next scriber is joran

today and the day before in class we have been working on a lab called "investigateing invertibrates". in this lab we investigated 8 phyla of invertebrates. phyla was located at a diffrent station. in this lab we investgated living and preserved creatures.

some of the really cool lab stations and observations i made were...

#2 phylum cnidaria

- at this station we observed jellyfish.some of the things we investigated at this station were the symetr of the jellyfish and budding proscess.

personally i think jellyfish are really cool my favorite species is the box jellyfish. it is so poisiness it can kill u with one stng but it is also beutifull

the other station i really enjoyed was #6 mollusca.

we observed living and preserved molluscas. we also learned about how they are economically valued around the world and i learned that molluscas have one muscular foot fore moving.

Scribepost - February 15, Richard P.

Announcements: Extra credit not added to grades yet - it skews the grades quite a bit. Will be added later.

Homework: UP Pages 7-8, Finish lab on UP Pages 9 - 12 (You don't need to do last 2 problems on page 12), Read Section 26.1 (about invertebrates), and the T.V Ad, which is due February 28.

Body: First in class, we got a grade print out with our evolution test on it. The extra credit was left off due to the fact that it skewed the grades.

Next, we learned the 2nd animal of the day - the star nosed mole. it's class is mammalia.
Here is the video we watched on the Star Nosed Mole:
http://www.youtube.com/watch?v=UcDNGmHiddc

After that, we took our notes packet out to take some notes on the Three Domain System. Here are the notes we took:
- Larger, more inclusive than kingdom.

- Relatively new addition

- Based on comparing rNA subunits

Domain System #1: Bacteria
- Unicellular, prokaryotic, corresponds to kingdom Eubacteria.

Domain System #2: Archaea
- Unicellular, prokaryotic, corresponds to kingdom Archaebacteria

Domain System #3: Eukaraya
- Consists of all organisms that have a nucleus.

After the notes, we then completed UP Page 5 as a class. the Page was about classification keys. For those who don't know what a classification key is, here is a definition: When biologists find life forms that they can't identify, they use a classification key that aids identification. it is a kind of road map that a person can use to find the scientific name of an organism.

Anyways, on page 5, there were 8 pictures. You used the classification key to match them up with their names (which weren't scientific). The last one we identified was a narwhal, which Mr. Paek also said was going to be an Animal of the Day in the future. For when it is the Animal of the Day, might I recommend this video to show, since you always show videos for Animal of the Day?
http://www.youtube.com/watch?v=ykwqXuMPsoc

after that, we found out our homework, and spent the rest of class on the lab. The lab was a classification key (also called a biological key in the lab) involving sharks. We used different diagrams and the key to match them up, and then answer questions about them later. Mr. Paek handed out M n M's during the class, which were very tasty.

After that, the bell rang, and we all had to leave for period 5.

Since you need two pictures in your scribe post (I think), here is a picture of Hilary Clinton:Now isn't that just lovely?

BTW, next scribepost is Jake.

Danny Nikitas

Blog post for period 4 on 2/14/11(Monday, February 14th)

Announcements- Invertebrate species project/poster due Tuesday February 22.

Be sure to get started on your friends of endangered species project.

Homework- Read chapter 18, section 3, and invertebrate species project due the 22nd

Today in class we started an new unit, called animal diversity. We took notes on the seven taxonomic groups, and kingdoms.

TAXONOMY-The study and science of classification and naming organisms.

7 Taxonomic groups

1.Kingdom- most diverse

2.Phylum

3.Class

4.Order

5.Family

6.Genus

7. Species-least diverse, many similar characteristics

Naming System-

1.Binomial nomenclature- two names comprised of genus and species

2.Names are in Latin-Never changing language

3.Example- Rana clamptons

4.Developed by Carolus Linnoeus

After the notes on Taxonomy and all of the classifications we moved on to different kingdoms, those kingdoms being,

A.Monera-prokaryotic cells, used to be one kingdom, split in two.

1.Archeabacteria- Single celled, prokaryotic, cell walls with peptidoglycan, live in harsh enviornments

2.Eubacteria- Single celled, prokaryotic, cell walls with peptidoglycan, most bacteria

B.Protista- most unicellular, Eukaryotic, heterotroph or autotroph. Examples- Amoeba, algae

C.Fungi- Unicellular or multicellular, Eukaryotic. Example- yeast

D.Plantae- Multicellular, Eukaryotic, autotroph, cells of cellulose. Examples- plants

E.Animalia-Multicellular, Eukaryotic, Heterotroph, no cell wall. Examples- animals

*I finally was able to get a blog post up!

Next scriber- Lexie!

P.S. look for the extra credit in the blog.

02/9/11 (Wednesday, February 9th)

-Announcements: BIO DAY TOMORROW! (in the auditorium, apparently its a great movie.)

-Homework: Study for Unit 7: Evolution Test.

Today in class we took very brief notes on the dates and timelines of how animals branched off of each other to become different species.

We also took notes on how researchers can tell how long an animal has been dead by how long its been in the ground and which of the two animals ages are approximately.

Mr. Paek also went over the Quiz as a review for the test.

We also did a brief lab today.

-Lab Explanation:

To measure the variations of the same species of grasshoppers for the length of there legs.

lab can be found on page 233. The title is "Variation in Grasshopper Legs"

-Directions:

Use a metric ruler to measure one femur on each grasshopper.(look at figure 1 to locate the exact spot of where to measure.) Use the same points on each femur you measure. The measurements should be accurate to the nearest 0.1 cm.

Point of the Lab:

The point of the lab was to show how even though animals are the same species they can come in different sizes, in this case, for grasshoppers it was the femur.

-Side Notes:

-Bio Day Tomorrow.

-TEST FRIDAY!(study)

Danny your the next scriber.

Tuesday, February 8

-Announcements: There will be a bio day on Thursday, February 10th

-Homework:

+Read 26.3 (notes are optional, but recommended)

+Finish Lab

+Review Quiz Tomorrow (won't count as a grade, just to help study)

+Unit 7: Evolution test FRIDAY (study!)

I. Notes

Today we took notes in our student handout To Be Or Not To Be notes packet. The notes were taken under roman numeral V. Human Evolution. The blue is what we added. They are as follows:

V.Human Evolution

First Humans...

-Ape-human split- (5-7 million years ago)

-Australopithecus "Lucy"- Found in Africa

Got name from beatles song

Oldest and first species of humans.

-Homo Habilis- "Handy Man"

Had the ability to use tools

2.5 MYA (million years ago)"

-Homo Erectus first to migrate- (1.8MYA)

Walked upright

Used Fire

-Homo Sapiens- 200,000 mya

-Homo Sapiens- Made excellent tools

Good hunters

Had burial rituals

Primates...

-Binocular Vision (3D)

-Flexible forelimbs and shoulders

-Problem Solving Ability

II. Next We Did A Lab

Brief Notes Taken Before Lab:

-Brow bridges less prominent

-Skull capacity went up

-Jaw shape went from "U" to "V"

-Sagittal crest decreased

Lab Explanation:

We worked on a short lab today. The lab can be found on UP pages 42-47. It is titled Evolutionary Changes In Primates.

-What you have to do:

Based on the diagram on p.43 (Figure 1) & p.46 (Figure 3+4) we recorded data onto a chart (p.45). Using the chart we answered questions on page 47. In order to fill in the chart you needed a protractor & a ruler (using CM side). The procedure part on p.42&44 explained how to measure & analyze the diagrams. Filling in the chart was a little difficult but the procedure explains it pretty well.

-Main Point of Lab:

The main point of the lab was to observe the evolutionary changes from gorilla to australopithecus to modern human. By observing the three skulls, jaws, and pelvic features it is easy to link the evolutionary similarities and note the differences.

+Similarities:

The biggest similarities between the two is the jaw structure. They have the same amount of teeth and the "U" and "V" shapes are quite related as well. Their skull structures, overall, resemble one another clearly

+Differences:

In contrast, the individual brain area is very different among the three. The human brain area is much larger and the skull is much smaller than that of the gorilla and australopithecus. The pelvis between the human & australopithecus are much smaller & wider (bipedalism) than a gorilla (walks on all fours).

-Lab Conclusion

So as you can see, the lab basically enforces Darwin's discoveries in that a species evolved from a common ancestor.

III. Scribe Post Conclusion

Thats pretty much all that we did today. Don't forget to go over the lab q's and studyyy!!

The next scriber will be...Danny. Ha! sorry. unless he has a game that night. then jordan.

2.7.11 - blog by Fox

This week:


2/8-Tuesday- going over human evolution (Late arrival! :D)

2/9-Wednsday- review for test


2/10-Thursday- BIO DAY!

2/11-Friday- TEST!!!



Homework:

-19.2 reading due tommorow

Extra credit:

Objectives in the unit packet due day of the test. which is friday.

AGAIN, THE TEST IS THIS FRIDAY.




In class:
-Wrote three definitions in the To Be or Not to Be packet.



TYPES OF EVOLUTION-

Microevolution- Changes that take place within a single species to form variations in populations. These are small changes.

Genetic drift- changes in gene pool of a small population due to chance.






When the beetles reproduce, just by random luck more green genes than brown genes ended up in the offspring. (http://www.evolution.berkeley.edu/)




Macroevolution- Changes that have taken place in a species that leads to two or more different species.






(www.kacr.or.kr) (This is a korean website so I dont know how much of it you understand... if you can understand it... beacuse I don't)




Today we learned about Radioactive dating.

Radioactive dating helps scientists find the approximate age of an object, usualy a fossil.


Radioactevity explanation-


When you go to get an X-Ray, the doctors put a big.. shield-type thing on you to protect you from radioactivity. That shields main objective is to protect your pelvic area where your reproductive parts are, not only your heart and lungs.


The reason for that is if any radioactivity hit your sperm/eggs and caused a mutation, your future child can be born with a strange mutation such as an extra limb. and I dont think anyone would wish that on their children, unless they are some sort of crazy scientists who do that sort of thing. so, thank you, doctors.


The way scientists figure out how old a fossil is is by measuring its halflife.


A halflife is half the time it takes for something to decay.

For example:

Say you have a sheet of paper and you decide to rip it in half.

now lets say it took you five seconds to do that.

it will be represented like this:







Then you rip the paper up again:
(pictures drawn by me using MS paint. it is SO ANNOYING to drag those pictures up and down the page beacuse they mess everything up. grr.)



As you keep ripping it in half, we can tell how long it has been sinse it was whole from the chart.
that is how scientists use radioactive dating. By figuring out the halflife, with a fancy radioactivity machine, they see how much of the substance is gone to see how old it is.
Old things give off radioactivity, by the way.


GO TO THE UNIT PACKET ON PAGE 29.

The answere for the first quetions is no, beacuse there is almost nothing of the substance by the time you compare the halflife to how long ago the dinosours were alive. There will be so little of the substance, there would be no point in trying to figure out how old the object is.

PAGE 30.
do quetions 1-5 by figuring out the halflife.
Counts- unit of measurment


LAB TIME!!



we did a lab involving mnm's.
it was yummy.
we started out with a hundred mnm's in a cup. we shook the cup and poured the mnm's into a plate. the mnm's with the white M showing were considered 'decayed'. so we ate them.
we take what was left and repeat, untill the whole chart is complete.
then we ate the rest of the mnm's.
The lab is found on pages 31 and 32. do the quetions and the chart.

Yay! i'm done.

you know whats cool? google started to color code the tabs on your computer, in yellow, orange, green, blue, and purple. it's pretty neat.

I will now go procrasinate by overfeeding the fish in the tank on the right. I dont want to do math its so nghhhhghhhgh

Bojana, youre the next scriber!

(...sorry.)