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.)

2.4.11 by Jessie V.

TEST MOST LIKELY THIS COMING THURSDAY!!!

Homework:

*unit packet pages 33-36

*19.2 just reading due Tuesday

Extra Credit:

*bring M and Ms Monday

*objectives due on day of test

*unit packet pages 25-26

Due to 2 snow days, biology was mostly notes. We took notes in the packet called To Be Or Not To Be Evolution. Here is what we learned

I. ANCIENT EARTH

A. Atmospheric condition

1. Gases-Large% carbon dioxide (CO2), nitrogen (N2), water vapor (notice no oxygen).

2. Miller-Urey Experiment-synthesized(made) complex organic molecules by mixing and electrically stimulating a mixture of gases.

-amino acids produced.

skip number 3 and move onto part B.

B. The First Cells-

4.6bya-Earth was born.

4.0bya-earth began to cool.

(skip all the way down to 1.5bya).

1.5bya-eukaryotic cells, sexual reproduction, increased genetic diversity.

1.3bya-multicellular organisms.

skip and move down to part C.

C. Age of Earth

a. Formation of Earth-4.5 billion years ago

b. Relative Dating(UP23)-Fossil layers

That was it for part I. We then moved to part IV.

IV. TYPES OF MACROEVOULUTION
1.Gradualism-one species gruadually changes into a new species.

2.Divergent Evoulution or Speciation:

a. Definition-the development of 2 or more species from a common ancestral species.

Adaptive Radiation-a habitat opens up that permits many new niche to be occupied allowing many variations to survive.

b.Process that need to occur:

Geographical Isolation-members of a species is separated from others due to physical barriers.

Reproductive Isolation- species are separated by the ability to reproduce.

3. Punctuated Equilibrium-

tempo of speciation: graudual vs. rapid. helped explain the non-gradual appearance of species in the fossil record.

(No examples)

4. Convergent Evolution:

a.Definitions- when 2 sperarte species develop similar adaptation (phenotypes) through differnet evolutionary trees.

b.examples-Sharks and Dolphins.

After we finished taking notes we then had time to work on the homework which was the UP pages 33-36 (like what it says up under homework).

the next person is Fox!!!!

2-1-11 scribepost by Carly p4 sts

Announcements: Snow Day Tomorrow!!!!!

Homework: finish lab 38

Today in class we started of with Mr. Paek checking to see if the homework worksheet from 16.4 was finished. We also handed in lab 13 pages 17-19 in the UP packet. Then we took notes in the packet called To Be Or Not To Be Evolution that we got a a couple days ago, and I will write those below;

C. Evidence for Evolution

1. Fossil Record

-ex. insects in amber, not complete,

-the record does indicate what did live at different times

2. Living Organisms

-Embryology

-development of embryo is very similar in different species.

-Body Structures

Homologous Structures

-bones in the legs and arms of vertebrates are very similar in structure but not always function.

Vestigial Organs

-organs that remain in an organism but seem to have no obvious function, e.x. appendix, muscles that move in the ear.

-Biochemistry

-similar chemicals found in living things: DNA sequence, blood antigens.

that was all we did for notes today.

After the notes we worked on Lab 38 from the lab books. the objective of this lab was to learn about homologous, analogous, and vestigial structures and their significance in evolution theory. the background includes that much evidence has been found to indicate that living things have evolved or changed gradually during their natural history. The study of fossils as well as work in embryology, biochemistry, and comparative anatomy provides evidence for evolution.

the next scriber will be...................Jessie (:

Scribepost for 1.27.11

ANNOUNCEMENTS: We have a bio day tomorrow in the auditorium.:D

HOMEWORK: Finish the Natural Selection Lab (page 17 in the Unit Packet)

RECAP: For the whole class period we worked on a lab about Natural Selection

BACKGROUND INFO:

Natural Selection- The process by which organisms with variations most suited to their local environment survive and leave more offspring.
Basically, only certain individuals in a population produce new individuals, like in artifical selection. Natural selection occurs in any situation in which more individuals are born than can survive (the struggle for existence), there is a natural heritable variation (variation and adaptation), and there is a variable fitness among individuals (survival of the fittest).

LAB: First, we took one of the fabrics and laid it down on our table. Taking ten differently colored pieces of paper, we cut out ten holes from each of them (thats a hundred in total) and laid them randomly around the cloth. We chose two predators who randomly took the first paper chips that they saw until they reached forty. Taking eighty in total, there was supposed to be twenty left on the cloth. We recorded the number of chips there were by color on our data table. Then, we multiplied those numbers by five, which is supposed to represent the organisms reproducing. We then punched the holes needed to reach the number. For example, say that there were five yellow chips left on the cloth. Five times five is twenty-five, so the yellow chips have now grown to that number. But since you already have five chips you only need to punch out twenty more. After doing that for all the colors, we recorded our data, and repeated all of these steps for the second and third generation.

EXPLANATION: So, what did this lab have to do with Natural Selection? As explained before natural selection consists of four other parts, the struggle for existence, variation, adaptation, and survival of the fittest. The stuggle for existence is literally what it means: an individual stuggling to survive and obtain the necessities of life, and competing with others for it. In the lab, we were the predators and the paper chips were the ones struggling to survive. Variation and adaptation both mean what an individual has that helps him to survive, whether it be a trait or a stratedgy.
Adaptation-Any heritable characteristic that increases an organism's ability to survive and reproduce in its envoirnment
For this lab, the adaptation some chips had were camoflauge. Certain colors blended in with the cloth, so when the 'predators' were randomly picking chips, it would've been hard to notice one the same color as the background. A good adaptation means a high fitness level.
Fitness-how well an organism can survive and reproduce in its envoirnment
People with adaptation that were not well suited to their enviornment, like the chips that stood out, had a low fitness level. The difference in rates of survival and reproduction is called the survival of the fittest. The ones that survive are meant to then reproduce and pass adaptation on to the next generation.

The next scriber is.................Carly(=

1.25-26.11 Scribe

11.25&26.11 Scribe

Homework: read 16.2 and only take notes on 16.3 due Thurs.
& complete graph for Beak lab due Thurs.

Announcements: Tv ad project groups no more than 4 in a group and this will be due sometimenext unit. this lab can be found on page 2 in your unit packet
Also, from now all assignments and homework will be posted on moodle, be sure to look on the google calender on STS Bio home page


Recap from 1.25.11
~ Today Mr.Paek discussed new semester requirements, and calenders where to look up homework besides the scribe posts, we also began our new unit of Evolution, we recieved our new unit packets and assignment sheets. we went over a "long-term" project the info-mercial or tv ad about Endangered Species.
Then we took notes and discussed the impelling and dubious topic of Lamark's theory in distinction to Darwin's theory. that took up most of class in the remaining 10 minutes we watched a video about Darwins discoveries and destinations.


Lamark's Theory:

Desire to change- animals changed in structure b/c they have a desire to improve
(example used: suppose if there was a short neck girraffe and it could not reach the leaves its desire would want to have a longer neck, which in the next generation the necks would be longer)
Use And Disuse: use it or lose it- if a body part or structure is not being used it would be lost or disappear in later generations.
Acquired characteristics were inherited- any changes in adult were passed on to the offspring ( example: if a parent is good at puzzles, child will automatically be adequate to puzzles.) ( another example: Mr.Paek explained if he got his son to bulk up have muscles then b/c of Lamarks theory then Mr.Paeks grandchild would have characteristics of bulked up muscles)


Darwin's Theory:

Overproduction of offspring- organisms tend to produce more offspring then needed to replace # of past generation population
Struggle for Existence- competiton for predatation, and resources always present
Variations in Population Exist- difference in structureexist at birth not acquired
- these traits are inheireted from parents
Fitness- physical traits and behaviors to survive and reproduce
Common Descent- different species share common ancestors

Natural Selection:
Definition: organisms best suited for their enviroment conditions to survive, and reproduce they will pass on their characteristics to their offspring "survial for the fittest-not necessairly the strongest or fastest"
Conditions that help - mutation - source of variation in genes
Gene flow- genes move between population
Adaptions- traits that survive from one generation to the next
Examples- peppered moth durin industrial revolution in england, two phentoypes for moths black/speckled, when the bark of the trees got discolored the population changed mostly speckled to black . ( we were shown visuals in class)

1.26.11

Today in class we did a lab which took pretty much the whole class period. this lab was about natural selection and adaptation.

we were put into groups and were to move around the room to 5 station where there different types of meals for birds.

we were given for "beaks" forceps,pliers,spoon, and staple remover these were to repersent the different sorts of beaks and how they adapt to the enviroment they are in and the food that is available.

At the five stations each had either rice, staples, rubber bands, foam, or sunflower seeds. our job was to pick out as many of the foods as we can with the "beaks" we were given this was to show which beak adapts well and will be the fittest in these enviroment and which won't. then we had to record our data and graph, and fil out analysis questions this lab is available on pages 4-8. Dont forget if you were unable to complete your graph in class it is homework.

I

really dont know who to pick for scriber, because I don't want to be unfair so who ever volenteers can be scriber. =]

1.25-26.11 Scribe