Chapter 9 Website Fun!

TUESDAY, MAY 17, 2011

Chapter 9 Website Fun!

1.  http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producersconsumers.htm

 a. What is the difference between a producer and a consumer?

 b. Give three examples of each: herbivore, carnivore, and omnivore.

 c. What are decomposers?  What would the environment look like if we had no decomposers?

2. http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm
 a. Draw a picture of "photosynthesis."


3. play this game!  http://www.sheppardsoftware.com/content/animals/kidscorner/games/animaldietgame.htm

4. play this game!  http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm

5. play this game!  http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htm

6. play this game!  http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm

7.complete each of the foodwebs below:  http://www.gould.edu.au/foodwebs/kids_web.htm

Australian Grasslands Foodweb

African Grasslands Foodweb

Antarctic Foodweb

NEW - Marine Foodweb

8. complete the meadow, arctic and pond foodwebs:  http://www.harcourtschool.com/activity/food/food_menu.html

9. http://www.biologycorner.com/worksheets/foodweb.htm
a. Answer the following questions in your notebooks

Identify the: 1. Producers 2. Primary Consumers 3. Secondary Consumers 4. Herbivores 5. Carnivores 6. Omnivores 7. What elements are missing from this food web? b . In your notebooks, Construct a Food web using the following animals.  This ecosystem represents a farm area.  The corn is the main source of food for many of the herbivores in the area.  You do not have to draw pictures, you can just use the animal names and draw arrows between them.   SNAKE,  CORN , CATERPILLAR, DEER, CROW, MOUSE, COUGAR, SQUIRREL, MICROORGANISMS (decomposers)

http://www.vtaide.com/png/foodchains.htm

THURSDAY, APRIL 28, 2011

Start your 4th quarter off on the right foot

1 - Science Notebook
a) Mini-Lab p. 227
b) Kingdom, Phylum, Class, Order, Family, Genus, Species memorization key
c) Bonus Point online-game (see below)

2 - Lab Notebook/Manual
a) Lab #20 - The Microscope parts 1 and 2

WEDNESDAY, APRIL 13, 2011

**BONUS POINTS**

Go check out this website and play 1 game for 1 point, 2 games for 2 points or 3 games for 3 points that will be added to your next Test score.  Write a brief summary of each game played in your notebook.

http://myhomelearning.com/directory/science/biology

Lab #18 – The Celery Experiment

Problem

How does a plant get water from its roots to its leaves?

  

Hypothesis 

Materials

Celery

Celery seeds

Food coloring

Water

Plastic cup

Scissors

Ruler

Hand lens

Procedure

1.          Make observations of your celery seeds in the Results.

2.          Make observations of your celery stalk in the Results.

3.          Cut about 2.5 cm off the bottom of the celery stalk and make observations on the celery stalk’s cross section.

4.          Fill up a plastic cup with 250 ml of water and add two drops of food coloring.  Put your celery stalk, cross section down and leaves up, into the cup of colored water. 

5.          Make observations on your celery stalk experiment.  Make sure to include color and other details such as height, number of leaves, width of cross section, etc.

 Results

Observations on the celery seed	10X
(half page)	(half page)

  

Observations on the celery stalk	10X

Observations on the celery stalk’s cross section	10X

Observations on the celery stalk in colored water	10X

 Analysis

1) What happened to your celery stalk overnight?

2) How do you know that the water reached the top of the plant (celery stalk)?

3) Look for small circles at the bottom of the stalk that are the color of the food coloring you used. (These circles are xylem, the tubes that carry water up the plant.) Draw pictures and make observations about the xylem in your celery.

  

Observations on the celery stalk in colored water

  

Conclusion

Taxonomy - the science of classifying organisms

Common Names

spider monkey	sea monkey	sea horse
gray wolf	Firefly	Crayfish
mud puppy	horned toad	Ringworm
black bear	Jellyfish

*Common names can be confusing and names can vary by region.

Why Classify?

About 1.5 million species named
2-100 million species yet to be discovered

Taxonomy =science of classifying organisms
--groups similar organisms together
--assigns each a name

Naming Organisms:
Organisms have common & scientific name -all organisms have only 1 scientific name
-usually Latin or Greek
-developed by Carolus Linnaeus

The scientific name is always italicized or underlined. Genus is capitalized. Species is not. Scientific names can be abbreviated by using the capital letter of the genus and a period: Example.P. leo (lion) Members of the same genus are closely related.  Only members of the same species can interbreed (under natural conditions) Some hybrids do occur under unnatural conditions: Ligers are crosses between tigers and lions.

This two-word naming system is called 

Binomial Nomenclature

-written in italics (or underlined)
-1st word is Capitalized --Genus
-2nd word is lowercase ---species

Examples: Felis concolor, Ursus arctos, Homo sapiens,Panthera leo , Panthera tigris 

Linneaus - devised the current system of classification, which uses the following schema

Kingdom
	Phylum/Division
		Class
			Order
				Family
					Genus
						Species

	Human	Cougar	Tiger	Pintail Duck
Kingdom	Animalia	Animalia	Animalia	Animalia
Phylum/Division	Chordata	Chordata	Chordata	Chordata
Class	Mammalia	Mammalia	Mammalia	Aves
Order	Primate	Carnivora	Carnivora	Anseriformes
Family	Homindae	Felidae	Felidae	Anatidae
Genus	Homo	Felis	Panthera	Anas
Species	sapiens	concolor	tigris	Acuta

18-2 Modern Evolutionary Classification

• Linnaeus grouped species mainly on visible similarities & differences
• Today, taxonomists group organisms into categories that represent lines of evolutionary descent (phylogeny)
• Evolutionary relationships among a group of organisms can be shown on a cladogram 

Similarities in DNA and RNA

• DNA & RNA is similar across all life forms
• Genes of many organisms show important similarities at the molecular level
• DNA shows evolutionary relationships & helps classify organisms

The Six Kingdoms and Domains

	number of Cells	Energy	cell type	Examples
archaebacteria	Unicellular	some autotrophic, most chemotrophic	Prokaryote	"extremophiles"
Eubacteria	Unicellular	autotrophic and heterotrophic	Prokaryote	bacteria, E. coli
Fungae	most multicellular	Heterotrophic	Eukaryote	mushrooms, yeast
Plantae	Multicellular	Autotrophic	Eukaryote	trees, grass
Animalia	Multicellular	Heterotrophic	Eukaryote	humans, insects, worms
Protista	most unicellular	heterotrophic or autotrophic	Eukaryote	ameba, paramecium, algae

Chart Used in Class

Using Dichotomous Keys

A dichotomous key is a written set of choices that leads to the name of an organism. Scientists use these to identify unknown organisms.

Consider the following animals. They are all related, but each is a separate species. Use the dichotomous key below to determine the species of each.

1.	Has green colored body ......go to 2
	Has purple colored body ..... go to 4
2.	Has 4 legs .....go to 3
	Has 8 legs .......... Deerus octagis
3.	Has a tail ........ Deerus pestis
	Does not have a tail ..... Deerus magnus
4.	Has a pointy hump ...... Deerus humpis
	Does not have a pointy hump.....go to 5
5.	Has ears .........Deerus purplinis
	Does not have ears ......Deerus deafus

Answers:

A. Deerus magnus
B. Deerus pestis
C. Deerus octagis
D. Deerus purplinis
E. Deerus deafus
F. Deerus humpis

*note that all of these organisms are in the same genus.

Organization of an Organism

:

Score	Criteria
A	You have labeled and spelled correctly: organelle, cell, tissue, organ, organ system, organism; you showed creativity; your arrows are appropriately placed.
B	You have labeled and spelled most of the following terms correctly: organelle, cell, tissue, organ, organ system, organism; you showed creativity; most of your arrows are appropriately placed.
C	You have labeled and spelled some of the following terms correctly: organelle, cell, tissue, organ, organ system, organism; you showed little creativity; some of your arrows are appropriately placed.
D	You are missing most of the following terms and none are spelled correctly: organelle, cell, tissue, organ, organ system, organism; you showed no creativity; you drew no arrows.
F	You turned in nothing!

Lab #17 – The Cell and its Organelles

Lab #17 – The Cell and its Organelles

Problem

How do plant cells differ from animal cells?

Hypothesis

  

Materials

3 zip-loc bags

Gelatine

Water

Frozen vegetables

  

Procedure 

Animal Cell

1. Pour the gelatine mixture (cytoplasm) into the plastic bag. 
2. Add the cauliflower (nucleus) and mixed vegetables (organelles), but not the green beans!
3. Draw a picture and label your cell in your results.

Plant Cell

1. Pour the gelatine mixture (cytoplasm) into the plastic bag.
2. Add the cauliflower (nucleus) and mixed vegetables (organelles), including the green beans (chloroplasts).
3. Put the plastic bag cell (cell membrane) into another plastic bag (cell wall).
4. Draw a picture and label your cell in your results.

Results

Animal Cell	Plant Cell

Analysis

1. Compare/Contrast your plant and animal cells.

2. Predict what would happen to a plant cell if it were to lose its chloroplasts.

3. Explain the importance of the nucleus in both cells.

4.       4.     On your gel cells, what is representing the cell membrane?      How is the cell membrane like your skin?

  

Conclusion