Warmup: January 27, 2014
List the products and reactants of photosynthesis
and respiration.
Photosynthesis:
Respiration:
Warmup: January 28, 2014
Explain how DNA from ancient species can be compared with
modern species to determine evolutionary relationships (I
know we haven’t covered this yet, I just want to see if you can
create some ideas as to “how”)
It is possible by taking an ancient species DNA and adding
modern species genome, but you cannot take a modern
species and add ancient DNA to it and have a living organism
Warmup: January 29, 2014
Classify the following
examples of mutations
as insertions, deletions,
or substitutions
1.
2.
3.
substitution, insertion, deletion
February 3, 2014 Warmup
1. Give an example of phenotype and genotype.
phenotype: brown hair, blue eyes genotype: Hh, NN
2. Give an example of a trait and a characteristic.
trait: blue eyes
characteristic: eye color
Warmup: February 4, 2014
Compare the function of mitochondria and chloroplast
within the cell.
chloroplasts
usually found in plants and unicellular organisms
converts solar/light energy into chemical energy (sugar)
Mitochondrion
plural: mitochondria
found in almost all cells
converts chemical energy (sugar) into another form of chemical energy
(ATP), which is simpler and could be used by the cell
process is cellular respiration:
Agenda
1.
2.
3.
4.
Check warm-up sheets
Go over homework
Start notes on Domains/Kingdoms
Prepare for fungi lab Monday
February 3, 2014
Objectives:
1. Explain why and how organisms are classified.
2. List the eight levels of classification.
3. Explain scientific names.
4. Describe how dichotomous keys help in identifying
organisms.
When you are done with the test: Define the
following: (Chapt 9 Sect 1)
1. classification
2. taxonomy
3. mammary glands
4. eight-level system
5. branching diagram
1. classification- putting things into orderly groups
based on similar characteristics
2. taxonomy-the science of describing, classifying,
and naming living things
3. mammary glands-milk producing gland of female
mammals
4. eight-level system-system taxonomists use to
classify living things: domain, kingdom, phylum,
class, order, family, genus, species
5. branching diagram-diagram showing similarities
and differences between organisms
Taxonomy
• Discovered by Carolus Linnaeus (Swedish)—used to be only plants and
animals, but Linnaeus classified based on shape and structure
• Each species has a two-part name. (Genus + Specific name)
• Example: Asian elephant: Elephas maximus also written: E. maximus
(first letter is always capital, then a period, then lower case specific
name)
• Example: Tyrannosaurus rex
• What is “Tyrannosaurus”?? Genus
• What is “rex”??
Specific name
• What is the shorthand of Tyrannosaurus rex?
T. rex
Tyrannosaurus rex is a combination of two Greek words: “tyrant
lizard”. rex is Latin for “king”
Eight level
classification:
1.
1. Did
2.
2. King
3.
3. Phillip
4.
4. Come
5.
5. Over
6.
6. For
7.
7. Good
8. Spaghetti 8.
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species
Example:
Domain
Kingdom: Animalia
Phylum: Chordata (animals with hollow
nerve cord and backbone)
Class: Mammalia: (Nurse young, have
backbone)
Order: Carvivora (have special teeth for
tearing meat)
Family: Felidae (have backbone, nurse
young, have special teeth, and have
retractable claws)
Genus: Felis (these cats cannot roar,
only purr)
Species: Felis domesticus
Questions:
1. What does a species
contain?
2. What does a genus contain?
3. What does a family contain?
4. What does an order contain?
5. What does a class contain?
6. What does a phylum
contain?
7. What does a kingdom
contain?
1. Organisms that
have the same
characteristics
2. Similar species
3. Similar genera
4. Similar families
5. Similar orders
6. Similar classes
7. Similar phyla
Branching Diagram
Practice: Construct a branching diagram for the following:
Frog, snake, kangaroo, rabbit
1. Think of a major change that happened before the frog evolved.
2. For the last three, think of a change that happened between one of
these organisms and the other two. Write these in your diagram
Practice: Construct a branching diagram for the following:
Frog, snake, kangaroo, rabbit
1. Think of a major change that happened before the frog evolved.
2. For the last three, think of a change that happened between one of
these organisms and the other two. Write these in your diagram
RABBIT
KANGAROO
FROG
SNAKE
Young develop
fully inside
mother
Air breathing; ability
to live on land
dry skin
Fur; live birth
1.According to the
branching diagram
below, which
characteristic do
ferns have that
mosses do not?
2.Which species in
the diagram above
is most similar to
the hibiscus?
Which is the least
similar?
2. According to the
branching diagram
below, which
characteristic do ferns
have that mosses do
not?
3. Which species in the
diagram above is most
similar to the hibiscus?
Which is the least
similar?
Make your own dichotomous key:
Take 5-10 things out of your pencil bag…pens,
pencils, markers, Expos, etc.
Try to work with your partner next to you to make
a dichotomous key. When you are done, switch it
with the people to the right or left of you (switch
seats). Take one of the items and use THEIR
dichotomous key to see if it is correct to give you
the name of the item in your hand.
Questions for homework Due 2/6
1. Why do scientists classify animals?
2. What is the basis of modern classification systems? (How do they
classify?)
3. Why couldn’t you use just one dichotomous key for all the species
on earth?
4. Describe how the number of organisms change from the level of
kingdom to the level of species.
5. What are two problems with common names?
6. What are the two parts of a scientific name?
Make a dichotomous key for the following:
Stapler, marker, zipper bag of ice, book, roll of
tape, piece of wadded up paper
1. a.
b.
2. a.
b.
3. a.
b.
4. a.
b.
5. a.
b.
Homework due 2/5 E GROUP
Make a dichotomous key for the following:
Stapler, marker, zipper bag of ice, book, roll of tape, piece of wadded up
paper
1. a. Is it very cold, and could it melt?.........ice
b. Is it not?................................................Go to step 2
2. a. Is it made of metal?............................stapler
b. Is it not?......................................Go to step 3
3. a. Is it made of paper?........................Go to step 4
b. Is it not?...........................................Go to step 5
4. a. Is it intended to be read?...........................Book
b. Is it intended to be thrown?......................paper wad
5. a. Is it used for writing?................................marker
b. Does it have a sticky side?........................tape
Warmup: February 5, 2014
Write down everything you know about bacteria
and viruses (at least five things if you know that
many)
Bacteria
1.
2.
3.
4.
5.
6.
7.
8.
9.
No nucleus
Ribosomes
Living
One cell
DNA and RNA float freely in
cytoplasm
No nucleus
Larger
Asexually reproduce
Rod, sphere, spiral
Virus (toxin)
1.
2.
3.
4.
5.
6.
7.
8.
No nucleus
No ribosomes
Not living
No cells
DNA or RNA enclosed in protein
No nucleus
Smaller
Invades host cell
Facts about Viruses and Bacteria (Venn Diagram)
http://www.webmd.com/a-to-z-guides/bacterial-and-viral-infections
• Bacteria are relatively complex, single-celled creatures with a rigid wall and a thin,
rubbery membrane surrounding the fluid inside the cell. They can reproduce on their
own. Fossilized records show that bacteria have existed for about 3.5 billion years,
and bacteria can survive in different environments, including extreme heat and cold,
radioactive waste, and the human body.
• Most bacteria are harmless, and some actually help by digesting food, destroying
disease-causing microbes, fighting cancer cells, and providing essential nutrients.
Fewer than 1% of bacteria cause diseases in people.
• Viruses are tinier: the largest of them are smaller than the smallest bacteria. All they
have is a protein coat and a core of genetic material, either RNA or DNA. Unlike
bacteria, viruses can't survive without a host. They can only reproduce by attaching
themselves to cells. In most cases, they reprogram the cells to make new viruses
until the cells burst and die. In other cases, they turn normal cells into malignant or
cancerous cells.
• Also unlike bacteria, most viruses do cause disease, and they're quite specific about
the cells they attack. For example, certain viruses attacks cells in the liver, respiratory
system, or blood. In some cases, viruses target bacteria.
Texas School/Cruise Ship
Norovirus
Norovirus is highly contagious. It's a hardy little bug
that can live in the environment for up to four
weeks. The virus can live in an infected person's
stool for two weeks or more.
People who come into contact with a surface a
patient has touched or clothes they've worn can get
sick. You can also get sick eating any food a person
with the virus has touched. Food commonly involved
in outbreaks includes shellfish, leafy greens and
fresh fruit.
Any food served raw or handled by an infected
person after being cooked can get contaminated.
Food can also be easily contaminated if it has been
sitting out for hours, such as on a buffet.
People who have norovirus are most contagious
when they are sick but can still transfer the virus
even three days after they have recovered from the
worst of the symptoms.
How is it treated?
• There is no medicine or vaccine to specifically treat norovirus, but
most people recover fully without treatment. (There is a vaccine in
the early testing stages.)
• Since this is a virus, antibiotics won't cut it; they work only on
bacterial infections.
• Someone with norovirus has only one option, and that's hydration
therapy. People who vomit frequently or have diarrhea need to
replace the liquids they lose. Sports drinks can help with mild
dehydration, but water is best. You can also buy oral rehydration
fluids over the counter at most drug and grocery stores.
• Getting too dehydrated is dangerous. In extreme cases, people who
do not get enough fluids may have to be hospitalized. There, a patient
will get fluids intravenously.
VIDEO: NOROVIRUS
Sicknesses
during WWI
By the time World War I began, attempts to use anthrax were
directed at animal populations. This generally proved to be
ineffective. Shortly after the start of World War I, Germany launched
a biological sabotage campaign in the United States, Russia,
Romania, and France.[4] At that time, Anton Dilger lived in Germany,
but in 1915 he was sent to the United States carrying cultures of
glanders, a virulent disease of horses and mules. Dilger set up a
laboratory in his home in Chevy Chase, Maryland. He used
stevedores working the docks in Baltimore to infect horses with
glanders while they were waiting to be shipped to Britain. Dilger was
under suspicion as being a German agent, but was never arrested.
Dilger eventually fled to Madrid, Spain, where he died during the
Influenza Pandemic of 1918.[5] In 1916, the Russians arrested a
German agent with similar intentions. Germany and its allies
infected French cavalry horses and many of Russia’s mules and
horses on the Eastern Front. These actions hindered artillery and
troop movements, as well as supply convoys.[4]
Viruses or Bacteria for Biological Warfare
1.
2.
3.
4.
Tularemia-bacterium
Anthrax-bacterium
Smallpox-virus
Botulinum toxinbacterium
5. Bubonic plaguebacterium
6. Viral hemorrhagic
fevers-virus
WHEN DID IT HAPPEN?
HOW DID IT AFFECT PEOPLE?
(SYMPTOMS)
Questions to Answer-chapt 10 sect 2
Answer questions in packet of Chapter 10 section 2
Warmup Feb 7, 2014
Name some of the organs associated with
the following systems:
1. Integumentary
2. respiratory
Six Kingdoms