3-22-11

Chapter 29: The Working Plant

Sap- a watery solution that moves through the vascular system.
-In the xylem, it carries nutrients from root to leaves.
-In phloem, it transports pre made sugar to the leaves and other parts of the plant.
-Made in Spring using starch from the previous summer into sugar

-Plants need CO2 from air (through stomata)
-They need H2O from soil (root hairs)
-and O2 from soil (through stomata)

-A plant releases more O2 by photosynthesis than by
respiration
-All nutrition that enters the plant must be dissolved in water.
-Go through the epidermis -> cortex ->plasma membrane of root cells
-Plants need Macronutrients in large amounts. (carbon, hydrogen, oxtygen, nitrogen, sulfur, phosphorus, calcium, potassium, and magnesium.)
-They need Micronutrients in small amounts (zinc, molybdenum, boron, nickel, mainly enzymes.)
-THEIR NUTRITION AFFECTS OUT OWN!

Bacteria help with nutrition; three types:
1.) NITROGEN FIXING BACTERIA- converts N2 in the air to ammonium
2.) AMMONIFYING BACTERIA- adds ammonium to decomposing plant matter
3.) NITRIFYING BACTERIA- converts soil to nitrate.

-Legumes have root nodules that contain nirtogen fixing bacteria.
-Symbiotic relationship, bacteria get home, plants get ions in soil.

The transportation of water:
-Pulled up through transpiration
-cohesion water molecules stick together
-adhesion-water molecules stick to each other


next scribe SALLY Y.

Scribe Post: 2/14/11

TODAY, boys and girls, we finished our notes packet and worked on lab 32 in class (ooooooooooooooohhh) The notes taught us the names and characteristics of our evolutionary predecesor

• Homo habilis- "handy man"- enlargement of brain, lived in east Africa
• Homo erectus- extended territory to different parts of the world. Changes in diet included more meat consumption (from hunted animals), refined tools, taller, larger brain capacity (Thus more cognititve thought), lived in caves, built fires (hallelujah), social cooperation, African, Asian, European, and Austrailian.
• Neandarthals- (descendents of H. erectus/ precursor to H. sapien)- Heavier browridges (sloped foreheads, similiar to gorillas), less pronounced chins, slightly larger brain size than us, skilled toolmakers, burials and rituals, abstract thought. Stereotypical "caveman", found in Europe, Middle East and Asia.
• Homo sapiens- regionally diverse

- A.) Archiac Homo sapiens- oldest, over 300,000 years old, lived in Africa, Can include Neandarthals.

- B.) Cro-Magnon- like modern humans, lived in french caves (found cave drawings there), 35,000 years old.

- C.) Homo sapiens sapiens- Les humains modernes (modern humans :)

What happened to various H. Erectus descendents????

• Multiregional hypothesis- Modern humans evolved simultaneously around the world. Genetic similiarities due to interbreeding with neighboring tribes.
• "Out of Africa" hypothesis- (aka replacement hypothesis) Modern human arose from group in Africa and then spread around the world about 100,000 years ago. (Most widely accepted because of genetic backing)

Cultural Evolution-

• Erect stance- Most radical change in our evolution. Required MAJOR realignment of pelvis, feet, and spine.
• Enlargement of brain- secondary alteration-made possible by lengthened skull growth period. Accounts for lengthened parental care, and offspring learn from past generations.
• Culture- transmission of accumulated knowledge by writing or storytelling.

- 3 MAJOR CULTURAL STAGES:
Nomad, Agricultural, and Industrial.
Basicallly, we're more advanced than the "cavemen" because we've learnt from other's mistakes. We are no more smarter, but have the advantage of accumulated knowledge from past generations relayed to us by our parents, media, books, and TEACHERS (Thank you Mrs. Andrews :)


HOMEWORK:
- LAB 32 IN UP- DUE MONDAY
- TEST TUESDAY
- FINISH UP FOR TUESDAY :)


next scribe: Claire T.

Scribe Post: 11/12/10

****For this round you must COMMENT ON ALEAST TWO OTHER BLOG ENTRIES BESIDES YOUR OWN!!



Today was a busy day in Bio 173!!
We started off with a spot of notes; Set 2, Mendels's Laws, Pgs. 2-5



Basically....

-Parents pass on heritable factors to their offspring, which in turn, retain individuality generation after generation.
- Self vs. Cross Fertilization are different ways an organism may reproduce.

• Self fertilization, occuring in flowers, consists of two gametes being formed within one organism. This type of reproduction does not need another organism to reproduce.
• Cross fertilization, occuring in humans, consists of one gamete being formed in each individual and the other in another individual. This type of reproduction needs two individuals with diferent gametes.

- The first generation are call P for parent generation. The following generations that follow are F1, F2, F3 and so forth.

- Hybrids (Aa)- the offspring of two different true breeding varieties (AA+aa)

- Monohybrid Crosses- 1 trait being passed

- Allele- alternative forms of a gene

- Dominant vs. Recessive- AA (dominant) vs. aa (recessive)

- Genotype- Our genetic structure (non-visible); AA, Aa, aa

- Phenotype- What we can see; Physical traits (visible); tall, short, freckles..ect.

- Homozygous- same; AA or aa

- Heterozygous- Different; Aa














Mendel's 2 Principles



Mendel's principle of segregation:


- Pairs of alleles separate during gamete formation






















Mendel's principle of independant assortment:


- each pair of alleles segregates independantly of the other pairs during gamete formation (meiosis)




















HOMEWORK:
- 1 FACTOR CROSSES ON UP PGS. 55-57
- FACE LAB (COMPLETE THE ENTIRE THING), UP PGS. 45-50
- USE COLOR PENCILS!
- READ DIRECTIONS VERY CARFULLY!


NEXT SCRIBE: CHRISTINE K.

Scribe Post: 10/26/10

Today was a big day in Biology!

We started to plan out our independant spice labs. Accompanied with that was the assignment to get your experiment approved by Mrs. Andrews. When approved, we were to turn in a lab report up until the procedure part.

Spice Lab:
An independant lab that we invent and carry out by oursleves. We are to measure the zone of inhibition in the bacteria, Bacilis subtilis. We are to perform the lab and to write a lab report.
The finished lab report is due on 11/8/10. Guidelines are:
-Materials have to be LIQUID
-Must have TESTABLE AND MEASURABLE hypothesis
-Have multiple trials
-Can only use 4-5 Petri dishes
-Can vary in concentration, product brand..ect
-Compare and contrast products.

In your lab report, remember to:
- Include background on ALL of your materials (should vary with group members)
- Match your procedure with your group's
- Use roman numerals, letters, and numbers for every section of your report
- Have an ORIGINAL title
- Must incude how/when to gather data (give times; 24 hours, 2 days..ect.)
- Include charts and graphs
- Lab report guidlines on UP pg. 43 and in Survival pk. pg. 13
- HAVE IT IN CLASS!

Homework:
- STUDY FOR TEST
- Read UP pgs 37-38
- Re-read chp 24
- Review notes

next scribe: Bridget S.

9/1/10
Aliza R.
Examining an Ecosystem

Eco-walk:
(Pg. 35of UP)

• Purpose: To see and personally experience how man has impacted the environment
• Walk around your neighborhood (or in our case, outside the school) and observe the things that mankind has implemented that are harmful and, or beneficial to the environment
• Use the table on UP pg. 35 to write down some things outside and write one positive and negative thing that relates to the ecosystem about it. (eg: Car; good for humans because of transportation purposes; bad for the environment because of harmful emmisions)

The Study of a Pond Water Ecosystem:

• Purpose: Since it is not within reach to build/create an ecosystem in the science room, we studied pond water to get a feel for what an ecosystem may look like
• Find the Biotic and Abiotic factors in the pond water. (eg: Planerium- flatworm-is a biotic factor while water is an Abiotic factor)
• In the water was:
• Algae: The producer
• Bacteria/ micro-organisms: The secondary consumers
• Planeruim: The tertiary consumers

Important Vocabulary:

• Ecosystem: The system formed between organisms and their environment
• Abiotic Factor: The non-living aspect of an ecosystem.( sun, soil, water..ect.)
• Biotic Factor: The living aspect of an ecosystem.(plants, animals, bacteria...ect.)
• Producer: The bottom of the food chain; Makes its on food using te sun's energy. (plants)
• Consumer: One level higher than producers; Gain energy by feeding off of producers.( animals, insects...ect.)

Homework Assigned

1. Termite Lab Report DUE 9/10/10

• Use template on UP pg. 27
• Must have cover page, visuals, and a bibliography
• Termite Lab rough drafts DUE 9/7/10

2. Oil Spill Research Project DUE 9/22/10

• Description on UP pg.5
• Must have intext citations, bibliography must be in MLA format
• Grading rubric on UP pg. 7

Next Scribe: Christine K.