Thursday, September 30, 2010

Thursday- 09.30.10


Today we took notes on our new unit about cells and finished some of our microscope-cell lab.

Notes

Cell Theory
-all living things are composed of cells
-cells are the basic units of structure and function in living things
-new cells are produced from existing cells

Prokaryotes
-cells that have genetic material that is not contained in the nucleus
ex. bacteria
Eukaryotes
-contains a nucleus in which their genetic material is separated from the rest of the cell
ex. basically every other living thing

Animals cells have centrioles
Plant cells have a cell wall and chloroplasts
Both share many organelles such as a nucleus, cytoplasm, cell membrane, lysosomes, mitochondrion, golgi complex, endoplasmic reticulum, ribosomes, etc.

Microscope Lab:
Cell Structure and Function

For the lab titled Cell Structure and Function on pages 9-14 in our UP, we had to observe 4 different slides. The samples we observed were: an elodea leaf, a human cheek cell, an onion cell, and frog blood. We put drops of iodine, water, and methylene blue on the slides to help us see the details better. Some of the questions we were asked were:
What shape are the cells?
Do they all have the same shape?
How many cells did you see?
Is it prokaryotic or eukaryotic?
We also had to draw a picture and label the parts for each sample. This lab was a good activity to do because it gave us a better understanding of differences between cells.


Monday, September 27, 2010

Deepwater Doomsday: Gulf Oilspill 2010

Sorry it's a little late due to tech problems, but this is the presentation created by Danyal, Junsup, and me. Unfortunately, the spoken narration didn't make it through this format, so please read the video's annotations/captions for descriptions.



Or view here: http://www.youtube.com/watch?v=uNdW-omZyaU

Sunday, September 26, 2010

Human Impacts

On Wednesday the 22nd Mr. Paek showed the class a slideshow which we took notes on. One of the main definitions was Biological Magnification.
Biological Magnification- phenomenon in which concentration of certain compounds in organisms of a food chain increases as you move up the food-chain.

We also talked about DDT which is the first synthetic pesticide which kills bed bugs but soon became a wide spread problem. Researchers soon found out that it causes cancer and caused environmental problems.
We then also talked about the GREENHOUSE EFFECT-
-Due to burning hydrocarbons(fossil fuels), rainforest destruction
-Amount of CO2 in the atmosphere increases
-Heat is normally reflected from the earth






Friday, September 24, 2010

Thursday, September 23, 2010

They hurt the animals: BP Oil spill

Our class studied the BP oil spill that happened on April 20th, 2010.

We all needed to make videos about our chosen topics.

the topic we chose was the effect of the oil spill on marine life.

Oil Spill imovie- Janna and Amreen

This video shows the connection between the Gulf's environment and economy.

Oil Spill & It's Effect On Animals

Our biology class studied the Gulf oil spill. Our group looked deeper into the subject and discovered shocking but vital information on how the oil spill has negatively impacted wildlife in the area. The whole matter itself is a catastrophe and we should all take action in helping solve the problem.

BP Oil Spill: Birds

This movie is about all the birds that were affected by the Oil Spill. It shows how the oil is killing them harshly.

Wednesday, September 22, 2010

The Gulf Oil Spill: Fishermen



Our film is about all the fishermen who have been succumbed to the wrath of the oil spill. In our begging 5 slides we give an overview of the oil spill and in the final 5 slides we go into specifics about the fishermen.

Monday, September 20, 2010

I will tell the rest of my class and who ever reads this blog form around the world what we did in class today. We started of with taking notes of, of a power point our teacher made.

This blog post will be a basic over view of how a population works. About 60 years ago a fish farmer hydraulic plants in a canal. These plants, witches were brought to America form Asia reproduced very fast. This is what’s now known as a invasive species.

Geographic range- a species geographic range describes were its actually is and what it’s surroundings are

Growth rate- a populations growth rate tells you the amount of species that are increasing and decreasing in population.

Density and distribution- Population is considered to be the number of something in one area. But when compared to density, density is the amount of something in one area specifically. This also comes into play with the growth rate. Witch is calculated by keeping track of the amount of a certain thing that is in a area and how it grows or decreases in population.

Birth rate and death rate- this is the ration in witch a specific species dies and then is born.

Immigration and emigration- this is when a cretin species either moves into a new area or leaves the specific area or place.

This goes a long with the wolf and dear experiment that was on our homework. The information talked about how fast the population of a group of dear would rise and decrease if left a lone on a island. It shows how many are born and how many die. But u notice how everything I have said and all the info I have given ties together when u mix the Wolfs in with the deer. you see that as the wolf population increases the deer population decreases. The birth rate is not high enough not keep up with the wolves eating the deer. The growth rate also comes into play when u notice how the populations of the deer and the wolfs intertwine. Ad wolfs go up deer go down. When deer go down wolfs go down. Then the deer go back up as do the wolfs ect….

Scribepost Format

Title:  day and date - for example - 11.13.10

Announcements - put any here

Homework -  put any here

Body:  this is solely up to you how you do this.  please remember, you don't do many of these - do yours the best that you can - for yourself and for your classmates.  Headings in bold, pictures, videos, examples, announcements, homework are some of the elements that make for a successful post.

End with a pick of who the next scriber will be.

Labels: Need 4 of them:
  1. your display name
  2. unit name
  3. scribepost
  4. p4sts2010

Sunday, September 19, 2010

The Scribe List

This is The Scribe List. Every possible scribe in our class is listed here. This list will be updated every day. If you see someone's name crossed off on this list then you CANNOT choose them as the scribe for the next class.

This post can be quickly accessed from the [Links] list over there on the right hand sidebar. Check here before you choose a scribe for tomorrow's class when it is your turn to do so.

IMPORTANT: Make sure you label all your Scribeposts properly (Your display name, unit title, scribepost, and p4sts2010) or they will not be counted.

Fox          Josh          Jake          Connor          Will          Bojana          Maliha          JiYoon           Erin           Dambi          Brett           Jun          Janna         Amreen          Danny           Richard           Tristan          Jordan           Luke          CarolineR          Danyal           CarolineU            Grace           Jessie          Carly           Lexie  

5.2 Limits to Growth



VOCAB
limiting factors-a factor that controls the growth of a population.
density-dependent limiting factor-limiting factors that depends on population density.
density-independent limiting factor-limiting factor that affects all population in similar ways, regardless of the population density.
Limiting Factors
-acting separately or together, limiting factors determine the carrying capacity of an environment for a species.

Population Size
can be limited by:
1.Competition
2.Predation
3.Parasitism and Disease
4.Unusual Weather
5.Natural Disasters

Density-dependent Limiting
Factors
-includes competition, predation, herbivory, parasitism, disease, and stress from overcrowding.
COMPETITION
-compete for food, water, space, sunlight, and other essentials
-the more individuals living in an area, the sooner they use up the available resources.
PREDATION AND HERBIVORY
-fluctuate-rise and fall as if in waves.

*Predator-Prey Relationships-prey population grows, predator population grows. Prey population falls so does predator.
*Herbivore Effects-same as predator-prey relationship. Leaves grow rapidly so does the herbivore.
*Humans as Predators-humans activity limits populations.
PARASITISM AND DISEASE
-weakening host and eventually causing disease and/or death.
STRESS FROM OVERCROWDING
-fight when over crowed, causing stress
-can lower birthrates, raise death rates, or both.

Density-independent Limiting
Factors
-unusual weather such as hurricans, droughts or floods, and natural disasters such as wildfires, can acts as density-independent limiting factors.
TRUE DENSITY INDEPENDENCE?
-in a smaller population, the moose would have had more food available because there would have been less comeptition.
CONTROLLING INTRODUCTION SPECIES
-reseachers have spent decades looking for natural preadators and pests of hydrilla.

Friday, September 17th

First thing today, we all tore out Lab #58, page 359 out of our Biology Lab book. Then we labeled the book.

Next, we went over upcoming assignments...

-Read 5.1 & 5.2 by 9/20 **IMPORTANT TO READ**
-Finish Lab #58 due 9/21

-UP pgs. 27-28-Invasive Species Wanted Poster due for E.C. on 9/21 or final due date on 9/27
-Oil Spill Project due 9/23
-Unit Test on 9/28

Then we began Lab #58: Learning About Population Density
Objectives: 1. Practice one method of measuring population density
2. Calculate the change in population density of one species

We formed groups of 4-5 people and grabbed a set of popsicle sticks, string and 2 meter sticks. Then we walked outside near the West parking lot. We were to take a one meter by one meter square of grass and divide it into 10 sections or quadrants. In order to do this, we would tie string to a popsicle stick, place the popsicle stick in the grass and stretch string across to make one meter or one side of the square. We continued this until we had four sides and an even square around a patch of grass. Then we counted how many clovers, plantains, and dandelions were in each of the 10 equal quadrants and filled it out in the table below...


Once we were done counting all the weeds in our quadrants we walked back inside and took down each groups total in this chart below...
Mr. Paek then told us that the rest of the lab was due Tuesday 9/21 and that we can skip the computer activity.

Next we continued watching the video called Predators: Lions, from where we left off. Moja, daughter of Malkia, was slowly dieing and flies were eating at her open wounds. If Moja didn't recover soon she would be prey to other animals such as hyenas.

Then Mr. Paek reminded us of our assignments(beginning of post) and we were dismissed.

5.1 notes

HOW POPULATIONS GROW

Describing Populations: there are five different ways to study populations, which include--

Geographic Range- the area inhabited by a pop., can vary largely in size, but this depends on the species. EX: Bacteria in a rotting pumpkin may have a range smaller than a cubic meter. On the other hand, cod in the W. Atlantic covers a range from Greenland to N. Carolina.

Density and Distribution- population density (<- vocab) deals with the number of individuals per unit area. There are different densities to each species population. A population can be distributed in three ways: randomly (ex: Purple lupines grow randomly in a field of wildflowers), uniformly (ex. King Penguins pop. shows uniform spacing between individuals), and clumped (ex. Striped catfish form tight clumps)
-there are pictures on page 131 in your textbook if you need a visual for these examples-

Growth Rate- whether the pop. increases, decreases, or stays the same. EX: Hydrilla plants in their native habitat usually stay the same size. Their growth rate is around zero because their population doesn't increase or decrease in size.

Age Structure- number of males and females at a certain age each population contains. This is needed to fully understand a species population because most plants/animals cannot reproduce until a certain age.

Population Growth: there are two ways that can affect population size, they are--

Birthrate and Death Rate-
~ birthrate > death rate = higher population
~birthrate = death rate = same size population
~birthrate < death rate = lower population

Immigration and Emigration-
~immigration= when individuals into another populations range from elsewhere
EX: Increase of squirrel population in oak grove along with increase of acorn supply.
~emigration= when individuals move out of populations range/ when animals reaching maturity search for mates or try to establish new territories
EX: Shortage of food/overcrowding may lead to emigration

Exponential Growth: when a species is under ideal conditions and unlimited resources, it's population will grow exponentially. This is the "J" curve on a graph that we learned in class.

Three different environments where Exponential Growth is prominent: with organisms that produce rapidly (bacteria), with organisms that produce slowly (elephants), and with organisms in new environments (European gypsy moths in Boston -this happens sometimes because they are from a foreign area, we don't have predators to keep whatever species under control-)
-again, visual on page 133 in your textbook-

Logistic Growth: when a species is in exponential growth and an events/ series of events (look at population growth above for options) stops the growth, in other words, reaches carrying capacity (the max. numero of individuals of particular species that particular environment can support). Many plants and animals follow this curve. This is the "S" curve on a graph that we learned in class.

Three phases of growth:
~Phase 1: Population grows rapidly. (EXPONENTIALLY)
~Phase 2: Growth slows. (SERIES OF EVENTS)
~Phase 3: Growth stops; population size stablilizes. (CARRYING CAPACITY)

Last page, which I'm pretty sure is just a filler story is about "The invasive Zebra Mussels and Quagga Mussel" and the two main points are that they should be destroyed or at least controlled/ attempt to prevent. These are an example of an organism in a new environment which is a/an : YOU GUESSED IT! Exponential Growth!

Janna Lyhus is cooler than Luke Pilliod will ever be. Just Saying.

Wednesday, September 15, 2010

Wednesday, September 15



Today we began class with homework! Mr. Paek t
ook some time to explain due dates of various homework assignments/projects.

Assignments:

-Read 4.2 (not required but it WILL help you in our future exam!)

-Finish Unit Packet pages 35-41 due tomorrow.
+These pages were about predator/prey relationships & population trends

-Unit Packet pages 43-48 are due on Friday, September 17th. (p.42 is just a blank page)

-Test on September 28th.
+Mr.Paek didnt take too much time explaining this. I'm sure its on food chains/webs, notes we've taken, etc. (pink unit packet). Since we have a while until the test is due I'm sure it will be further explained in class.

-Oil Spill Project is due on September 23
+Remember that the script for narration has to b
e given to Mr.Paek as a hard copy. We will have a little more time in class to work on it but it should be finished at home.

Well, thats the end of the homework explanation. Further
on we took some notes. We learned about this thing called a niche and density dependent/independent limiting factors.

Notes:

I. About Niches:
a. Definition- A specific role in a certain enviornment.
b. A niche is the physical and biological conditions of an organism.
c. Where the creature lives, feeds, etc
d. Example of a Niche: One bird may live only live on the top of a tree &
that is their niche.
That is where the little bird sleeps, eats, lives, etc.
Another bird may live on the bottom of a tree and that is his niche. He does everything there. Eats, sleeps, takes care of young, etc.
(The picture shown to the right is the same or very similar to the picture that Mr.Paek showed us. If its a little hard to read just type: Animal Niches into google and it should be there.)

II. Density Dependent Limiting Factor
a. The factor that controls the population size that operates more strongly on large than small.
b. Competition for food, water, space, sunlight, habitat.
c.Predation
d. Parasitism (disease)- Dependent on density.
e. Examples/Explanation of Density:
A:




B:




- A wolf is much more likely to go to place A because place A is more dense in deer.
-If one deer caught a disease in area A then more deer will get sick in area A than in area B because area A is more dense in deer.(parasitism)

III. Density Independent Limiting Factor
a.Def.- The factor that controls population size regardless of how large the population is at the time.
b.Usually are natural disasters such as droughts, hurricanes, tornadoes, famine, etc.

That completes the notes we took. After the note taking we worked on homework for 10-15 mins. Then we watched part of a movie. The movie as about people following a pride of lions. They track the lions and record changes about them such as how they hunt, age, personality, etc. We only started it and haven't gotten too far. I almost forgot the trivia we had on the narrator of the movie. The narrator for the movie is actor, Alec Baldwin. That concludes our day in STS biology.



Tuesday, September 14, 2010

9/10/10



In class we went over when a lot of the work will be due for the oil spill project. We have 10 pictures of the oil spill do Tuesday. We went over the homework from Thursday night about the food webs. We had to make our own food webs about animals on a farm and labeled the producers, primary consumers, secondary consumers, etc… and handed that in with the rest of the homework which was naming and labeling all of the consumers and producers.
Primary consumers: Feed directly on producers
(Herbivore)

Secondary consumers: Feed on the primary consumers
(Carnivore)

Tertiary consumers: Feed on the secondary consumers


Quaternary: Feed on the tertiary consumers


Then the whole class took some notes on succession which is the series of changes an ecosystem goes through over time. Primary succession is the first time that succession occurs, secondary succession is when disaster hits and succession happens again. Finally climax succession is a stable collection of plants and animals result from this.

Monday, September 13, 2010

4.2 Notes


tolerance- the ability to survive and reproduce under a range of environmental circumstances
  • beyond the limits of tolerance for an organism, the organism cannot survive

habitat- the general place where an organism lives

niche- full range of physical and biological conditions in which an organism lives and the way in which the organism uses those conditions

  • physical aspects of niche- abiotic factors (nonliving) an animal requires for survival
  • ex. an amphibian needs to live in moist places because it absorbs water through its skin
  • biological aspects of niche- biotic factors (living) an animal requires for survival
  • ex. when/how an animal reproduces, food it eats, way it obtains food

resource- any necessity of life --> such as water, nutrients, light, food, or space

  • ex. plants- sunlight, water, soil
  • animals- nesting space, shelter, types of food, places to feed

competitive exclusion principle- principle that states that no two species can occupy the same niche in the same habitat at the same time

  • competition between species producers a winner and a loser, loser species dies out
  • instead of competing, the species usally divide resources
  • ex. different species of birds will eat different parts of a tree

predation- interaction in which one organism (the predator) captures and feeds on another organism

  • predator - prey relationship- predators affect size of prey population, determines places prey live and feed

herbivory- interaction in which one animal (the herbivore) feeds on producers (such as plants)

  • herbivore - plant relationship- herbivores affect size/distribution of plant populations, determine places it can survive and grow

keystone species- single species that is not usually abundant in a community yet exerts strong control on the structure of the community

symbiosis- organisms "living together", 3 types of symbiosis

  1. mutualism- both sides benefit
  2. commensalism- one benefits and the other is not harmed
  3. parasitism- one benefits and the other is harmed

Luke Pilliod is a great person


Monday September 13

HW:
-oil spill pictures due Tuesday 14
-Biome map due Wednesday 15


Today we learned about population graphs. We watched a video about Lemmings migrating. After we toke notes and watched the video, we worked on Unit Packet pages 35-37 and pages 39-41. We might get tomorrow to work and finish them as well. If you want to watch the video go onto YouTube and type in Lemming Migrate.(I couldn't get the video to load).



Notes:
Community Interactions


Predation-an organism that kills and feeds on another.
Symbiosis- organisms "living together"
-Mutualism-both benefit from one another
Ex: In Finding Nemo, Marlin (the father) and Nemo live a sea anemone. Marlin and Nemo are receiving shelter from the sea anemone, while the sea anemone is eating all the food that is left behind.
-Commensalism-one benefits and the other is not harmed.
Ex: A small insect that lands on the back of an elephant. The insect is protected and has shelter and the elephant can't tell that the insect is there.
-Parasitism-one benefits and the other is harmed.
Ex: Parasites
Growth Curves
If there are to many species in one area, then they will eventually start dieing off.


Exponential Growth Curve
"J Curve"
How does a "J curve" happen?
-happen when condition's are ideal
-bacteria does this not, humans

Logistic Growth Curve
"S Curve"



Thursday, September 9, 2010

Wednesday 9.8.10

Tuesday in class, we first sat down and finished taking notes from the powerpoint Mr. Paek showed us last Friday. Here were some important terms that you should know....
TYPES OF CONSUMERS:
Primary consumers-animals that feed directly on producers(herbivores)
-plant eating animals
Secondary Consumers-feed on primary consumers.
Tertiary Consumers-feed on secondary consumers.
Quaternary Consumers-feed on tertiary consumers.
Carnivores-eat meat
Omnivores-eat plants and animals
Scavengers-dead
decomposers-energy from dead--->organisms are bacteria and fungi.
After taking notes, we discussed food webs/pyramids and did pages in the UP Pink packet, pg. In class with a partner, we did page 15. Basically it was to find the producers, primary consumers, secondary consumers, etc. in a picture. Pg. 16 you do the same, except do NOT do #4. Page 17 is extra credit, you have to visit a website to complete and print out the results. Then, page 19&20 was homework even though some of us finished it during class.

Wednesday, September 8, 2010

Tuesday 9.7.10 (From Period 8 - Paek's Fault)

Today at the beginning of class Mr.Paek collected, UP 33-37- Microscope lab and gave use four pictures to glue into our notebooks and look at. then he explained some important vocabulary from last nights notes (3.2 & 3.3 from bio. book).
Ecology-the branch of biology dealing with the relations andinteractions between organisms and their
environment,including other organisms.
Biosphere-portion of our planet where life exists.
Biome-areas with similar climate, plants, and animals
Ecosystem-unit of the biosphere in which living and non-living things interact.
Community-assemblage of different populations that live together in a defined area.
Population-members of the same species.
Biotic-biological influences on organisms in an ecosystem (living factors).
Abiotic-non-living factors.
IMPORTANT: plants trap the energy of the sun during photosynthesis.
Mr.Paek then showed us a video that was called " Battle at Kruger "







Mr.Paek showed us an example of a food chain like the one above during class, but
his was a lot simpler. He also showed us an example of a food web like the one below and explained how producers are always at the start of a food chain or web because consumers eat the producer for it nutrients.







this is not a great example of a food web because we don't know the material and what are the producers and what are the consumers of this food web.
We did not have any homework unless you didn't do your notes that were due today.

Monday, September 6, 2010

3.2 Energy, Producers, and Consumers and 3.3 Energy Flows in Ecosystems

3.2 Energy, Producers, and Consumers

Primary Producers
Basically, organisms need energy for growth and reproduction. Without energy, there would be no life on earth. Energy comes from the sunlight, which is the most ultimate source of energy. It's impossible for an organism to create energy. Autotrophs are organisms who use solar/chemical energy to produce food by assembling inorganic compounds into complex organic molecules. They also store energy, so that other organisms can eat them. 
Primary sources are energy compounds that are later used by other organisms. They are the key essential to the flow of energy. 
Energy from the Sun
Photosynthesis, captures energy from light, and uses it to power chemical reactions that covert carbon dioxide+water which would equal carbohydrates+oxygen. Without photosynthesis, you wouldn't be able to breathe. 
Life Without Light
Chemosynthesis, is chemical energy used to produce carbohydrates. It is usually found deep in the ocean, or in a harsh enviroment. Biologists found organisms around volcanic vents on the deep ocean floor, with no light for photosynthesis. With no light, they tried to research what the primary sources were, which is chemosynthesis. 
Consumers
Consumers are also known as heterotrophs, because they have to get energy and nutrients from other organisms, and deeply rely on it. They are animals, fungi, bacteria, etc. that can't use energy from the enviroment as their primary sources. There are also more than one groups of consumers.
-Carnivores=kill and eat other animals
-Herbivores=absorbs energy by eating plant leaves, roots, seeds, and fruits. 
-Scavengers=eat food that has been killed by predators or have already died.
-Omnivores=eat both animals and plants.
-Decomposers=feed by chemically breaking down organic matter. Recycles nutrients.
-Detritivores=digest decomposers that live on detritus particles. Chews and grinds them into very small pieces. (snails, shrimp, worms, crabs, mites, etc.)

Consumer categories don't explain the real complexity of nature. Organisms in nature usually do not stay inside their categories the ecologists place them in. The food chain/ web is very complex, the one's we see are simplified.

3.3 Energy Flows in Ecosystems
Food Chains and Food Webs
A food chain is a series of steps in which organisms transfer energy by eating and being eaten. Food chain's vary in length. 
Phytoplankton are aquatic food chains, primary producer of floating algae. 
Food Webs and Disturbances
Food webs are difficult to predict how exactly they would respond to an enviromental change. Enviromental disturbances happen, and it really effects the food webs in a terrible way by messing everything up. Effects of disturbances can be dramatic.
Zooplankton are krill, which is a small group of swimming animals that feed on marine algae. 
Recently, krill has been slowly becoming extinct and dropping population. At the same time, huge amounts of ice around antarctica in the sea has been melting. With less ice, there is a result of fewer algae that grow beneath. 
Trophic levels and Ecological Pyramids
Ecological pyramids show amount of energy within each trophic level. 
Pyramids of energy
small portion of energy that passes a trophic level, is stored in body of organism on next level. The remainder is considered heat. 
-Pyramids of Biomass=total ammount of living tissue within a trophic level
-Pyramids of numbers=to know the number of organisms on each level.

Section 3.2- Energy, Producers, and Consumers.


Section 3.2- Energy, Producers, and Consumers.

Vocabulary-

Autotroph: and organism that is able to capture energy from sunlight or chemicals and use it to produce its own food from inorganic compounds; also called a producer.

Primary producer: the first producer of energy-rich compounds that are later used by other organisms.

Photosynthesis: a process used by plants and other autotrophs to capture light and use it to power chemical reactions that convert carbon dioxide and water into oxygen and energy-rich carbohydrates such as sugars and starches.

Chemosynthesis: a process in which chemical energy is used to produce carbohydrates.

Heterotroph: an organism that obtains food by consuming other living things; also called a consumer.

Consumer: an organism that relies on other organisms for its energy and food supply; also called a heterotroph.

Carnivore: and organism that obtains energy by eating animals. Ex: snakes, dogs, cats, river otter.

Herbivore: an organism that obtains energy by eating only plants. Ex: cows, caterpillars, and deer.

Scavenger: and animal that consumers the carcasses of other animals. Ex: king vulture.

Omnivore: and organism that obtains energy by eating both plants and animals. Ex: humans, bears, pigs, white-nosed coati.

Decomposer: an organism that breaks down and obtains energy from dead organic matter. Ex: bacteria and fungi. The decay caused by decomposers is part of the process that produces detritus- small pieces of dead and decaying plant and animal remains.

Detritivore: an organism that feeds on plant and animal remains and other dead matter. Ex: mites, snails, shrimp, crabs. Commonly digest decomposers that live on, and in, detritus particles.

Primary Producers-

  • Living systems operate by expending energy
  • Organisms need energy for growth, reproduction, and their own metabolic processes.
  • Sunlight is the ultimate energy source.
  • For some organisms, chemical energy stored in inorganic chemical compounds serves as the ultimate energy source for life processes.
  • Only algae, certain bacteria, and some plants can capture energy from sunlight or chemicals and convert it into forms that living cells can use. (Those organisms are called autotrophs).
  • Autotrophs use solar or chemical energy to produce “food” by assembling inorganic compounds into complex organic molecules. Also called primary producers.
  • Primary producers are the first producers of energy-rich compounds that are later used by other organisms.
  • So, primary producers and essential to the flow of energy through the biosphere.

Energy From the Sun-

·         The best known and most common primary producers harness solar energy through the process of photosynthesis. (See photosynthesis definition).
  • Photosynthesis adds oxygen to the air and removes carbon dioxide, so without photosynthetic producers, the air would not contain enough oxygen for people to breathe.
  • Plants are the main photosynthetic producers on land.
  • Algae fill that role in freshwater ecosystems and in the sunlit upper layers of the ocean.
  • Photosynthetic bacteria (cyanobacteria) are important primary producers in ecosystems such as tidal flats and salt marshes.

Life Without Light-

  • Deep-see ecosystems depend on primary producers that harness chemical energy from inorganic molecules such as hydrogen sulfide.
  • Those organisms carry out a process called chemosynthesis. (See chemosynthesis definition).
  • Chemosynthetic organisms are not only found in the deepest, darkest ocean. Some chemosynthetic bacteria live in harsh environments, like deep-sea volcanic vents or hot springs.

Comparing Photosynthesis and Chemosynthesis-

            Plants use the energy from sunlight to carry out the process of photosynthesis. Other autotrophs, like sulfur and bacteria, use the energy stored in chemical bonds in chemosynthesis. So, in both processes, energy-rich carbohydrates are produced.

Consumers-

  
  • Animals, fungi, and many bacteria cannot directly harness energy from the environment as primary producers do. They are known as heterotrophs, which are also called consumers. (See heterotroph and consumer definitions).

Types of Consumers-

  • Carnivores, herbivores, scavengers, omnivores, decomposers, and detritivores. (See definitions).





Beyond Consumer Categories-

  • Categorizing consumers is important, but the categories don’t often express the real complexity of nature.
  • For example, herbivores that eat different plants parts often differ greatly in the ways they obtain and digest their food because seeds and fruits are rich in energy and nutrients and easy to digest, while leaves are poor in nutrients and hard to digest.
  • Organisms in nature often don’t stay inside the categories ecologists place them in.
  • For instance, some animals described as carnivores, will scavenge if they get a chance. and many aquatic animals eat a mixture of algae, bits of animal carcasses, and detritus particles.
  • So the categories make a good place to start talking about ecosystems, but it is important to expand on this topic by discussing the way that energy and nutrients move through ecosystems.









Friday 9.3.10

Today in class we did three main thing: we went outside for a walk, talked about are new project, and went on the net books. Before we went outside though,we talked a little about are next unit in Biology. It is called Issues in Ecology and because we have a new unit he gave us a new packet and homework sheet. After that we started loading the net books and while they were loading we went outside for a walk. What we were suppose to do outside is look for producer organisms and/or consummer organisms and fill out page 14 of are Unit Packet. On that sheet was a chart and a questions section. Although we were filling it out the sheet we didn't have to fill out all of it. I think we are going to go over it during are next class. Some people saw a couple mice while other people just saw plants.
After we got back inside Mr.Peak talked to us about are new project. Originally we were going to do a deer project but we are now doing something different. Are new project is about the BP Oil Spill. What we have to do is find pictures relating someone being affected by the oil spill, and then make a movie out of those pictures. He suggested that if you have a Windows computer you can use Windows Movie Maker.
The last thing we did was we went on the netbooks. After everyone was signed in Mr.Peak showed us the student email, a blogging site, and how to post a blog onto are blogging site. The main reason why we went to the student email was beacuse Mr.Peak sent everyone an email. In that email was a link to a blogging site that we can go on. He also showed us Google Documents. In Google Documents you can send people various documents and they are able to make corrections to the document. The last site we visited was are blogging site for are Biology class. Mr.Peak tried to show us how to post a blog through the website without having to email him but we ran out of time. That is what are class consisted of. Are homework is to read section 3.3 and 3.2 and to pick a role for are project.

Wednesday, September 1, 2010

Chapter 1.1


          Vocabulary:
Science- an organized way of gathering and analyzing evidence about the natural world
Scientific Methodology- involves observing and asking questions, making inferences and forming hypothesis, conducting controlled experiments,  collecting and analyzing data, and drawing conclusions.
Observation- the act of noticing and describing events or process in a careful and orderly way.
Inference- a logical interpretation based on what scientists already know.
Hypothesis-  a scientific explanation for a set of observations that can be tested in ways that can support or reject it.
Controlled experiment- in an experiment, only one variable should be changed. the rest of the variables should remain untouched, or controlled.  
Independent variable- a variable that’s deliberately changed
Dependant variable- the variable that is observed and that changes in response to the independent variable.
Control group- exposed to the same conditions as the experimental group except for one independent variable.
Data- Information
                                                                                                                                                                                                                                                                                                                          

          What science is and is not
Facts Change. Science is not set in stone. Scientific ideas are open to testing, discussion, and revision.
          Science as a way of knowing
Science is a way of thinking. It is a process, not a thing. Science deals only with the natural world. (no supernatural phenomena.)
Scientists propose explanation based on evidence, not belief.
          The goals of science
From a scientific perspective, all objects in the universe are governed by universal natural laws.
          Science, change, and uncertainty
Most of nature is a mystery because science never stands still. What was discovered today could be changed tomorrow.
          Observing and asking questions
“think something nobody has thought yet, while looking at something everybody sees.” with a little imagination, you yourself could discover something new if you thought of it in a new way.

Designing controlled experiments
Testing a scientific hypothesis often involves designing experiments that keep track of things that can change, or variables.
Collecting and analyzing data
Ÿ  Quantitive data are numbers obtained by counting and measuring
Ÿ   Qualitive data are descriptions that involve characteristics that cannot be counted
When an experiment isn’t possible
Sometimes, you cant have an experiment. An example of a case like that is given in the book, where it says that you need humans to control an experiment. But say you want to see if cancer is created in the human body when the man is exposed to a certain element. That would be a deadly experiment to conduct.  Instead, they search for people who have already been exposed to the element. For controls, they study people who have not been exposed to the element. However they use people who don’t have any medical conditions or a genetic problem.
Or another case, such as field observation, or observing an animal. First the researchers would need to study the behavior of  animals from a certain species and than write a hypothesis, than they test.

Tuesday 8.31.10

    Today we learned all of the parts on the new microscopes, we also learned how to move the stage back and forth, side to side, and up and down. There are three different objectives on a microscope, so basically three lenses you could choose to look through, we learned how to focus the image when we changed lenses. Today we also used the microscopes to get a better look at what was on the slides. We could have looked at pond water, insects, human lice, paraphemelias, and many more. Once we looked at the slide we had to make a scetch on what we saw in our unit packet.  
    Last year in science we had a unit on microscopes and all of there different parts. So most of the words involved with microscopes seem very familiar to me. 

Here is a picture of a microscope
with all of the parts labeled.