Porifera- with Simran (incomplete)

**Porifera means 'pore bearer' and are essentially sponges.
1. Feeding - herbivore, carnivore, omnivore, filter feeders, detrivore, parasites
=> Filter feeders which means they filter food out of water. (intracellular digestion:  digestion takes place inside the cytoplasm of the sponge.)
2. Respiration - take in O2 and release CO2
=> No respiratory system, everything is done by diffusion within individual cells.
3. Circulation - transport of nutrients, O2 etc. through body
4. Excretion - expelling nitrogenous waste products (ammonia - urea)
5. Response - senses, nerves
6. Movement - muscles/skeleton
7. Reproduction - sexual and cloning, life cycles

Reference:
http://library.thinkquest.org/28751/review/animals/1.html

Plant Photo Journal

1. Mosses 

A) The moss were growing in areas where nature had been disrupted. One picture shows the moss on a tree trunk of a tree that has been cut down. The second picture shows moss on a cut down tree. They were both with  surrounded with many other plants.

B) Mosses need to live in moist environments because they have sperm that swim in water to reproduce. Also water is needed for nutrition.

C) Mosses grow low on the ground because they do not have a vascular system and absorb water directly. Mosses can grow on rocks because they grow in any moist environment and are the first link between aquatic and terrestrial plants.

2. Ferns

3. Gymnosperms 

Root, stems, leaves 

-Picture+ post

- is it a monocot or dicot

- how do you know? Talk about arrangement of vascular bundles and label them to show you know the difference. Maybe compare and contrast.

Stems - dicot

Victoria Amazonica

 

This is the flower of the Victoria Amazonica. Not too impressive is it. Just wait until you see its true colours.

                           BAM                                      BAM                                             BAM!

       

                        

And here is a video

hi.

Now for the fun educational part lets investigate the lives of these water plants.

Snowberry (Symphoricarpos)

We saw these yesterday when we were looking for supplies for our pine cone crafts. They look and feel like little marshmallows until you squeeze too hard and a liquid barely comes out. Kind of unsatisfying but majestic to look at. Some folks on the inter-webz agree that its fun to jump on them because they make a popping sound, I have yet to try that. Lets discover some interesting things about these innocent looking plants:

• Are not meant to be eaten and are poisonous. If ingested they cause vomiting and dizziness.
• Foam up if submersed in water
• Are said to be eaten by Native Americans to settle the stomach after a fatty meal
• The stems, leaves, and roots are eaten by many animals such as bears, quail, rabbits, mice, deer and elk.
• Seeds from the shrub are dispersed by birds
• Are great for disturbed sites because they re-sprout readily after fires by spreading rhizomes. This restores damaged places to better health ecologically.
• Young snowberry and plant

• Come in many colours such as white, pink, red, and sometimes a blackish purple.
• The name comes from how the inside of the berry looks: like icy snow.
• The scientific name means 'closely packed berries'
• Eaten by birds during hard winters.
• The plant fares well in generally neglected environments and are very tolerant so they grow in many places.
• The berries stay intact throughout winter and fall during the spring.

*Fun Fact: Marshmallows were originally made from a plant called Althaea officinalis and originated in Ancient Egypt. The plant is used as a medicinal plant in Africa.

Sources:
http://www.bentler.us/eastern-washington/plants/shrubs/snowberry.aspx
http://en.wikipedia.org/wiki/Symphoricarpos
http://www.thepoisongarden.co.uk/atoz/symphoricarpos_albus.htm
http://www-saps.plantsci.cam.ac.uk/trees/snowberry.htm
http://www.ag.ndsu.edu/archive/dickinso/research/2005/range05a.htm
http://www.metrofieldguide.com/wildlife-plants-snowberry/

Acorns vs. Pine Cones

Acorn: 

-produced by deciduous oak trees

-distribute seeds

- are heavy and fall near parent tree but rarely germinate due to lack of sunlight. The travellingmof the seed is done through animals, notably squirrels. 

- need plenty of rainfall and sunlight.

http://en.wikipedia.org/wiki/Acorn

http://www.ehow.com/info_8007141_life-cycle-acorn-seedling-tree.html

Pine Cone:

-produced by coniferous pine trees

-distribute seeds

-dispersal strategy is to get fertilized and cover the seed. Then it falls off the pine cone and can fly to another location to plant itself. The covering has a wing to help with travel.

-can grow almost everywhere 

http://m.wikihow.com/Grow-Pine-Trees

http://en.wikipedia.org/wiki/Conifer_cone

Microscope Lab: Vascular Plants+ Parts

Root

Stem

Leaf

Midterm Evaluation

[incomplete]

Discussion:

I have completed all of the assignments to hand in and most of the worksheets. I usually don't colour the colouring worksheets and study/label instead. I have not been fully up to date on my blog with pictures of our labs but I will get those from my partner and update them; however, the large blog assignments are complete. I try to participate in class if I find something interesting and usually give input/ask questions. When I do an assignment I try to put my full effort into it because I don't see the point in aimlessly completing something- the reason for assignments is for me to further my understanding. For that reason I think I spend too much time on some assignments/blog posts when they don't have a big result. Additionally, I think the content of my work is very good but I am not great at art or creativity.

The most powerful learning experience in biology so far has to be when we made the cell out of playdoh. Not only because we got to visualize and experience making it, but also because it helped me memorize the parts and their functions. Also the blog post on taxonomy (scientific naming) really stands for some reason even though its similar to other blog posts we do.

From reflecting on my learning in this class so far, seeing my progress and level of understanding, I think I deserve an A(90-94%) 

Organism Named After Someone Famous

Anophthalmus hitleri

Kingdom:	Animalia
Phylum:	Arthropoda
Class:	Insecta
Order:	Coleoptera
Family:	Carabidae
Subfamily:	Trechinae
Genus:	Anophthalmus
Species:	A. hitleri

(Source: Wikipedia)

The Anopthalmus hitleri is a specied of blind cave beetle found in Slovenia in only five humid caves. Oscar Schiebel named it in 1933 when it was discovered. During this time, Hitler had recently become Chancellor of Germany. The name was a dedication to him.  The full name can be translated as 'they eyeless one of Hitler'. This was acknowledged by Hitler and he sent a letter of gratitude to Schiebel. This beetle has no notable characteristics but is taken by many collectors of Hitler memorabilia and beetles, purely for what it is related to. 

These beetles are assumed to be predators on smaller cave inhabitants and eat insect larvae. They are blind, hence their name. There are 136 species and under-species related to it. These beetles can sell for $1000 on the black market only because they are named after Adolf Hitler. 

The name caused  some backlash but it was eventually accepted by International Commission on Zoological Nomenclature. There is still controversy as it is against the rules to name something after a religious figure, I guess Hitler is okay though. The insect is officially endangered because of its high demand. People can go to jail for illegally obtaining one without a government permit.

Links:

http://rosegeorge.com/site/a-beetle-called-hitler

http://hitler-beetle.webs.com/

http://en.wikipedia.org/wiki/Anophthalmus_hitleri

Suicide in Non-Human Species

Humans are said to be the only animals that are able to consciously imagine things. Some other animals are also able to, however they are either unable to tell the difference between reality and fantasy, or pretend/play games. In that sense, humans are believed to be the only animals that consciously commit suicide; however, thats not true. Other organisms also have this capacity even if its not in terms of psychology.

Salmonella
"Suicidal behavior has been observed in salmonella seeking to overcome competing bacteria by triggering an immune system response against them."(Wikipedia).

Salmonella kill themselves when healthy bacteria is sure to beat them out of the intestines where they reside. Now that sounds kind of dumb right? But its not, because only 15% go on the suicide mission. The other 85% get to reap the rewards. The suicide mission starts with them invading the intestinal walls. This triggers an immune system response which kills them but also many other micro-organisms. This removes any competition so the other salmonella can proliferate

There have been reports of other animals committing suicide but no real evidence to prove the claims.

Reflecting On My Progress in Biology 11

1. What are you proud of so far in Biology? Give specific examples (3?) of your "best" work. Why did you choose those pieces?
===So far I am proud that I have been able to complete all of my assignments in Biology. My best work is the classification project because I feel like I independently understood it and my partner (Chiedza) and I were very creative. Another project that I feel I put a lot of effort into is my natural selection web. Me and my partner really tried to puzzle together the correct sequence. The third thing I am proud of is my blog. I put effort into explaining my posts and making them look professional. I try to make my blog look organised and easy to navigate for others with clear titles and complete ideaséthoughts.

2. Look through your binder - what does your binder say about your work habits? Do you have incomplete work? Is it organized and easy to access? Have you kept up with the work that has been assigned?
===My binder contains handouts, worksheets, notes, assignments, and study tools. My binder shows that I have identified my learning style and do alternates in place of worksheets that don`t necessarily progress my learning. I have no incomplete work besides some colouring worksheets. In each unit I have made up supplementary notes to compensate. I have dividers to separate the units with all of the work accordingly. Everything has a date which makes it easy to access. I have tried my best to keep up with assigned work and think I have succeeded.

3. Look at your blog - what blog posts (&/or comments) mean the most to you so far and why?
===The blog post that means the most to me so far is part 2 of my `Viruses` post. This is because I was genuinly interested in the virus Cholera and found it interesting to learn the origins and details of the virus. Another post that is particularly interesting is the `Peculiar Animal` one. I like this post because the pug is such a cute animal which sparks my interest into why it looks the way it does. Also, I was never really fond of dogs or any domestic animals until learning their history.

4. What does engagement in class mean to you? What are some examples of you being engaged and contributing to learning?
===Engagement in class means completing work, answeringé asking questions, and being self directed during assignments. I always try to ask questions of things I am unsure or curious about and try to work independently while completing assignments.

5. Do you have any goals / improvements / hopes for the rest of the semester in this class?
===I hope to continue completing all of my work and improve on focussing during computeréI-Pad work. I hope I can continue to understand all of the concepts and balance the class with everything else.

Types of Bacteria

Coccus (comma shaped)

Bacillus (rod shaped)

Spirillum (spiral shaped)

Viruses

Part One - 

1.  Describe the general structure of a virus.
     A virus is very simple with either DNA or RNA (nucleic acids) which is contained in a protein shell or coat. It is                  typically 15-25 nano-metres in diameter.
2.  What is the genetic material that can be found in a virus?
     The genetic material that can be found in a virus is either a double stranded DNA or RNA, or a single stranded DNA or      RNA. The specific type of genetic material depends on the virus and its function. 
3.  Draw & label (or find a really good picture to post) of a bacteriophage (a virus that infects a bacteria).  Make sure to include the capsid, DNA, & tail fibers.

     
4.  Find examples of both plant and animal viruses.
Animal Virus

Plant Virus

5.  Do you think that viruses are living or non-living?  Explain your answer.
     I think viruses are living because they are able to reproduce. Although they need a host cell, I believe that that is a            physical reflection of what all humans need emotionally. Also they have genetic material. 
     Non-Living:
     - don't reproduce without host
     - no metabolism, no nutrition
     - lack organelles.
6.  Are their beneficial viruses?   
     There are beneficial viruses such as cowpox. In the past, people were injected with it because it would help their bodies would grow immunity. This would prevent deadly smallpox as well.

Part Two -

Research and describe an epidemic caused by a virus (be careful - bacteria can cause epidemics as well!) 

Include the following:
1. What is it's vector / way of being transmitted?
    Transmission occurs when water or food is contaminated with the feces of an infected person. In the developed world it     is more common to be infected by seafood.
2. What were the effects / symptoms?
    Painless diarrhea and vomiting of clear liquid. This causes severe dehydration. Symptoms become apparent 1-5 days         after infection. 
3. How many deaths were caused?
     100,000–130,000 deaths a year as of 2010
4. When & where in the world was the epidemic?
    Began in India but spread worldwide in the 19th century.
5. What were the circumstances that created the epidemic?
   "cholera organisms grow best at a temperatures above 17°C, and in a nutrient broth with a [NaCl] of 5-15 parts per million, well below       hat of the open ocean, but above that of freshwater. Those conditions are met in the estuaries by episodes of heavy rains in the                     spring, and appear to be absolutely essential to establishing an ecological setting favoring an outbreak" (medical ecology)
6. Add pics / video / links to more information.
   http://dsc.discovery.com/tv-shows/curiosity/topics/10-worst-epidemics.htm
   http://www.medicalecology.org/water/cholera/cholera.htm
   http://en.wikipedia.org/wiki/Cholera
   http://www.youtube.com/watch?v=jG1VNSCsP5Q

DNA & Evolution Video

http://www.youtube.com/watch?v=KktK293Lztw

Why do pugs have wrinkly faces? - THE FACTS

"What do you mean there's no more food?"

Researched Facts
-Originated in China
-Despite appearance, are strong willed but not aggresive.
-Compact breathing passageways which lead do difficulty in breathing and regulating body temperature.
-Eye prolapse can occur as a result of the skin/skeletal shape. The eye may have to be removed if chronic.
-Most are prone to being overweight if sedentary which may also be a factor in extra skin.
-Extra skin to keep them warm and dry.
-Helps them trap their desired scent
-Helps them be generally resistant to pain
-Protects muzzle
-Other fighting animals don't cause as much harm to Pug.

Reference Links
http://www.youtube.com/watch?v=8Kkrmubsgf8
http://www.dogster.com/forums/Choosing_the_Right_Dog/thread/688257

Why does a pug have a wrinkly face?

Pugs have a lot of skin on their face which gives them a comical, if not angry expression. I think this is because they need to stay warm as they are small dogs. Perhaps they originated in a cold area of the world which forced them to adapt.

Variation Lab Graphs

Height

Cubit

Span

Eye span

Foot span

Questions

1.  What were the trends that you noticed in each of the frequency graphs? 

=> I noticed that there were many people in one or two measurements on each graph. The eye span graph showed some extreme traits as well as the cubit graph. Most people were in the ten centimeter category for span and the foot span was random. There were extreme traits in the height graph with the average height being 160-165cm, though some people were in the 180-185cm range.
2.  How many people had "extreme" traits?

=> Approximately two to three people had extreme traits in each graph.

3.  What trait had the most variation?

=> The foot span trait had the most variation.
4.  How would having variation within a trait benefit the entire species?  How would having no variation be detrimental to the success of the species?

=> Variation would benefit a species in that the species could adapt to its environment and not die out.  If the species food suddenly starts growing higher the taller species will survive, therefore preventing extinction. No variation would mean that a species could not adapt. If its environment changed to be unsuitable, no organism of that species would survive.
5.  How could having extreme traits be beneficial?  Can you find an example in nature?

=> Extreme traits could be beneficial to a species because it would have some traits that would give it different advantages. For example, a smaller elephant may be able to run faster from prey. 
6.  How did you come to have the characteristics that you have?  (ie. why are you short?)

=> I got my characteristics from my momma and poppa. My dad is short and my mom is tall therefore I am average height for a girl. Both my parents have black hair and passed that gene on to me. 
7.  What is a gene?  What is DNA? Where did you get your DNA?

=> A gene is a hereditary trait passed on from parents to their offspring. It is in our bodies as a distinct sequence of nucleotides forming part of a chromosome. DNA is deoxyribonucleic acid and is the fundamental characteristics of someone or something. It determines a persons traits and characteristics. My DNA is passed from my parents to me and replicates itself continuously in my body. It contains my genes.

Scientific Naming

Makira flying fox

Scientific classification: 

Animalia Chordata Mammalia Chiroptera Pteropodidae Pteropus cognatus

Cross River gorilla

Scientific classification:

Animalia Chordata Mammalia Primates Hominidae Gorilla gorilla [s.s.] diehli

Pygamy hippopotamus 

Scientific classification:

Animalia Chordata Mammalia Artiodactyla Hippopotamidae Choeropsis liberiensis

West African lion

Scientific classification: 

Animalia Chordata Mammalia Carnivora Felidae Panthera leo [s.s.] P. I. senegalensis

African elephant 

Scientific classification: 

Animalia Chordata Mammalia Proboscidea Elephantidae Loxodonta africana

Similarities and Differences of KPCOFGS

All of the organisms I chose are in the kingdom Animalia. All five also share the same phylum which is Chordata, and the same class which is Mammalia (humans are also part of the same classifications). I unintentionally picked mammals and learned that the defining characteristics of a mammal are their ability to grow hair, give live birth, and the females have mammary glands for their babies. Additionally, all mammals are warm blooded. The animals share the phylum chordata which means they have a notochord/ vertebral column, dorsal nerve chord, post anal-tail/anus, close circulatory system, myotomes, pharyngeal slits/ pharynx+ esophagus. 

Question:

Why don't the African animals have more similarities? Were they meant to live somewhere else but adapted? Or were they created to live in Africa and will support following genetic diversity (eventually share more similarities)?

Tree Dichotomy

Douglas-fir (Pdeudotsuga)