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

Class lets use the scientific term...there called testes not "balls"

Today to start off class we took out our homework (UP 5-8) and went over the diagrams and the parts and functions of the male and female reproductive structures. From there we discussed diffferent things about male and female anatomy, puberty myths, and any further questions we had in class. Then we took notes but only got through part of the male reproductive system and not all of the female. If you missed them or need further clarification here they are below.

HW: Read chapter 34.1 (978-979) and 34.2 (982-983 and 986-987)

the questions on what you shoukd know are available on Moodle

*****There will be a reading check on these pgs & there is a Quest next for Wed.

The next scribe is... Andrew

Male Reproductive Structures

• Testis- site of sperm production, produces hormone testosterone
• Scotum- sac containing testes, maintains testis at 1-3 Celsius (below body temperature)
• Epididymus- site of sperm maturation
• Vas Deferens- carries sperm from testes to urethra

The 3 glands that provide fluid to make semen

• seminal vesicle, prostate gland, & bulbourethral (Cowper's) gland
• sperm + fluids = semen
• Urethra- carries urine and semen out of body
• Penis- external reproductive organ

Male Secondary Sex Characteristics

• During puberty FSH stimulates testes to produce testosterone
• FSH- hormone released by pituaitary gland (in brain)
• Testosterone causes: larynx to enlarge,broad shoulders,facial/pubic hair, muscle growth

Female Reproductive Structures

• Ovaries- contains follicles where eggs (ova) mature, producesw estrogen & progesterone
• Egg is released and travels down fallopian tube (oviduct) to the uterus
• Cilia line the fallopian tubes to sweep egg into the uterus, fertilization usually occurs here
• Uterus (womb) - muscular organ where fetus develops, contracts during birth
• Cervix- connects the uterus to the vagina
• Vagina- birth canal and where penus inserts into with sperm

On Friday in Biology we started off class by turning in our homework which was 11.3 Cornell Notes and took out our packet pages 34-35 for a homework stamp. Afterwards we began with practicing some dihybrid problems to help us review, we also went over homework on packet pages 33-35. In the earlier chapeter we talked about genes being either strictly dominant or recessive, but thats not really true of living things, so we took notes explaining why some genes are different and they have two different alleles fo one trait.
* refer to notes below for explanation*

~Incomplete Dominance~

• Alleles are NOT dominant or recessive
  
• Cross between 2 phenotypes produces a third phenotype which is a BLENDING of trhe two traits

• Examples:

straight x curly = wavy hair red x white = pink

Steps To Incomplete Dominance

1. Assign Letters: Red Flower = R White Flower = W
2. State parental cross ~ RR x WW
3. Determine parental Gametes ~ R, R, W, W
4. Punnett Square

Genotypic Ratio: 100% RW Phenotypic Ratio: 100% Pink

Co-Dominance
- Both alleles are dominant and expressed EQUALLY...NOT blended
Example : HAir color in cows red x white = ROAN (both red and white hair)

Homework: Read 14.1 in textbook & do packet pages 39-46 due monday
***Page 39 in packet walks you through an example problem if your
having trouble with dihybrid crosses***

the next scribe is Amanda

October 18, 2010

Hey guys, sorry for the late post...anyways, here's what we did in class yesterday (as today was a BIO DAY!!! I mean c'mon how interesting was that? "I had a little birdy, his name was Enza, I opened up the door and influenza"...haha so weird!!!!))
First we started off by turning in our multi-flow map and since Mrs. Stein's computer was down, we skipped the star&wish for Michael B's blog. Make sure to check out his blog and to comment on it.

Then when began to take notes in class, and I titled mine "Cancer Notes"
Here's how they looked:
Plant cells:
-Cell plate forms between cells.
-No centrioles.
-Spindle fibers
-Stages of Mitosis (PMAT)*
Animal cells:
-Centrioles
-Cell pinches at cleavage furrow.
(SAME AS PLANT CELLS):
-Spindle fibers
-Stages of Mitosis (PMAT)*
*Note: PMAT stands for the four stages of Mitosis; prophase, metaphase, anaphase, and telophase.

Then we went on to try to understand PH, which can be found in your text book on page 43-44.
Notes involving PH:
Acid is at a PH level at 14, a neutral is at a PH level 7, and a base is at a PH level of 14.
Examples: acid: stomach acid, soda; neutral: pure water; base: soap.
-If more positive charges than negatives, then it's classified as an acid.
-If it has more negative charges, then it's classified as a base.

We moved onto another section of notes: regulating the cell cycle, which is what our previous HW assignment was on; here are some notes:
-Cyclins are proteins that regulate the cell cycle.
-Spindle formation is during Interphase.
Ask yourself this question: What does DNA control?
And answer with this (one): DNA contains the instructions for making important proteins.
Note: If this goes wrong or bad, then the cell can either: 1) divide out of control or 2) not divide at all.
-The cell has internal regulators that check and make sure the cell is ready to go through Mitosis. (Spindle fibers, replicated DNA, etc.)
-External regulators, on the other hand, are out signals meant to help speed up OR slow down cell divison. P53 is an external regulator.
(Note: such as wound healing or contact inhibition.)
-Caginogens are things that cause cancer, such as the follow:
~tobacco
~UV rays

That was all for the notes we jotted down in class on Monday, here's the homework:
-SIGN UP by TODAY for TurnItIn.Com
(Steps: 1. Click "NEW USERS CLICK HERE"
2. Click "New Students start here"
3. Click on Create a User Profile
4. Choose student in the next window avalible.
5. The class ID is 3574346, and the password is our teacher's last name, no caps.
6. Enter your information that it is asking for.
7. Create a password that is 6-12 characters (LETTERS & NUMBERS) long
8. Choose your helpful question.
8. Click I AGREE
9. Log in!)
-Cancer Paper: 10/25...must be on TurnItIn.Com AND have a paper copy, as well.
-Cell quiz/test on Wednesday

That's all! The next scribe is Jordan.

Good luck studying, everyone!

Enzyme Lab

{Sorry this post was kind of late guys...but my computer was having trouble connecting to Moodle}

Agenda:
Enzyme Lab
UP pg. 24-32
turned in UP pages 36 & 37
got a stamp for Enzyme Pre-Lab wrksht

Homework:
Enzyme Lab due Tuesday
Read 10.2 & 10.3 by Tuesday
(do a Flow Map titled "Cell Cycle" on 10.2)
[Flow map available on Moodle]


In class on Friday we talked about the Enzyme Lab that we were going to begin that day. We discussed that the beaker of water that served as the "water bath" had to stay at the temperature you were given and it was supose to be like a practice test just to observe what happens. Afterwards we did the trial with the assigned temperature we were given which was either 0, 15, 22, 37, 55, 0r 100 degrees Celsius. My group was assigned 15 degrees Celsius, and we were also suppose to do the trial a multiple number of times and then record our data.

Also in class Ms. Stein showed us an example of the lab we did. She poured hydrogen peroxide in a graduated cylinder and then added potassium iodine to cause close to the same reaction as our lab. It was really cool to see because the hydrogen reacted so furiously to the potassium that it overflowed an extreme amount into the plastic bin it was in.

Te next scribe is Mirella

Cells 10/5/10 Scribe Post

Hello everyone!

We started off class today by turning in our "Check My Understanding" sheet (pages 226-228 + 250-251) which was due today. While we were turning the homework in, we collected two papers from the counter. The large green paper that we got was the "Prelab for Diffusion Lab" and the other small paper was a diagram of cellular respiration. Next, Mrs. Stein showed us the rest of the slide show which gave us information about the mitochondria(converts chemical energy), biochemical energy(cells store and release energy using ATP), cellular respiration(energy fomr glucose is released), lysosomes(breaks materials down into small molecules to be reused), vacuole(stores materials), cytoskeleton(provides support/shape and is involved in movement) and cell walls(provides protection and support). Mrs. Stein said that if you could not finish all the notes, then she would have the slide show posted on the blog. After watching the slide show, Mrs. stein explained the homework to us. Also, Mrs. Stein announced to us that the Cell Quiz will be on THURSDAY instead of Wednesday.

The homework is as follows:

-Read diffusion prelab on pages 33-34 in your Unit Packet.

-Finish color code and annotations

-Read all of 7.3..... If you were in my row, Mirella's row, Dana's row or Amandas row, you were assigned to do ENDOCYTOSIS and FACILITATED DIFFUSION and the rest of the class was assigned to do MOLECULAR TRANSPORT and MITOSIS. (ex. http://gbs-moodle.glenbrook225.org/moodle/file.php/1521/Reading_Strategies/Definition_Mapping.pdf)

-Reminder: there is still time to do the extra credit!

For the remainder of class, we worked on our homework!

Sorry... I wanted to upload pictures but it wouldn't let me :(

The next scribe is Joel

Cells

Hello everyone! Today was pretty much a normal day in Bio...

We started off by turning in and/or getting a stamp the homework from yesterday:

1.) UP pgs. 9-14
2.) The organelle chart (stamp)

Next thing we did was we went over the organelle chart. To make things more clear on the different functions of all the structures in a cell Mrs. Stein showed us a slide show. In the slide show she showed us information about the nucleus, ribosomes, ER, golgi bodies, and chloroplasts. If you missed the slide show or missed something you can find the slide show at the bottom.


For the rest of class we worked on homework or did the microscope test (if it wasn't done already).

The homework is the following:

1.) Finish colorcodes w/ Annotations of readings
2.) Read pgs. 226-228 and 250+251 w/"Check My Understanding"
3.) Quiz Wednesday!

Cells ppt (ch 7)

An Exciting and Awake Thursday

Well in all honesty this Thursday wasn't very busy, but here's what we did do.

First, we took notes on 6-3 Biodiversity and looked at charts. Some of the main points and ideas were
-all species are involved int the food web/chain
-Threats to Biodiversity
--pollution
--global warming
--resources
--habitat destruction
--hunting
--disease
--invasive species
-pollutants increase the higher it goes on the food chain

Then we watched part of a 60 Minutes video called The Wasteland. It was about ewaset which is waste like old cell phones and computers. This waste sometimes gets shipped illegally out of the country. These places have they highest death rate from diseases like cancer because the materials in cell phone and especially compute monitor, which hold terrible chemicals like mercury. So, when these ewaset products are burned and taken apart the people who do this dirty work are infected and become sick. Some even die from the chemicals involved in this work.
Hopefully we will finish the video tomorrow because it was really interesting and anyone who missed it really missed out.

The homework, like always, can be found on moodle under Stein Bio. and click the calendar, but just as a heads up the Oil Spill movie project must be posted on the blog by 8AM tomorrow. So I would post those tonight. And thats your Thursday recap! Thanks for reading!

And the next scribe for Friday is MattT! Have fun Matt!

Biology Class

Class: Wednesday, September 8th

In Biology class on Wednesday (yesterday), we started off by turning in our homework; which was the Rip-O-Meter lab write-up, and the "Picture This!" homework assignment. Then we took notes in class about the following:

Pyramid of Energy: 10% of the energy at one trophic level is available to the organisms at the next level.

Biomass Pyramid: This contains the amount of living tissue and thus, potential food. Also note: The greatest biomass is at the base of the pyramid.

Pyramid of Numbers: Relative number of individual organisms at each level. In certain ecosystems, it is not pyramid shaped.

We received two images to tape into our journals that explained these notes. Mrs. Stein will most likely give these to you if you were absent during this class.

Then, after taking our notes, Mrs. Stein described an upcoming assignment to us.

Viewpoints on the Gulf Oil Spill: In this assignment, we each will have a partner (which you can chose), and you work together on this assignment. The first part of the assignment is to bring at least 10 pictures (EACH: both you & your partner!) to class on Tuesday as a part of a homework assignment. The assignment for the Gulf Oil Spill is to pick a point of view that relates to the Oil Spill and do research (I'm assuming sometime next week).

Then, more towards the end of the class period, after picking partners, we opened up to our Unit Packet page 21, and had to discuss this with our partners: A small group of people are stranded on a barren desert island. They have 500 bushels of wheat and one cow. What should they do to survive for the greatest length of time? This question, and answering the questions on UP Page 21 carried us until the end of class.

Homework:

"Get on Blog.

Read 4.3 and do the double bubble map [primary vs. secondary succession]

due on Friday.

Oil Spill Pictures, 10 by TUESDAY."

Note: For those of you who don't know how to do the double bubble map, visit this link: http://gbs-moodle.glenbrook225.org/moodle/file.php/1521/Reading_Strategies/Double_Bubble_Map.pdf

The next scribe is: Michael Berns