Restoration Work Day

On Saturday I went to the Grove to do a restoration work day.

We were told to grab gloves, large cutters, and goggles. Then we headed out to the very back of the property.

The man that was leading our group told us that we were going to be cutting down buckthorn. Buckthorn is something that we learned in class already. It is an invasive species. The reason that it is especially a problem at the Grove is because the Grove's forest was predominately all oak hardwood. But because the buckthorn has grown all over the forest's floor, the seeds of the oak trees cannot fall and reproduce on the ground. The buckthorn is shading the light of the ground and the oak trees are unable to grow. Also the only importance that buckthorn provides to the animals and environment of the grove is, the deers use the tree to rub on and also get rid of their antlers when it is time.

The picture on the left is a picture of the distinctive color of the inside of buckthorn bark. It is an orangish pigment and when I cut into the tree it looked as though there was an orange circle going around the outer part of the tree.

To begin with, almost all of the forest floor was covered with the invasive tree, but at the end it looked more like the picture to your right. We made many piles of buckthorn.

These piles will be burned and the stubs remaining will be poisoned by workers at the Grove. It was a great experience and I'm glad that I was able to help out my community, i can't wait to see if the oak forest is able to grow back!

Still pumping that blood!

Thursday April 21 - Heart Dissection!

On Thursday we dissected a heart! But before all the cutting, we took a quiz on the heart, parts of the part, and functions those parts carry out. This dissection was on UP27-32. Before you cut the heart ''like a doughnut'' Mrs.Stein quizzed each lab group to make sure you knew the parts of the heart. Then we cut it in half, and examined in interior of the heart. Gross, right? But actually there were some neat things you could do. If you stuck one finger through the pulmonary artery and another through the superior vena cava (I think) you could touch your fingers!
The homework due on Monday were as follows:
Finish UP27-32
4 Corners worksheet on 33.2
Here are some pictures of the heart:
Monday April 25 - Pulse Lab
At the start of class, we got back some graded work and a grade report! We went over our quizzes and overall, the average was a C. Today before beginning a lab we talked about your pulse, just to get a gist of things before the lab. For the lab we worked in partners. We first tested our resting heart rate and then did several activities meant to increase of slow down your heart rate such as holding your breath or exercising.
The homework from today is as follows:
Read AND annotate UP33-35
Finish Pulse Lab - Due Thursday!

The next scribe will be...........Amanda! (sorry :)

Extra Credit!

SPECIAL PROGRAM! Saturday, April 30th and Tuesday, May 10th: Emerald Ash Borer Workshops

The Emerald Ash Borer beetle has damaged millions of trees in the U.S. an has now invaded Glenview. Join the Village of Glenview and the Glenview Park District to learn more about this noxious pest, including its biology and natural history, treatment and prevention programs and what to do if you suspect an infestation; Workshops held in the Program Barn at The Grove, 1421 Milwaukee Ave.; Sat., April 30, 2-3:30 p.m. (includes field observations) or Tues., May 10, 6:30-7:30 p.m.
E-mail for more information about the workshop: judy.ksiazek@glenviewparks.org
See this website for more about the Emerald Ash Borer: http://na.fs.fed.us/fhp/eab/
Saturday, May 14th is CHICAGO RIVER DAY
You're invited to join in the fun at the 19th annual Chicago River Day! Help to beautify the West Fork of the North Branch of the Chicago River with trash pickup. Work gloves and bags will be provided, as well as FREE T-shirts for participants! Please meet at Kohl's parking lot off of Willow Rd.; 9:00-12:00.
E-mail for more information: rflakne@glenview.il.us
Saturday, May 14th: Restoration Work Day at Kent Fuller Air Station Prairie
Help Air Station Prairie's restoration team remove invasive plants to make way for native prairie grasses and forbs. Bring work gloves if you have them. Please meet at the Tyner Interpretive Center, 2400 Compass Rd.; 9:00-12:00.
http://www.glenviewparks.org/Air-Station-Prairie-Tyner-Center/restoration-work-days.htm

Saturday, May 28th: Restoration Work Day at The Grove National Historic Landmark
The Grove's restoration team needs your help to remove non-native, invasive plants and make way for native wildflowers, grasses and trees. Bring work gloves if you have them. Please meet at the Grove Interpretive Center, 1421 Milwaukee Ave.; 9:00-12:00.
http://www.glenviewparks.org/The-Grove/get-involved.htm

Wednesday April 20th
Agenda:

• Get a stamp for UP 11-17


• Discuss the heart


• Work on colorcode

Homework:

• UP 21-23


• QUIZ ON HEART TOMORROW! STUDY!

Of course when we walked in Mrs. Stein had the "pumps your blood" song playing. :) We got an acorn stamp for our homework. Next, we took some notes about the heart to prepare ourselves for the quiz tomorrow. We are responsible for knowing the different parts and their function. Also be familar with the diagram of the heart, and the path blood takes. At the end of class Mrs.Stein was there to answer any questions while we worked on our homework. Tomorrow we will be disecting sheep hearts! Don't forget to study for the quiz! :)

UP 21-23:

• label & color page 21


• just color page 22


• just color the top half of 23 & color and label the bottom half
  
  
  

The next scribe will be chloe!

"Pump it up song..."

Now I know, never to ask for a pump it up song in biology class. I found out the hard way... just kidding Mrs. Stein :D

http://www.youtube.com/watch?v=P_d0ykpzQgY <--

Agenda:

• Hand in Cornell notes (on 33.1)
  
• Discuss circulation
  
• Video clips

Homework:

• Read & Annotate UP #11-17

---------------------------------

After Mrs. Stein's creative way of waking us up, we started off the day when you walked into class, you were supposed to pick up a new unit packet, a new calendar, and then Mrs. Stein passed out our grade reports; it had our Digestions & Excretion Test scores' on them. Next, we were to do a sort-of activity, with 1 or 2 other people, in the UP packet - page 9 - and they were questions based on what you already know about the circulatory system. After that, Mrs. Stein just went over the answers in class before the bell rang. Finally, Mrs. Stein showed us one of her other "pump it up" songs to us while we were heading onto our next class.


Here are the answers to the packet questions:

#1: earthworm (5 pairs = 10 hearts)
#2: 5 liters
#3: 50% water, 45% red blood cells, & 5% salt, hormones, minerals, proteins, etc.
#4: 27,500,000,000,000 red blood cells (made in bone marrow and carry oxygen)
#5: 200-300 million
#6: 120 days (spleen clears out old red blood cells)
#7: 7 mm
#8: Rhosus Monkey
#9: female - 1/2 lb. male - 0.7 lb (size of a fist)
#10: 30% larger, 400 grams
#11: 62,000 miles (through diffusion, capillaries (blood vessels) transport red blood cells single file
#12: 1.5 million
#13: 60-80 - 72 beats per minute
#14: 32 beats/min
#15: opening & closing of valves
#16: bright red
#17: dark reddish/blue
#18: heart disease
#19: 100,000,000 per minute
and finally... #20: 5 liters per minute




Next scribe is.............. Natalie :)

Wednesday the 13th

Today in 2nd period biology we discussed the Kidney. Some of the notes for today are the following...

The kidney

- Removes metabolic waste and helps to maintain homeostasis (i.e. keeps salt and water levels in balance)

- Three major steps the kidneys preform are...

- Filtering blood

- Reabsorbing nutrients

- Collection and excretion

- The nephron

-Basic unit of the kidney

- Filtration

- water, Urea, glucose, salts, amino acids and vitamins filter into nephron

- Reabsorption

- needed materials reenter the blood stream

- Collection and

- concentrated urine is collected and leaves the kidney

The second half of class we saw a urine demonstration were we tested for glucose.

There is no homework due tomorrow but there is a test friday on digestion and excretion. The homework that was due today was the kidney dissection lab on pages 23-28 in the unit packet.

IZZY IS OUR NEXT SCRIBE

Bill Nye the Science Guy (Science Rules!)

List three organs that make up the excretory system.

.....

1. Lungs 2. Liver 3. Kidney

Yes in class we got started with some simple questions about the process of the excretory system and we can all look forward to some dissection of sheep tomorrow!

YAY. *Contain your enthusiasm*

We then took some brief notes to further understand what were suppose to have read and took notes on. (30.4) The most basic and important snippet of the notes was that the word Excrete means to get rid of waste and there are two kinds digestive and metabolic. We then voted to watch Bill Nye the Science Guy for the rest of class. (Which ended up not being so acurrate) In the end it was a very chill monday biology which is good because I think half the class was asleep anyway. Have good week!!

Next Scribe is...... ALEX

This morning we took out our Enzymes and Digestive Fluids Summary sheet for a stamp. We went over it in class, going over the specific enzymes and digestive fluids. This was important because we do have a quiz for tomorrow on Digestion.

Therefore, to prepare, Mrs. Stein came up with 3 questions on the board to quiz ourselves.

1. asked to describe carbohydrate digestion, where it takes place, what enzymes are involved and what molecules it acts on.

As a class, we decided that carbohydrate digestion begins in the mouth where amylase breaks down starch to maltose. Once the food leaves the stomach, pancreatic juice causes more amylase to finish changing starch into maltase, acting in the duodenum. The maltase digests the maltose, breaking it up into glucose molecules.

Starch --> Maltose  --> Glucose
       amylase             maltase

2. -Pepsin breaks down proteins into smaller polypeptide chains, found in the stomach. HCl kills the bacteria and lowers the pH level.
3. -Bile salts break big fat molecules into smaller ones in significance of a larger surface area. This is known as Emulsification.
After our discussion, we went to our lab benches and resumed with our Nutrient Lab. Today, we finished Benedict's solution, and observed the clear and orange outcomes in the test tubes. We will be finishing the rest of our lab tomorrow.



Homework!:

-Study for the digestion quiz tomorrow!

-Nutrient Lab due by end of class tomorrow.

The Digestive System

Today was a pretty average day in biology.

1. First we handed in our flow map which was homework


2. Then we took notes on the organs of digestion


3. After we introduced the emzyme and nutrient lab

Homework:

• Nutrient Pre-Lab due tomorrow


• Read 30.2 fir tomorrow


• Enzyme reading chart due thursday


• Visit Me Extra Credit by Tuesday next week

Here are the notes in case anyone missed them, the next scribe is Dana!

Digestion:

• 
  
  breaks down large molecules into smaller molecules which can be used by cells


• 
  
  Physical & chemical, alimentary canal- one way tube which food passes through body


• 
  
  Acessory structures: dont carry food but aid in digestion

Mouth:

• 
  
  Mechanical digestion- teeth crush food


• 
  
  saliva moistens food and contains salivary amylase: turns starch into simpler sugars

Esophagus:

• 
  
  Muscular- connects pharynx & stomach Perisatlisis-waves of muscle contractions


• 
  
  bolus enters the stomach thru a sphincter, acid may back up into the esophagus

Stomach:

• 
  
  Muscular sac lined w/ mucus ~ protection & lubrication


• 
  
  mechanical digestion & chemical digestion


• HCI kills bacteria lowers pH to activate pepsin


• 
  
  Peptic ulcer- hole in stomach wall: caused by bacteria

Small Intestine:

• 
  
  Duodenum- 1st part of the small intestine, enzymes & fluids enter here


• 
  
  Carbs, lipids, & proteins digested here, nutrients absorbed


• 
  
  lined w/ finger like projections called villi- increase surface area for absorption


• water, cellulose, & indegestibles remain

Acessory Structures:

• 
  
  Liner produces bile which emulsifies fat, gallbladder stores bile, & oancreas produces enzymes Large Intestine:


• 
  
  absorbs water from undigested material & bacteria synthesize vitamin K

Welcome Back!

Monday, April 4th Schedule: 1.Talk about grades, science contest, seats, labgroups, and blog. 2.Discuss new unit. -What do you already know? 3.Begin homework. Homework: 1.Read 30.3 with flow map. 2. Visit Mrs. Stein for homework pass by tuesday. 3. Extra credit: science contest. Basically today in class we got back into the regular routine after break. We got our new packets and calanders. In this unit we will be learning about digestion and excreation. Mrs. Stein also told us we would be disecting things in the near future, which i personally was not so thrilled about. She also passed out our grade reports and discussed the extra credit opportunity. Durring the last ten minutes of class we got to start our flow maps. The next scribe will be... Gabby!

Tuesday, March 22 Scribe Post! Today we started class by turning in our Flower Lab ( UP 41-44). Next we went over the Plant of The Day... which is called the "String of Pearls" (Senecio rowleyan). We learned that this plant is native to dry regions in south west Africa. It's leaf shape reduces the surface area to prevent water loss. It is also a "succulent" plant, which means that it is a water-retaining plant.[Image] [Image] Immediately after going over the P.O.D, Mrs. Stein asked us if we had any questions about the Lab quiz that we had today. After reviewing for a couple minutes, it was finally time to take the quiz. Then, after we took the quiz, we took a few notes about POLLINATION. Here are just a few KEY points that we took notes on: ~Pollination is the transfer of pollen from anther to stigma.~Self Pollination.~Cross Pollination.~Fertilization.~Double fertilization.~Coevolution.~Cross Pollination methods -Can be pollinated by wind and also a vector pollinator!~Seed Dispersal -Wind, Barbs that stick to animals, animals eat/excrete seeds. The HOMEWORK is as follows: -UP 45-46 colorcode. -Read 704 & 705. -PRESENTATIONS DUE TOMORROW Before 8:00 am! -Weird plants practical test on Thursday. -Plant TEST on Friday!!! The Next Scribe will be............ Natalie! Labels:

Tuesday, March 22 Scribe Post!

Today we started class by turning in our Flower Lab ( UP 41-44). Next we went over the Plant of The Day... which is called the "String of Pearls" (Senecio rowleyan). We learned that this plant is native to dry regions in south west Africa. It's leaf shape reduces the surface area to prevent water loss. It is also a "succulent" plant, which means that it is a water-retaining plant.

Immediately after going over the P.O.D, Mrs. Stein asked us if we had any questions about the Lab quiz that we had today. After reviewing for a couple minutes, it was finally time to take the quiz.

Then, after we took the quiz, we took a few notes about POLLINATION.

Here are just a few KEY points that we took notes on:

~Pollination is the transfer of pollen from anther to stigma.

~Self Pollination.

~Cross Pollination.

~Fertilization.

~Double fertilization.

~Coevolution.

~Cross Pollination methods

-Can be pollinated by wind and also a vector pollinator!

~Seed Dispersal

-Wind, Barbs that stick to animals, animals eat/excrete seeds.

The HOMEWORK is as follows:

-UP 45-46 colorcode.

-Read 704 & 705.

-PRESENTATIONS DUE TOMORROW Before 8:00 am!

-Weird plants practical test on Thursday.

-Plant TEST on Friday!!!

The Next Scribe will be............ Natalie!

Where are those powerpoints????

IF I DO NOT HAVE YOUR POWERPOINT BY 8AM, YOU WILL LOOSE POINTS!!!! SO FAR, I DO NOT HAVE ANY PRESENTATIONS FROM THIS CLASS! GET THEM TO ME!!!!

"That's Plant Sperm!"

Hey guys!

We started off the biology class today by turning in our homework which was to read 24.1and do page 39 in the UP (which counted as a stamp) and the virtual transpiration lab which was pages 33-34B in the UP (we turned this in).

After this, as a class we got to ask Mrs. Stein questions about the lab and some kids were having confusion about homeostasis and the surface area of a plant's leaves. The surface area of a plant's leaves has to do with the stomata and how much transpiration will occur in the leaf.

We then went on to do a lab where we had to "dissect" a daffodil. This lab can be found in your unit packet pages 41 through 44. We had to locate multiple structures of the flower and we also had to cut open the ovary of the flower and locate the ovules, which are the structures in the ovaries that hold the flowers' seeds. The ovary is a female part of the flower.

We spent the class doing the lab with our lab groups and Mrs. Steinwent around the class assisting everyone when they had questions. We viewed pollen grains, or in other words--"plant sperm" under a microscope after dissecting that from the flower, as well.

All in all, the class was an interesting one. Let's keep in mind though that even though spring break is just around the corner, we have a busy week for bio!

Here's the following assignments:

1) Finish flower lab on UP pages 41-44: due tomorrow.

2) Lab quiz (a quiz on all of the labs we've done so far in this plant unit!): tomorrow.

3) Read 24.2 (pages 704-705) only, by Wednesday.

4) UP pages 45-46 dueWednesday.

5) National Parks project to be turned into Mrs. Stein by 8:00 AM on Wednesday morning!

6) Weird plants test (this is just a quiz/test on our eccentric plant of the days where we have to identify the plants, and then have 4-5 multiple choice questions on the information we've learned) on Thursday.

7) Plant test on Friday.

Good luck studying everyone!

The next scribe is Adrian R.

Here are pictures from the flower lab we did in class:

The ovary of the flower split in half. The white "things" in the middle are the ovules--they contain the flower's seeds.

The materials/set up for the lab. From left to right: (top row): water for slides, slides, daffodils, (bottom row): razor blades, cover slips for slide, and hand lends for viewing during the lab.

Here is just a general idea of the lab.

Thanks Dana!

Hey guys. Friday was a pretty busy day. To start off, everyone handed in up pages 25-32, and took out their other homework so Ms.Stein could stamp it. Next, We did our POD. The plant of the day for Friday was the madagascar plant, which was pretty neat! After that, we discussed Transpiration activity, and each lab group showed what they really knew about it. To continue with transpiration, we did a Demo lab. Luckily, Ms. Stein got a great volunteer, me, and I helped her and desribed to the rest of the class what the specimens looked like. Here are a few pictures showing what we did:

After doing the Demo lab shown above, we did a virtual lab at our lab stations. In this lab we also looked at transpiration, and we used the booklet shown below, to help determine the rate of transpiration.

We pretty much worked on the lab until class ended.

HOMEWORK!

1. UP 33- 34B due tomorow!

2. National Park project 3.23!

3. Read section 24.1 and do UP 39 due tomorow!

4. LAB QUIZ TUESDAY! Know your stuff kiddos!

NEXT SCRIBE IS THE ONE AND ONLY ANGEL TOLEDO (:

You'll all be reading this Monday... so Happy Monday!

Wednesday- Tuesday Big Lab!

WAKE UP WE'VE GOT MORE LAB TO DO!

So to start of here are just a couple of photos of just a few of the 9 lab stations. You have station 5's radish plant were we learned about how the sunlight effects the plants growth. In this case the plant will actually tilt itself towards the light. Also in station 5 there was the corn. The corn showed the effect of gravity on a plant and its roots. Roots alway grow down because of gravity so when looking an the sideways corn seeds all the roots are trying to go

d

o

w

n.

Your next picture is of station 3. In station 3 we learned all about nonvascular plants like mosses. So we studied four different types of mosses as well as reading about nonvascular plants in the textbook. The next picture is of radish seeds in station 2. We put these under microscopes and viewed the tiny thin white hairs that came out from the root. We decided that the hairs were used for efficiently getting more water and nutrients by creating more surface area as well as helping the plant stay grounded. So there is a very small short overview of just a couple of the labs. And heres a review of what we (or what you should have) learn!

REVEIW

You should know.....

• how to identify the Zone of Elongation found in the Meristematic Zone
• What the difference between Vascular and Nonvascular plants
• ----------What each has and doesn't have
• How gravity effects plant growth
• How sunlight effects plant growth
• ----------Temperature and position
• Difference between Dicot and Monocot and how to identify them

Hopes this helps with the studying. The homework was just to finish the lab and 4 questions on the first two pages of 23.5

AND the next scribe is ....... JORDAN! Love you!

Plants are interesting...more or less

Hello! Classes today were shortened by the late arrival and in the time we had we took a quiz on photosynthesis after the 'Plant of the Day' which is the moss ball. We won't be taking much notes in class anymore but doing plenty of labs! We have a lab tomorrow that will take two days and another new lab on Friday. Here's helpful diagram of the light-dependent process of photosynthesis:

6CO2 + 6H20 = C6H12O6 +6O2

P.O.D The Moss Ball


Homework 23.2 & 23.3 w/ Double Bubble Map - "Stems vs. Roots"
Nation Parks Project due 3/23

The next scribe will be...Dana

Data for Factors Influencing Photosynthesis

Below is the data from the factors influencing photosynthesis from UP 73-76.

Quiz on photosynthesis will be tomorrow!

Our Next Scribe will be Chloe

Pigment Lab Pictures



Coleus Leaf



Spinach Leaf

PHOTOSYNTHESIS

Hey guys today we got a stamp for 67-68 in our UP for those of you who were sick. After that we started talking about Photosynthesis and the different cycles. Then started a lab on leaf pigments. The notes are...

Photosynthesis Overview

• reactants: co2 h2o light and energy
• Products: o2 c6h12o6
• Two reactions

-light reaction

-Calvin cycle

Chloroplast Structures

• Thylakoids - sacs contain chlorophyll
• Granum - stacks of Thylakoids
• Stroma - open space and where Calvin cycle occurs

After the notes with finished a lab we had started called the pigment lab. i cant get the pictures uploaded but it was a cool lab. What we did was take 2 leaves, a spinach leaf and red leaf and used a coin to crush and press pigment onto a Chromatography paper After that we took the paper rolled in, stapled it, and dropped it into a solution for 10 minutes. When taking it out we saw an array of colors separated on the paper. These colors were the pigments found in the plant. In the paper there was 2 greens, 2 yellows, and a red. Whereas in the spinach leaf we saw only 2 greens and 2 yellows. This shows us that even though you may only see red or green, there can still be many many more pigments. That's why even though the red leaf is red there is still chlorophyll to carry out photosynthesis.

homework:

• finish lab analysis questions
• Do notes on 8.2 and 8.3 or complete Up pages 81-85
• Work on national park paper

Fridays Class

Today in class we went down to the lab to work on our National Parks paper. We also went over how do do a correct PowerPoint...

• No bright colors
• Font should be readable
• Not to much info on a page (In communications we leard to only have 5 pionts with 5 words)
• make sure colors dont blend with words
• don't make things to busy on the page
• and.....DONT OVER LOAD ON THE ANIMAL SLIDES, STICK TO PLANTS

the homework is;

• finish National Parks paper 3/23
• Read pages 643 and 664-666

"Does it eat spiders?"

We turned in the leaf lab.

The Plant of the Day is... the Spider Plant. It can self-propagate, meaning it can take a part of itself and grow a new plant out of that part. It is native to South Africa, however it is a common house plant. It is also a flowering plant.



We mostly discussed ATP, Energy, and Visible Spectrum.



Things about visible spectrum:

• Light travels in waves


• Each color has a diferent wavelength


• There are some colors we cannot perceive (i.e. ultra violet, infared, etc.)


• All the colors put together will make white


• Color can be absorbed and/or reflected

Note: Energy is what makes you do stuff, and ATP has Adenine, Ribose, and 3 Phosphate Groups

Homework:

• Unit Packet 67-68, Due Date: Tommorow


• Read Section 8.2 and 8.3 with Unit Packet 81-85 OR a reading strategy/notes of your choice, Due Date: Tommorow


• National Park Research, Due Date: 3/23/11

A Spider Plant Flower.

Next Scribe is...Alex.

Structures of a Leaf

Today in class we started off by observing our plant of the day, which is the venus fly trap (dionaea muscipula). The venus plant is a carnivorous insectivore plant. Insects provide minerals and nutrients for the plant, mainly nitrogen. Trigger hairs inside the trap cause the "jaws" to close. Digestive enzymes break down the insects. These plants are native to North and South Carolina. They also produce white flowers and they are found in acidic soils.

After we observed the venus fly trap, we started a lab dealing with the structure of a leaf. In the lab we observed a prepared slide of lilac leaf and a walking jew leaf.

The next scribe will be Sam.

Homework:
-Finish leaf lab.
-National Parks Project

Leaf Lab Images

Wandering Jew Leaf 100X

Lilac Leaf Cross Section 400X

Plant Kingdom!

Have you ever wondered about the 'vegetables' that you eat?  What are they? Where did they come from? What purpose did they serve in a plant?? We started off the unit looking at edible parts of plants and trying to determine what function they serve.  Throughout the unit, we will refer back to this exercise.

We also examined our weird plant of the day - the baseball plant.  It is a succulent that can store water to allow it to survive in dry environment.

Below is an image of the  plant kingdom. You will be responsible for knowing the basic characteristics of each group of plants!

Micheal Dowd is the next Scribe!

homework

Whose the scribe? i dont know the homework

Kids Play Constantly On Family Game Systems


To be honest, I cant remember at all what happened In class because Saturday and Sunday I was performing at a café called Premier with “Ormi Orchestra” (my brothers band) but I can tell you exactly what was discussed.

Chordate Characterisics
1)Notochord- supportive rod thru the dorsal side
2)Pharyngeal Gill Slits – Present at some point in development
3) Dorsal Hollow Nerve Cord
NOTEEEFSGOIJSG* not all chordates are vertebrates

Chordate Classes
-Agnatha – jawless fish+eel like+no scales+sucker-like mouth+some parasitic
-Chondricthyes – cartilage+fish/sharks+true jaw+Non-covered gill slits+Spikey scales
-Osteichthyes – holes-boney fish+swim bladder+gull cover (operculon)
-Amphibiea – begin life underwater using gills, adults have lungs, moist skin,external fertilization needs water
-Reptilia- Mostly terrestrial+First amniotic+dry scaly
-Aves – “aviation”-Birds-feathered bodies w/ scales on feet+endothermic+lungs+wings-MOST fly)
-Mammalia – Hair covering body+fat under skin+Mammary glands+Endothermic

REPRODUCTIOOONNNNN
-Shift from internal/external fertilization
-Oviparous – parents lay eggs OUTSIDE of body
-Ovoviviviviviparous – animals develop inside mother
+nourished by EGG
+born alive
-Viviparous – animals are nourished by mother and born alive. THAT’S US!!!

Body Temperature
-Ectothermic – rely on behavior to control body temperature
-Endothermic – can generate and retain heat
+uses a lot of energy
+have insulation

HOMEWORKZ:
Test on Tuesday
PROJECT DUE TOMORROW


ALSO...

YETI CRAB
Phylum: Anthropoda



NEXT SCRIBE IS

Michael Doudster

Fun With Arthropods

Agenda

1.Hand in UP 19-27

Hand in profile

2. Discuss invertebrates + AOD

3. Work on Arthropod lab UP 28-31

Homework

1. Finish UP 29-31

2. see moodle for reading assignments

3. TV ad- 2/2/11

4). Test will be on 3/1/11



Arthropods are invertebrate animals that have an exoskeleton, jointed appendages, and body regions. Today in class, we started off as normal and then we went on to discover some pretty interesting little creatures called arthropods. We investigated the grasshopper, the crayfish, and the Spider. We compared characteristics of these animals.


Just to get an idea of what these creatures looked like:







The next scribe is... Evan

Incredible Invertebrates !!!

Wow, that was by far one of the coolest labs this year. Live and crawling millipedes that were 6 inches long, hissing Madagascar cockroaches, and swarming bloodsucking leaches were only the beginning! I still can't understand how Delia had the guts to play with the millipede, even more crazier then that Mrs. Stein was willing to let the thousand legged creature crawl all over her face! you would have to pay me a million dollars for me to do that. So we went though the 8 stations and carefully observed the differences between the 8 phylum which are : Porifera, Cnidaria, Platyhelminthes, Nematoda, Annelida, Mollusca, Echinodermata and Arthopoda. My most favorite station was station 4 Nematoda, which contained the vinegar Eel. I was fascinated by how this tiny little creature chooses to thrive in an acidic solution such as vinegar.I studied them under the microscope and found thousands of them all small but different sizes squirming around in the solution. Another station i found to be pretty intriguing was the Cnidaria. This tiny nearly microscopic Hydra attached it self to a living Daphnia (water flea) and was slowly nibbling away at it.I was astonished by how such a small organism hunted on living prey. Last but not least the most impressive animal belonged to the phylum Arthropada. The Madagascar hissing cockroach. Man if I found one of these creepy crawlers in my bed I would never sleep again! Mrs stein gave the bug a nudge and he let out air making a loud hissing noise that could be heard from across the room. That was The biggest cockroach i have ever seen, might change my mind about ever visiting Madagascar.

e are some photos similar to what the lab was like...

Vinegar Eel.

Madagascar Hissing Cockroach.

Millipede.

Thanks for reading!!

Homework for period 2 due Tuesday is:

Finish the invertebrates lab Pgs. 19-27

invertebrate profile p.3

And dont forget about your project due on 2-28

The next scribe is Andrew G

SALAMANDER!

Today we started off class by handing in UP 9-12.We then went over our animal of the day #3 which was an Axolotl. We also watched one informational video and silly video (listed below) that implied axolotls have some traces to salamanders.

-class: amphibia

-3.5-13.8 in (90-350 mm) in total length

-Native to Mexico

-No metamorphosis- adults remain aquatic and gilled

-Used in scientific research because can regulate most body part

- status: critically endangered

We then watched a Bill Nye video on fossils.

After that we got some time to start on our homework which is:

- Invert Animal Phylum chart (due Friday)

- Invert Profile (due 2/22)

-Endangered Species Project (due 2/28)

Silly Axolotl video: http://www.youtube.com/watch?v=MxA0QVGVEJw

Information video on Axolotl: http://www.youtube.com/watch?v=BX91EIbLBqw

Explanation of Taxonomy and Binomial Nomenclature : http://www.youtube.com/watch?v=h7_4rSFa9ws

 

The next scribe is... Michael Burns

All about Kingdoms!

Today, we started off class by turning in our Cornell Note on 18.3 that were due yesterday. We then moved on by talking about the Animal of the day #2. Today's animal was...the...STAR NOSED MOLE! Its class is a mammal.  It had an odd looking nose, which made it unique.
After that, we took notes on Kingdoms:

6 Kingdom System:

-As things evolve they get more complex
-They share a common ancestor
-"Protista"-they don;t know if they should call it a   kindom.







Three Domain System:
-3 Domains: Bacteria, Archea, and Eukarya.
-A more current taxonomic arrangement.
-Based on comparisons of tRNA sequences.

Archeabacteria and Eubacteria: (REVIEW)
-Formally the kingdom Monera
-Single-celled prokaryotic
 -Archeabacteria
    -No pepridoglycan
    -Found in harsh environments
 -Eubacteria
    -Peptidoglycan in cell wall
    -Most bacteria we encounter

Kingdom "Protista":
-Eukaryotic
-Most unicellular, some are multicellular
-Heterotrophic or autotrophic (photosynthetic)
-Very diverse kingdom
     (amoeba, paramecium, algae, euglena)

Kigdom Fungi:
-Eukaryotic
-Single or multicellular
-Cell wall made of chitin
-Decomposers/Heterotrophs
     (mushrooms, yeast, mold)

Kingdom Plantae:
-Eukaryotic
-Multicellular
-Autotrophic
- Cell Wall composed of cellulose

Kingdom Animalia:
-Eukaryotic
-Multicellular
-Heterotrophic
-No cell wall

After all those notes, we started the Shark Key. It is located on pages 9-12 in the UP. On page 12, we have to make our own biological key in both the fish and the leaves!

HOMEWORK:
*Finish Shark UP (9-12)
*Invert Profile, Due: 2/22
*Read Section 26.1
*TV add Due: 2/28


Calie is our next scribe!

NEW UNIT (:

Today, we started a new unit about the animals, but first, Mrs. Stein gave us grade reports and we saw what we got on the Evolution Test. She told us that we got a good head start on the new semester! After that we had a POP QUIZ on 18.1 **she sort of told us there would be one.** 18.1 was about classifying species and the order of diversity. Once we took the quiz, we took notes on the Animal Of The Day #1. We took notes on a hagfish, which is a slimy, eel like fish that has survived for millions of years. Then, Mrs. Stein introduced to us the Profile Project, where we are going to be invertabrates, an animal without a backbone, and we will create a profile. The project can be found on UP 3. Then, the learning came, and we took notes (:



TAXONOMY
*science of organizing and classifying organisms
*based on evolutionary relationships and biochemical and DNA similarities.

*~*~*CLASSIFICATION SYSTEM *~*~*

KINGDOM
PHYLUM
CLASS
ORDER
FAMILY
GENUS
SPECIES


*~*~*WAYS TO HELP YOU REMEMBER THE CLASSIFICATION*~*~*



King Philip Cuts Open Five Green Snakes

Kids Prefer Cheese Over Fried Green Spinach

King Phylum Class Ordered the Family Genius to SHUT-UP!



NAMING SYSTEMS:
*binomial nomenclature-genus and species name
*uses Latin
*developed by Carolus Linnaeus
-example: Homo Sapiens



*~*~*~*~HOMEWORK*~*~*~*~*~

~read 18.3 and cornell notes due tomorrow

~TV AD due 2/28
~PROFILE due 2/22

THE NEXT SCRIBE WILL BE.........Anastasia :)

Hey is there a reading that we have to do?

Quite a tastefull day today.....

Today was a more laid back day in biology class. Basically we reviewed what we went over on Friday and took a few notes on our next section; the early history of earth. Basically all we got was that when the earth was first formed which was about 4.5 billion years ago, the atmosphere was composed of CO2, N2, water vapor, CH4, and H25. The first organic molecules were proven to exist if the atmosphere was as how it was believed to be. Two scientists proved this by conducting an experiment. In it they reproduced the conditions of what the atmosphere was believed to be like in ancient earth. They then sent electric sparks into the solution as if it were lightning. They next took a sample of the water that had formed and let it sit. After about two weeks, amino acids had started to form. this proves that if the atmosphere was what it was in the experiment then that's how the amino acids formed, starting a chain effect that would eventually lead to the development of DNA and RNA.
We did a short lab to demonstrate radioactive decay. We took 100 m&m's in a cup and shook the cup for 10 seconds. We then poured out the m&m's onto a plate and removed all the ones with the m symbol facing up. we the put the m&m's remaining back into the cup and repeated the earlier steps until there was none left. If you looked at the chart we filled out it would show that about each time we removed m&m's there was about half of them left this saying that the 10 seconds was like the half life of the substance that the m&m's represented.

The HW is...-UP 31 and 32
- 2.6 and check my understanding chart (due Wednesday)
-work on your TV add
-test Friday!!!!

The next scribe will be......... Mirella!!!

What?!?!? Evolution involves Genatics?

Today in biology class, we talked about way that a species can eventually become two or mare than that. Basically it is all in the genetics, I genes change then the species becomes different. How or why do the genes change? Well one main reason is genetic drift. Genetic drift is when a number of species are moved to a different environment or the environment changes very fast in a small amount of time. This causes the animal to adapt in order to survive, or natural and/or artificial selection takes place. Over time the species becomes different creating a whole new species.


We also talked about other things like speciation. This is the ways a species evolves over time. There are two ways a species can evolve: punctuated equilibrium and gradualism. Punctuated equilibrium is when a species has long periods of stability and the short periods of rapid change. Gradualism is when a species changes at a slow steady rate. For this to happ3en you need several things; you need complete isolation and that the organism, and the organism cannot interbreed with another species.



Another thing that can spark a movement to change in a species is adaptive radiation. Adaptive radiation is when a species changes due to environment. If the environment changes so does the species in order to survive. One prime example is the finches on all the Galapagos Islands. They are slightly different on each island.

We also brushed over some other topics, these include;
Convergent Evolution: two different species, that are similar due to living in the same environment (ex. Butterflies and birds).
Co-evolution: organisms with close ecological relationships (ex. Plants and insects)

We then shifted subjects, and moved onto dating (not the kind where two people go out, but the kind to tell how old a fossil is). There are two ways scientists can tell how old a fossil is. One way is relative dating. Relative dating is were scientists look at the layer of rick or ground were the fossil is found, and depending on how old the layer is, that’s how old the fossil should be. The other way is through carbon dating. Since all thing need carbon, everything will have carbon in it. One an organism dies, it stops creating carbon. The carbon then starts to decompose. Carbon 14 and any other chemical will always decompose at the same rate. For carbon, half will be gone in 5770 years. This is known as a half life. A half life is how long it takes for half the mass of a chemical to decompose. So to tell how old a fossil is all you need to do is know how much carbon was originally there, know how much is left and then by counting half lives you can tell how old a fossil is. The only drawback is if there is not enough carbon then this wont work.

Don’t forget the homework!!:
-Read 19.3 and do a flow map on that
-finish UP 33-35
- Also don’t forget about your TV add due 2/28
-Test Wednesday


Here are some useful videos if you need any additional help;

http://www.youtube.com/watch?v=81dWTeregEA
This one explains carbon dating well

http://www.youtube.com/watch?v=tKj2s3VVI0M
This one show great example of Convergent evolution for animals with wings.

It's Snowmageddon! A Blizzaster!, The Snowpolalypse!

Hey everyone! Hope you are enjoying your day off! If you are reading this, post something about your snow day!  Maybe a picture of the snow?  So, just a friendly reminder that it would be WONDERFUL if you keep on track with the homework on moodle.. you will not be penalized if you don't, however, your weekend will be bogged down with homework if you don't!  Why am I asking you to do this?

1.  The test is STILL planned for next week (last I hear, still Weds.... but now that tomorrow is cancelled to, not sure if that will be)
2.  The test will STILL cover the same information
3.  You're gonna have to do it anyway!
4.  You'll have less to do over the weekend!

That is my CAR behind Max!!!

Be safe everyone!  See you soon!

February 1, 2011 - SNOW DAY TOMORROW!!

Agenda:

• Show Mrs. Stein UP 26 (the endangered animal sheet) plus the "Picture This!" homework
• Enjoy Matt's post and it is revealed that I am to be the scribe today
• Evidence for Evolution Quiz
• Discuss and grade quiz
• Lab 38

We started off the class period by showing Mrs. Stein our UP 26 and Picture This! homework and received a homework stamp sheet. Then we were handed back our breakfast for birds lab (UP 4-8). We then spilt into partners or worked by ourselves and did a Evidence for Evolution quiz on such terms as Homologous, vestigial and analogous structures. We then graded our quizzes in class and took a few notes on the terms:

Comparative Anatomy- the study of similarities and differences between species' bodies.

Homologous Structures- similar bone structures

Comparative Embryology- examine and compare embryos of organisms

Analogous Structures- different organisms began living in similar environments, their appendages evolved to perform the same function.

Then we did "Lab 38" which is located in our biology lab books. Mrs Stein explained how we have to color the bones in the animal diagram and then answer the questions. We finished off class by finishing the lab and hearing how the travel advisory for today was "life threatening" from Mrs. Stein.

Homework:

• finish the lab
• Read 19.2
• T.V. ad 2/28

Snow day on wednesday so all the homework except the t.v. ad is due on thursday.

our next scribe will be...... Amanda!!!!

Bio Day Tomorrow!

Agenda:
Hand in UP pages 4-8
Look at Delia's scribe!
Go over green sheet for homework
Work with class on UP page 13
Discuss natural selection lab UP pages 17-19
Engage in superduper fun natural selection lab UP pages 17-19

Today's class started off by handing in the unit packet pages 4-8. We then took a gander at Delia's scribe which then left me with some tragic news at the end. Anyway, after that Mrs. Stein went over the green sheet that goes along with 16.4 for homework. We then worked briefly on page 13 in the unit packet as a class. We had to tell whether the sentence went along with Darwin, Lamarck, neither or both of their theories. After, Mrs. Stein then described to us what was needed to do for the natural selection lab. (UP 17-19) Finally the class split up into their groups and worked on the lab. The natural selection lab shows how the environment determines what species survive and which ones die out. In this case the dots who camouflaged with the cloth were the ones that survived.

Today's Homework:
UP 17-19 and chapter 16.4 w/green sheet - Due Monday
TV ad - Due 2/28
Visit Mrs. Stein for a homework pass!

Bio day tomorrow, meet in the auditorium!!

The Next Person to recieve tragic news (scribe) will be...Susie!

.....Dreams do come true.

Agenda

Hand in double bubble map

Finish discussing Darwin

Breakfast for Birds

Today class started off by everyone handing in their double bubble maps.

We took notes about Darwins Assumptions, Variations, and Descent with Modification.

Darwins Assumptions

(based on his observations)

- Over production

* More offsprings are produced than will survive.

(For ex: producing a lot of eggs)

-Struggle for existence

* Predation and competition

-Survival of the fittest

* Individuals best suited to the environment will survive, reproduce and pass on the traits to their offspring.

(Meiosis- genetic variation gives natural variation)

-Variation

* Differences among members of the same species

-Descent with Modification

*Principle that species change but descend from common ancestors.

After note taking we began a new lab.

Mrs. Stein gave us all a brief understanding of our lab BREAKFAST FOR THE BIRDS.

-There were five stations

1) Log (rice)

2) Pond ( foam pieces)

3) Field (sunflower seeds)

4)Rocky ledge (staples)

5) Worms in grass (rubber bands)

At each lab station there were pliers, forceps, spoon, and a staple remover ( one of each tool).

Each person used ONE tool to collect as much "food" as they could with that tool. Each tool represented the beaks of a bird.

At the end of each session each person had to count how much "food" they collected with their "beak" (tool) and the group had to collect their data as they moved around to each station.

After the lab was completed Mrs. Stein explained our homework (the graphing part of it).

It was simply graphing your data onto a bar graph to analyze and compare the results.

Homework

Up 4-8

See for hw pass- Tues

Tv ad project- 2/28

Next scribe will be Matt