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Q1 – Week 8 – 10/19 – 10/23

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Refresh this page every time you arrive!                                                                                                                                                                                                                              This page changes and sometimes many times in the same day.  Its a fluid site. I post what I think we will do and then repost what we accomplish.  Homework posted is to be done at home and not completed days ahead of time.  What is posted ahead is subject to change and may not be updated. There is a sequence that needs to be followed. 

 
Everyone needs to join Remind for class.  Click me to sign up.     
 
 Please Make sure Your read all instructions for all assignments.   
– ORDER X-LINKED DROSOPHILA LAB MONDAY!!!!  (2 weeks to arrive –> 2 weeks to complete – around 2nd week of 2nd q) 
– Order Custom Cross Drosophila for week 4 Quarter 2 —> complete week 5 – New recombinant Lab –  (Order 6 weeks ahead)                               

  _____________________________________________                                                                                      Jump to: Monday Homework / top       10/19 – Monday– B Day – 4 , 7

Main focus –   

a) Artemia / Brine Shrimp lab setup – day 0                                                       

 

 

Period  4, 7:

  
1. Hand back Hardy Weinberg – Chi Squared  Quiz – will review tomorrow
2. We will begin our Brine Shrimp Lab (3) – set-up
Set-up petri dishes for .5%, 1.0%, 1.5%, 2.0% solutions
                                                                                                                                                                                  Which saline solution did Natural Selection favor?

 1. In our Lab Notebooks we wrote:

Title

Background from slides

Hypothesis

Data Table

3. Complete the  Evolution 2 presentation: – did not get to this
-Speciation
             Pre-zygotic barriers
              Post-zygotic barriers 

Evolution Presentation: Slides 1 – 12, 12 – 35

Evolution Presentation: 

Brine Shrimp Lab set-up: 

 ______________________________________________________________                                                                               Jump to:   top

10/19 – Monday’s Homework: – 
 

1. Watch a lecture on possible cause of the 5 mass extinctions:

 
                                                                                                                                                                                                   

2. Fill the form below on Mass extinction Hypothesis:

 
2: Mass Extinction Hypothesis Form 26-27!


End of Monday!

_______________________________________________________________________________                                     Jump to: Tuesday Homework / top  10/20 – Tuesday – A Day – 4/5A ,7/8A 

 
Main focus–       
                                                                                                                                       
a)  Artemia / Brine Shrimp lab data collection – day 1 – 24 hour period                                                        
b) Introduce the mechanisms of speciations (pre-zygotic & post-zygotic)
 

Period  4/5, 7/8:

1. Review of the Hardy-Weinberg / Chi – Squared Quiz that was handed out yesterday.

2. Speciation slides from HW to Selective mating.

3. Lab 4 continues –  Evolution of Brine Shrimp
 
a) Count swimmers or AND REMOVE THEM from the petri dishes to our culture beaker in front of the class.

                                                                                                                                                                                 

   DID NOT GET TO TODAY: Review of the Mass extinction Form – Kump Hypothesis                                                                                                        

Evolution Presentation: Slides 1 – 12, 12 – 35

Evolution Presentation: 

Brine Shrimp Lab set-up: 

 ______________________________________________________________                                                                               Jump to:   top

10/20 – Tuesday’s Homework: – 
 

1. Read the paragraph below. 

                                                                                                                                                                                                                                         Life continues to evolve within a changing environment.

Speciation and extinction have occurred throughout the Earth’s history, and life continues to evolve within a changing environment. However, the rates of speciation and extinction vary. Speciation can be slow and gradual or, as described by punctuated equilibrium, can occur in “bursts” followed by relatively quiet periods. At times of ecological stress, extinction rates can be rapid, and mass extinctions are often followed by adaptive radiation, the rapid evolution of species when new habitats open. Scientific evidence, including emergent diseases, chemical resistance and genomic data, supports the idea that evolution occurs for all organisms and that evolution explains the diversity of life on the planet.

A species can be defined as a group of individuals capable of interbreeding and exchanging genetic information to produce viable, fertile offspring. New species arise when two populations diverge from a common ancestor and become reproductively isolated. Although speciation can occur by different processes, reproductive isolation must be maintained for a species to remain distinct. Evidence that speciation has occurred includes fossil records and genomic data.

2.  Complete the form by using the Evolution 2 Presentation below the form:

                                                                                                                                                                                                    

2. Please complete the form: ( You may need to use your textbook or the Evolution presentation to help).

2: Evolution and Speciation Form 26-27                                                                                                                

__________________________________________________________________________                                     Jump to: Wednesday Homework / top     10/21 – Wednesday – B Day – 4 , 7  

Main focus–  

a)  To review the concepts of  speciation & mass extinctions.

b)  Artemia / Brine Shrimp lab data collection – day 2 – 48 hour period

Period  4, 7:
 
1. Quick review of form.  
 
1. We will complete the Evolution 2 slides to post and pre- zygotic barriers through mass extinctions.
Genetic Drift /  Natural selection –> lowering of genetic variability that could make one small population reproductively isolated by a pre – zygotic barrier. —-> creates a new species —> but is genetically susceptible to extinction because of lowered genetic variability unless we some mechanisms like heterozygote advantage that maintains diversity by nature selecting a geneotype that has both dominant and recessive alleles.
 
Mass extinctions prove how susceptible many of the species were!  Dinosaurs were never going to dominate the landscape forever! 
 
What made the mammals susceptible in the Permian mass extinction made them more suitable after the KT event!
 
3. We will count the number of hatched eggs by identifying swimmers and removing them.                                                                                                                                                                                                                                                                  
                                                                                                                                                                  
                                                                                                                                                                                

Evolution Presentation: 

___________________________________________________________________                                                                             Jump to:   top             10/21 – Wednesday’s Homework: – 

1. Please use the form as your guide to view the following videos and complete the form:                          

 

The following videos are used to complete the form below.  I will direct you to each video in the form. 

1st Video – Five Reasons to Thank Plankton:


  

2nd Video – Planet Ocean:

  

3rd Video – NASA – Phytoplankton Levels Dropping:


  

 4th Video – Invisible Ocean: Plankton & Plastic

End of Wednesday.
  

 
1: The Plankton Form 26-27:

 

____________________________________________________________________________                         Jump to: Thursday Homework / top   10/22 – Thursday – A Day – 4/5A ,7/8A

Main focus –   
 
a) To review the concepts of mass extinction
b) To gather Brine Shrimp Lab data                                                                                                              c) Harvest our F2 seeds from Lab 1!!!          
 
Period  4/5,7/8:
                                                                                                

1.  Mass extinction review with presentation and connections.

2.  Data collection/Graph construction for Lab 4.

Today’s Connections:

Photosynthesis: What mostly plants do: Convert CO2 into O2.

                 6CO2 (g)  +  6H2O (l) → 6O2 (g)  +  C6H12O6 (s)

During the Cretaceous Period there was very large carbon dioxide levels, from flood basalts, BUT there was a great number of plants to absorb it and convert it to oxygen to maintain high oxygen levels that prevent the microbial takeover that produce hydrogen sulfide.

A gas mask of hydrogen sulfide has the potential to save lives in the future because humans have adapted to have a tolerance for hydrogen sulfide. This was probably a selective pressure that allowed mammals to survive both the Permian and Triassic mass extinctions.  Hydrogen sulfide slows down the metabolism and mimics “cold blooded” organisms metabolism who use the environment to maintain their metabolism. Warm blooded organisms spend a lot of energy keeping their own metabolism (temperature high) no matter what the temperature is in the environment and are selected for in colder climates. Coldblooded animals spend far less energy on their metabolism and thus are selected for in warm climates.

Based on the Kump hypothesis, the Permian,  Triassic, and, and KT occurred because of a trigger of increased carbon dioxide that lead to a microbial take-over that produced hydrogen sulfide.  The increased carbon dioxide, will increases the acidity in our oceans that will kill out plankton layer, which is responsible for producing most of our oxygen and all of the food in our oceans. Phytoplankton, the plankton that uses photosynthesis to produce the organic material for life in out oceans. Photosynthesis takes in carbon dioxide and water and produced organic matter (food) for the rest of the ocean AND releases OXYGEN for the rest of us!! Also the increased warming of the poles (ice caps) will decrease the ocean currents and make our oceans more stagnant which will decrease oxygen levels even more.  The loss of oxygen will allow the hydrogen sulfide microbes to increase in number as they cannot survive with oxygen.

Mammals or their most recent ancestors WHO ALREADY HAD had a mutation that increased reproductive fitness by allowing them to move slower and require less oxygen (less of it was available due to the death of phytoplankton). Only the small mammal ancestors survived as larger mammals who started to dominate the landscape as the biggest creatures on the planet BEFORE the dinosaurs perished because of there LARGER oxygen requirement NEEDED FOR LARGER ENERGY NEEDS to keep their larger bodies maintaining a higher metabolism.

The hydrogen sulfide has the ability to cool down the body long enough to keep a person alive for critical care. A person who is given hydrogen sulfide will come out of it perfectly fine, with the exception of lost brain tissue. However, in a choice between living and loss of brain tissue, losing brain tissue seems like a more advantageous option. This as not an issue with early mammals because their brains were smaller.

The dinosaurs’s were a mistake or chance event that should never dominated the landscape as they needed a certain set of conditions to be just right for the evolution to occur. Obviously, they had the conditions (very high temperatures and vast plant  diversity and growth) that suited them for the tremendous amount of evolution that occurred BUT they were always going to be doomed.

During the Cretaceous Period they was a lot of continental plates moving and thus a lot of volcanic activity releasing large amounts of carbon dioxide, CO2.  CO2 is a greenhouse gas and greater concentrations contributed to larger average temperatures (+10º F) that supported cold blooded animals and greater plant growth.  Do not forget all energy in ecosystems start with plants!  The amount and health of plants needed to be great to support the very large creatures that dinosaurs became. Greater CO2 levels also acts a fertilizer that contributed to greater plant growth. Greater plant growth supports greater dinosaur evolution and growth.  Because they had hollow bones, did not need to expend energy like warmblooded animals to maintain metabolism, reproduced very frequently, and had tremendous food resources,  they were selected to evolve for these conditions.  They lived in very unique conditions that the earth could not support forever.  The KT event brought a quick end to the Cretaceous Period that was going to end at some later point anyway.

Dinosaurs evolved very quickly to in these very unique conditions and thus were doomed because they did not have the alleles to survive in colder climates ( cold blooded ) with less vegetation (many were so large). 

The pre- mammals (lizard – mammals) were dominating the landscape long before the dinosaurs who could never survive today and the Permian extinction was a stroke of luck for the dinosaurs BUT only prolonged the mammals eventual domination.

These are examples of pre-mammals that existed long before the dinosaurs and they GET NO LOVE!!!!!

as compared to the dinosaurs….

Give these pre-mammals SOME LOVE!!!

Phytosaur: lizard like
Lycaenops: reptilian mammal/ endothermia

 

Gorgonopsia – reptilian mammal/ endothermia

 

 _________________________________________________________________                                                                 Jump to:   top.              10/22 – Thursday’s Homework: – 

 

1.   Make another submission to the Plankton form posted on Wednesday if needed.

2.   Please use the Evolution Presentation and the Origin of Life Presentation Presentation to complete the form below:

 
              YOU 3 get three submissions to this form! Now you can appreciate tonights form! 

                                                                              

Evolution Presentation: 

Evolution Presentation: 

.

 
1: Speciation into the Origin of Life Form 25-26

 

 _________________________________________________________                                                         Jump to: Friday Homework / top    10/23 – Friday – B Day – 4 , 7   

Main focus –   
a)  Artemia / Brine Shrimp lab data – collect entire data
b) Back to the Fast Plants!                                                        
 
Period  4, 7: 
 
1.  Brine Shrimp Final data collection for the class.

 We will gather the percent hatching viability for the entire class. The lab that you will write – up  for the Brine shrimp will have YOUR Data and the classes. 

a) Calculate the % hatching viability:

     add all of your swimmers in each row (test group) and divide by the total eggs for each test group ( x 100 ):

sum of all swimmers from DAY 1 to Day 4 (for each petri dish)     x    100  =  % Hatching                                                             # of (eggs)

b) Calculate the % Change:

Calculate the Percent Change for Day 1 to Day 2, Day 2 to Day 3, and Day 3 to Day 4 using the amount of swimmers collected for those days. You are calculating 3 percent change values for each test group except zero percent. 

Calculate Percent Change.   

Percent Change formula:             New Value  – Old Value      X  100  =                                                                                                                                Old Value

                                                                                                                                          

Please download the following Excel file to build your class data table:   WE did not do this today!                                                                                       
Brine Shrimp Excel Template 

 

2.  Fast Plant planting of F2 generation.

 We will plant our F2 generation finally!!!

 

Evolution Presentation: 

Evolution Presentation: 

.

Fast Plants Presentation: 

_______________________________________________________                                                                                            Jump to:   top          10/23 – Friday’s Homework: – 

 

1. Please complete the Evolution of Oxygen Form using the videos listed below:                                                                                                                    
 

Prokaryotes vs. Eukaryotes: The entire video

Oxygen & Life Evolution: (1:30 – 3:00)

Breathless Through Time: 0nly up to about 14 min

Evolution: The entire video

 
1: Evolution of Oxygen Form 25-26