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

GRACE'S SCRIB POST

So today in Biology we did a couple things. One thing we did is we took notes about DNA Technology. Those notes were…

-A. Genetic Engineering- making changes in DNA code

· Restriction Enzyme- Cuts DNA at specific locations

· DNA Recombination- Cutting and splicing pieces of DNA into other strands of DNA

-Human Genome- Mapped out all genes in the body

- Transgenic Organism- An organism containing genes from another species

-DNA Fingerprinting :

After going over notes we then watched a movie about the first case where DNA fingerprinting was used to solve a murder case. The movie showed two girls that were murdered in a small town in England. There were no leads on the case but after the second girl was murdered then they were able to get semen, that was hopefully going to help prove who did it. After getting the DNA from the semen, they had a bunch of males come and give there DNA but someone didn’t take it, so the police tracked him down. They were able to get his DNA and it was a match to the semen found on the two girls. That was what the movie was about. I thought it was really interesting.

That was all we did today. We really didn't do that much except the notes and the movie.

Homework: UP Pages 75-78

December 7, 2010

Sribepost by: Connor “Dunbar”

HOMEWORK

-Page 49-50 in UP

-Lab 35 from lab book due Friday

Today in Class...

Today at the beginning of class Mr. Paek briefly went over sex traits for the many people who were out of class the day before. To see the notes on sex traits view the previous blog post by Caroline R. Today we went through Mr. Paeks powerpoint on Pedigrees. A pedigree is like a family tree without names, but you can trace disorders or traits throughout a family using one. Scientists use these charts to study patterns of inheritance within a family. Some general information you should know about pedigrees is a male is shown by a square and a female by a circle. Children are shown by a line drawn down from the parents that branches and connects the children to the parents. Below is a picture of an autosomal pedigree chart.

We then learned how to interpret a pedigree chart. First we learned how to interpret disorders shown in a chart. A shaded person has the disorder. If mostly males are infected with the disorder, it is usually a X linked trait or sex linked which means this disorder is found on the 23 chromosome. If the disorder is 50-50 between men and women, the disorder is autosomal. This disorder or trait is then found on chromosomes 1-22.

This is a X or Sex linked trait

Next we learned how to determine if a trait was either dominant of recessive. If the trait is dominant, one of the parents must have the disorder for the next generation to get the disorder. If the trait is recessive parents do not need to have the disorder because it could be heterozygous making them a carrier but not showing the disorder. If this is the case the disorder may skip generations. We then did a few examples in our unit packets pages 47 and 48. I briefly will describe the first pedigree chart on page 47.

1. Person A is a female because her sign on the chart was a circle. Her phenotype was attached because her circle was shaded in meaning she had the recessive gene, in this case attached ear lobs.

1. We had to find the phenotype of person B, which was Ee. We determined this by looking at his children. Two children were not shaded meaning they had unattached earlobes and one was shaded meaning he had attached earlobes. His wife had ee so he had to have Ee so the recessive genes could pair up to give the child attached earlobes. It would be impossible for that child to have attached earlobes if the fathers genes were EE

1. For number three it asked what the genotype and phenotype of person D was. THe Phenotype was free hanging because when looking at her parents she would have gotten the dominant from her fathers Ee and the recessive from her mother. So, her genotype was Ee giving her unattached earlobes.

1. The final question was asking if 2 people with free hanging earlobes were to have a child would it be possible for the child to have attached earlobes. It would be because if both parents were heterozygous the recessive genes would meet in the last square of the Punnett square. This would give a 25% chance for one of the children to have attached earlobes.

This was about it for today. The next scriber will be...........DAMBI. Sorry.