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

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

Gaby & Calie's Oil Spill Project

eNjOy!