Warmup : January 27, 2014

1. Warmup: January 27, 2014 List the products and reactants of photosynthesis and respiration. Photosynthesis: Respiration:

2. 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

3. Warmup: January 29, 2014 Classify the following examples of mutations as insertions, deletions, or substitutions 1. 2. 3. substitution, insertion, deletion

4. February 3, 2014 Warmup • 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

5. 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:

6. Agenda • Check warm-up sheets • Go over homework • Start notes on Domains/Kingdoms • Prepare for fungi lab Monday

9. February 3, 2014 Objectives: • Explain why and how organisms are classified. • List the eight levels of classification. • Explain scientific names. • Describe how dichotomous keys help in identifying organisms.

10. When you are done with the test: Define the following: (Chapt 9 Sect 1) • classification • taxonomy • mammary glands • eight-level system • branching diagram

11. classification- putting things into orderly groups based on similar characteristics • taxonomy-the science of describing, classifying, and naming living things • mammary glands-milk producing gland of female mammals • eight-level system-system taxonomists use to classify living things: domain,kingdom, phylum, class, order, family, genus, species • branching diagram-diagram showing similarities and differences between organisms

12. 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: Elephasmaximusalso 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”

13. 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: Felisdomesticus Eight level classification: • Did • King • Phillip • Come • Over • For • Good • Spaghetti • Domain • Kingdom • Phylum • Class • Order • Family • Genus • Species

14. Questions: • What does a species contain? • What does a genus contain? • What does a family contain? • What does an order contain? • What does a class contain? • What does a phylum contain? • What does a kingdom contain? • Organisms that have the same characteristics • Similar species • Similar genera • Similar families • Similar orders • Similar classes • Similar phyla

15. Branching Diagram

16. Practice: Construct a branching diagram for the following: Frog, snake, kangaroo, rabbit • Think of a major change that happened before the frog evolved. • For the last three, think of a change that happened between one of these organisms and the other two. Write these in your diagram

17. Practice: Construct a branching diagram for the following: RABBIT KANGAROO SNAKE FROG Young develop fully inside mother Fur; live birth dry skin Air breathing; ability to live on land Frog, snake, kangaroo, rabbit Think of a major change that happened before the frog evolved. For the last three, think of a change that happened between one of these organisms and the other two. Write these in your diagram

18. According to the branching diagram below, which characteristic do ferns have that mosses do not? Which species in the diagram above is most similar to the hibiscus? Which is the least similar?

19. 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?

22. 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.

23. Questions for homework Due 2/6 • Why do scientists classify animals? • What is the basis of modern classification systems? (How do they classify?) • Why couldn’t you use just one dichotomous key for all the species on earth? • Describe how the number of organisms change from the level of kingdom to the level of species. • What are two problems with common names? • What are the two parts of a scientific name?

24. 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. • a. b. • a. b. • a. b.

25. 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 • a. Is it made of paper?........................Go to step 4 b. Is it not?...........................................Go to step 5 • a. Is it intended to be read?...........................Book b. Is it intended to be thrown?......................paper wad • a. Is it used for writing?................................marker b. Does it have a sticky side?........................tape

26. Warmup: February 5, 2014 Write down everything you know about bacteria and viruses (at least five things if you know that many)

27. Bacteria Virus (toxin) No nucleus No ribosomes Not living No cells DNA or RNA enclosed in protein No nucleus Smaller Invades host cell • No nucleus • Ribosomes • Living • One cell • DNA and RNA float freely in cytoplasm • No nucleus • Larger • Asexually reproduce • Rod, sphere, spiral

28. 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.

29. Texas School/Cruise Ship

30. 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. Norovirus

31. 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.

32. VIDEO: NOROVIRUS

33. 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] Sicknesses during WWI

34. Viruses or Bacteria for Biological Warfare • Tularemia-bacterium • Anthrax-bacterium • Smallpox-virus • Botulinum toxin-bacterium • Bubonic plague-bacterium • Viral hemorrhagic fevers-virus WHEN DID IT HAPPEN? HOW DID IT AFFECT PEOPLE? (SYMPTOMS)

35. Questions to Answer-chapt 10 sect 2 Answer questions in packet of Chapter 10 section 2

36. Warmup Feb 7, 2014 Name some of the organs associated with the following systems: • Integumentary • respiratory

45. Six Kingdoms