TxAg&um=1&itbs=1

5. The hemoglobin is

a) very similar between human and gorilla

b) not very similar between human and horse

c) not very similar between gorilla and horse

7. a)The chemical makeups of human and gorilla hemoglobin are very similar.

b)The chemical makeups of human and horse hemoglobin are not very similar.

c)The chemical makeups of gorilla and horse hemoglobin are not similar.

9. The base sequence of DNA is most similar between human and gorillas.

Biochemical Evidence for Evolution Lab

In this lab we:

l Learned about homologous structures

Determined which animal’s more related to human (chimpanzee, monkey, cow or frog?)

Materials

l 5 testing well trays

l 1 vial simulated human antiserum

l 10 stirring picks

l 7 plastic dropping pipettes

l 1 wax pencil

l paper towel

l 1 vial of simulated human serum

l 1 vial of simulated cow serum

l 1 vial of simulated chimpanzee serum

l 1 vial of simulated frog serum

l 1 vial of simulated monkey serum

l water

Procedure

1. Take one tray, label the animals and the wells 1~8.

2. In each well, place the corresponding serum as add in water in proportion as shown in chart

Well number	Drops of serum	Drops of water
1	8	0
2	7	1
3	6	2
4	5	3
5	4	4
6	3	5
7	2	6
8	1	7

3. shake the trays to mix the serums and water thoroughly

4. wait for 5 minutes to see the result

5. Record agglutination of each well in the data table

6. Repeat for all other serums

7. Rinse and dry all materials thoroughly.

Data Table

Use the following notations:

+++ heavy agglutination

++ medium agglutination

+ slight agglutination

_ No reaction

Organism	1	2	3	4	5	6	7	8
Human
Cow
Chimp
Frog
Monkey

Thank you all and have a nice day!

Next Scribe: ***Sophia***

Friday, January 6,2012

Today in class we:

1. 
   
   Turned in UP. Pg. 35-38


2. 
   
   Checked in and stamped UP. Pg. 15-18


3. 
   
   Went over answers for UP. Pg. 15-18


4. 
   
   Finished notes for Female Reproductive Cycle

Homework...

1. 
   
   Prelab UP. Pg. 9-14


2. 
   
   Study for finals

UP. Pg. 15-18 Answers:

1. Describe the levels of the estrogens in the blood at the beginning of the follicle phase.

The estrogen level in blood was low.

2. How does the hypothylamas react to the level of estrogens at the beginning of the follicle phase?

The hypothylamas produced a releasing hormone to stimulate bringing FSH/LH into the blood.

3. What happens to the lining of the uterus when estrogen levels rise?

The uterus lining thickens.

4. Which phase is the shortest phase in the cycle? What horminal activity begins in this phase?

Ovulation begins after a sudden push of FSH/LH, which causes the follicle to release a mature ovum.

5. What hormone is released by the corpus luteum immediately after ovulation?

Progesterone.

6. During what phase are the chances of an egg being fertilized greates?

At the beginning of luteal phase.

7. If the egg is not fertilized, a partiticular hormone falls below a certain level and signals the start of menstruation. What is this hormone?

Estrogen.

Female Reproductive Cycle Notes:

Reproductive Cycle

• recurring series of events that have a cycle of about 28 days



• producing gametes that are available for fertilization



• preparing body for pregnancy



• Ovarian Cycle: growth and release of hormone



• Mentrual Cycle:preparation of uterus for embryo implantation

Phases

1. Menstruation

• around day 1-5


• uterine bleeding due to breakdown of endometrium


• sign of no embryo implantation

2. Follicle

• matures


• releases estrogen

3. Ovulation

• day 14


• matured egg released from the ovary (usually one)

4. Luteal

• develpoment of corpus luteum


• releases progesterone

Hypothalamas: reads level of hormones in brain

Hormones

• 
  
  FSH

---follicle stimulating hormone

---from anterior pituitary

• 
  
  LH
  ---luteinizing hormone

---from anterior pituitary

---peaks about day 14

---stimulates completion of meiosis I

---promotes secretion of more estrogen and progesterone

---ovulation test

• Estrogen

---released from matures follicles

---thickens endometrium

---inhibits more FSH/LH release

• Progesterone

---released from corpus luteum

---thickens endometrium

• When egg is released...

---low FSH and LH :don't want another egg!

---high estrogen and progesterone: thick endometrium!

• HCG

---human chorionic gonadotropin

---present if embryo implants in endometrium

---maintains corpus luteum

---continues to secrete estrogen and progesterone

---pregnancy test

Secondary sex characteristics

• Male

---deeper voice

---beard and body hair

---chest broadens

---larger muscles

---longer growth stage

• Female

---enlargement of breasts and reproductive organs

---wider hips

---hair in armpits and pubic area

---menstruation

---fat deposits under skin

Next Scribe: **Sophia**

Scribe Post for Thursday, October 20, 2011

Today in Class...

• finished and went over UP. 33
  


• finished bacteria notes
  


• recorded data in both bacteria labs (UP. 19-25)

Today's Homework...

• finish lab analysis (UP. 19-25)
  


• read textbook Chapter 24 and finish note sheet
  


• work on disease script---due on Halloween


• work on spice lab (Up.39-42)

UP. 33 Antibiotics

III. Analysis

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

Neomycin.

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

Tetracycline.

3. Are both organisms equally sensitive to each of the antibiotics used? Explain.

No because there are size differences in the zone of inhibitions.

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

B. subtilis.

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

Neomycin.

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

Antibiotics are specific at which bacteria they cure the best.

8. What feature does this experiment lack which it should have included?

A control group.

9. How would you correct this mistake?

Add a paper disk with no antibiotic in both petri dishes.

Important Information in the Notes

Power of Antibiotics

• Zone of Inhibition---area in which the growth of bacteria is prevented or inhibited by an antibiotic or other substance; measurable

Koch's Postulates

1. The same, specific pathogen must be identified in each host that has the disease.
   


2. The pathogen must be isolated from a host and grown in a pure culture, one in which no other kinds of cells are present.



3. The original disease must be produced in experiment hosts that are inoculated with the pathogen from the pure culture.



4. The same pathogen must be isolated from the experimental hosts after the disease develops in them.

Bacteria Labs

How Common are Bacteria and How Quickly Do They Reproduce?(UP. 19-22)

observe the agar surface and count the number of colonies

• without removing the cover
  


• white, creamy, or yellow dots


• white fuzzy colonies are molds


• each colony represents what was one original cell placed on agar surface


• record the numbers in the data table an share with your partner
  

Using Antibiotics to Stop Bacterial Growth (UP. 23-25)

look for zones of inhibitions surrounding the paper disks and measure the diameters in mm

• do not open the petri dish
  


• record the measurements in the data table and share with your partner

Thank you for reading,

see you tomorrow in class!

Helen

Next Scribe: ***Melissa***