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 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 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 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

Scribe Post 2/28/12

Today in Class...
-Turned in Starfish Lab
-Did Arthropod Lab (UP. 59-62)
-Did Phylum Chordata Notes (p.24-25)
-Watched Life in the Undergrowth (Last 5 minutes of class)

Arthropod Lab
In this lab we were trying to distinguish differnces between the three classes, Class Insecta, Class Crustacea, and Class Arachinda, of Phylum Arthropada. The three organisms we compared were a crayfish, a grasshopper, and a spider.
Crayfish Diagram (side view)-

Grasshopper Diagram (side view)-

Spider Diagram (side view)-

Even though these organisms share many similarities, they also have distinct differences due to the fact that they are in different classes. Here are a few differences between the organisms-
-number of leg pairs:
grasshopper: 3 pairs
crayfish: 4 pairs
spider: 4 pairs
-number of body regions:
grasshopper: 3
crayfish: 2
spider: 2
-antennae present:
grasshopper: yes
crayfish: yes
spider: no
-wings present:
grasshopper: yes
crayfish:no
spider: no

Notes
Phylum Chordata Traits:
-cord
-notochord
-pharyngeal slits
-post-anal tail

Vertebrates-chordates which have a backbone

Class Agnatha
-Jawless Fish
-2 chambered heart
-ectothermic or exothermic

Class Chonrichthyes
-Cartilaginous Fishes-Sharks, Skates, and Rays
-have flexible skeleton made of cartilage
-2 chambered heart
-ectothermic or exothermic

Video
The video showed various types of centipedes, some as long as 13 inches, and the ways they optained their prey.
If you missed it, here's a segment of it-

http://www.youtube.com/watch?v=bf-aN5ZlBNo

Homework...
-finish UP. 59-62
-Up. 73 due Thursday
-Study... Quiz..
-Nature due Friday

Next Scribe: Olivia

Scribe Post 2/27/12

Today in Class...

-Turned in the isopod lab

-Starfish dissecting lab- UP 63-66

-Watched a video about invertebrates

Starfish Lab

Starfish are a part of the Echinodermata Phylum

-echin means prickly

-derma means skin

Starfish feel prickly and squishy

Parts of Starfish- what we looked for

Dorsal View

Central disc- center of starfish

Rays- "arms" usually five

Madreoporic plate- small yellow or red structure on central disc

Spines- hard, covers everything, part of exoskeleton

Aye spot- tip of each arm

Anus- opening in center of central disk

Ventral View

Mouth- center of central disk, surrounded with spines

Ambulacral groove- groove along center of rays

Tube feet- at tips of ambulacral groove, help with movement

After snipping of the tip of one ray, there is a gland called the pyloric cecum - part of digestive system

There are 5 in a starfish

Starfish have separate sexes,

testes are gray, ovaries are orange- but it is hard to tell in preserved starfish

There are 5 paris of gonads in a starfish

They have 2 stomachs

The mouth is on the ventral side- above stomach

The anus is on the dorsal side-under stomach

Water vascular system- Madreoporic plate and anything connected to it

Tube feet- suction cups, help starfish move and hold prey

Ampullae- connected to a tube foot, pink and bulblike

5 Radial Canals- inside ambbulacral groove, long hollow tube that is connected to all other radial canals through ring canal

1 circular canal

Human Ciculatory system is like the Starfish's Vascular sytem because they both have "canals"(blood vessels) that transport things

http://www.youtube.com/watch?v=pMAFZgiQ5OM&feature=related

Video:

Invertebrates can live without vertebrates, but vertebrates can't live without invertebrates.

Most animals are invertebrates.

Not the same video but its a good review about invertebrates:

http://www.youtube.com/watch?v=rU-pqs6gVPc

Homework:

Finish UP 63-66

Up 75-76

Nature due this Friday

Next Scribe:

Brianna

Scribe Post: Thursday 2/16

Today in class we did a protist lab!

Homework:

1. finish UP p. 27-31

2. Read CH 15 - protists

3. Read and prep for UP p. 39-40 & 41-43 labs

4. Nature due 3/2

Lab:

Background Info on Protists:

-one-celled organisms

-found in a variety of habitats

-specialized

-some are autotrophic (need light for photo synthesis)

-some are heterotrophic (depend on autotrophs for food)

*Psuedopods use small extensions in their cytoplasm called pseudopodia to move, similar to feet*

*Flagellates have a tail to move

backward and forward*

*Ciliates have more precise

movement by using ciliates*

FILL OUT THE CHARTS OF THE AMOEBA, PARAMECIUM, AND EUGLENA

Procedure:

1. Obtain a prepared or ready-slide of Amoeba Paramecium, or Euglena.

***For our lab, we also looked at slides of Stentor, Algae, and Volvox.

2. Use low power to locate the protists, and to observe their movement.

3. Use high power to clearly observe a single organism. Experiment with different settings of the diaphragm to enhance various aspects of the organism.

4. As you observe the protists fill in the general shape, overall color, and structure used for movement in the data table.

5. Be sure to observe all 3 protist organisms.

6. Clean-up your work area and wash your hands before leaving the lab

We analyzed the following characteristics of Amoeba, Paramecium, Euglena, Stentor, Algae, and Volvox:

-General Shape

-Overall Color

-Structure for Movement

-Autotroph/Heterotroph/Both

-How do they obtain food?

-Detailed sketch!!

Amoeba: Paramecium: Euglena:

Stentor: Algae: Volvox:

****Next scribe: Jeremy****

Scribe Post, 2/15

In Class We...

• Got pages 7-10 in the UP stamped
• Reviewed and turned in pages 11-14 from the UP
• Discussed the pill bug lab
• Took notes
• Did lab #44

Homework...

• Read chapter 16 if you haven't (you should be done)
• Complete lab 44- DUE tomorrow
• Complete two of the following activities in your UP: 15, 17-18, 19, 21-26- DUE 2/17
• Continue working on Nature magazine cover- DUE 3/2

The Pill Bug Lab...

• Turn to page 51 in your unit packet to the page titled "Observation of a Living Isopod"
• As explained on this page, we will be creating a tray with two or four connecting chambers, containing separate environments, and we must observe how the pill bugs (rolly pollys) react to these environments.
  
• Our homework for this lab is to research pill bugs and prepare lab ideas by 2/22 (next Wednesday) where we will be assigned groups to set up the lab with.

In the Notes...

As a warning, we skipped a few pages and began taking notes on page 11, about fungi.

BACKGROUND:

• Fungi is an organism that rots woods, spoils foods, and infects human skin (this is why we should wear flip flops in the shower!)
• Organic materials, such as dead animals, are decomposed by fungi. Going back to the first unit, ecology, fungi are the decomposers in most environments.
• Something KEY to remember: Fungi are eukaryotes, and heterotrophs, and TYPICALLY multicellular
• People used to classify fungi as plants, which is why some of us may stumble on a question regarding whether or not fungi are heterotrophic!
• Fungi digest their foods OUTSIDE their body by secreting enzymes to digest the material before consumption.
• These enzymes are called hydrolytic enzymes (hydro=water, lytic=breaking). With these they absorb the already decomposed nutrients.
• Some fungi are parasitic (we all know anything regarding parasitism grosses me out!!!)
• These parasitic fungi absorb the nutrients from living hosts. Remember from prior units that parasites harm their hosts but DO NOT kill them.
• This parasitic fungi can also harm humans though, inflicting them with diseases such as athlete's foot and pneumonia (pneumonia can be a result of other pathogenic substances also)

Fungi: Structure and Function:

Fungi grow most successfully in moist environments.

Constructed of hyphae- small threads made of tubular walls, surrounded by plasma membranes and cytoplasm

All of the hyphae come together to form a mycelium- the massive underground feeding system of fungi. An example of the enormity of the mycelium is seen in a fungus in Oregon that measures 3.4 miles in diameter.

Another example is when you see multiple mushrooms in your yard, they are all one organism because they are connected through the unseen mycelium.

Fungal Reproduction:

• Fungi reproduce by reducing spores, which are created either sexually OR asexually. (Remember, sexual reproduction creates diversity, while asexual reproduction is an exact copy)
• Spores, in produced in the trillions, can be carried by the wind or water and, if they land in a suitable, moist environment, they can germinate (grow).

Importance?!

• Fungus is edible, helps make bread rise, assists in fermenting beer and alcohol, it helps make cheese, and most importantly it is used in the production of some antibiotics (penicillin and sulfa)

Lab #44...

This lab was taken from our lab books (pages 261-265), not the UP....

• The main focus of this activity was to...

1. Identify the parts of a mushroom (stipe, cap veil, annulus, gills)
2. Observe basidia and spores of a mushroom
3. Observe the structure of lichens

• In this lab, we did not do the microscope questions (skip 8e and 8f from part 1, and 4c in part 2)
• We began this lab with a common mushroom, and examined whether or not the veil had broken yet. This would determine whether your specimen is mature or not.
• After this, you must draw your specimen in the space provided.
• Once done, remove the cap from the stipe and examine the gills within the cap.
• Tap the head on the ground and observe any material that falls from the gills.
• After this, continue reading questions 5-7, however you do not need to complete question 8.
• Once done, you must take a lichen sample from the front desk, and analyze your sample (Don't forget to read the background information on lichens above the problems!)
• After you complete questions one and two, continue to read, however do not complete the microscope activity. The following questions (1-5) are your homework

If you have read this far, thanks for your time.

NEXT SCRIBE:

ANNA !!!

Scribe Post for Thursday, 2/9

Today in Class:

-Finished the notes packet (p. 18-22)
-Watched video on Ardipithecus ramidus

Homework:
-TESY MONDAY! Study!
-UP packet due Monday

Important Things from the Notes

-Humans and Chimps diverged from a common ancestor 5-7 million years ago.

-Instead of humans being directly related to chimps we are more like cousins or siblings.

Kinds of Hominids

I.                    Australopithecus-

Walked in African savanna. Were extinct by 1.4 million years ago.

II.                  Homo habilis- (“handy man”)

East Africa . Enlarged brain. Had stone tools

III.                Homo erectus- extension to other continents. Ate larger portions of meat. Taller and had larger brain capcity. African, Asian, European, Australian

IV.                Neanderthals (descendant of H. erectus/early Homo sapien)-Brain slightly larger than ours, skilled tool makers, burials, rituals, and abstract thought. “Caveman” Europe, Middle East, Asia.

V.                  Homo sapiens-

A.      Archaic Homo sapiens

B.      Cro-magnon

C.      Homo sapiens sapiens

What happened to various Homo erectus descendants?

-          1. Multiregional hypothesis- Modern humans evolved at the exact same rate and way in different parts of the world. Genetic similarity was caused by interbreeding between neighboring populations

-          2. “Out of Africa” hypothesis (replacement hypothesis)- Modern humans arose from a single group in Africa. Neanderthals and others outside humans were evolutionary dead ends. Eventually moved out of Africa. Genetic evidence mostly supports this.

Important features of humans

-Erect stance

-Enlargement of brain

-Culture

-3 major culture changes: Nomads, Agriculture, Industrial

That’s all!

Good luck on Monday!

Next Scribe: **Minji**