Transcript catalyst

Catalyst
1. What are the steps to gel electrophoresis?
2. What are the steps to making a transgenic
organism?
3. What are two examples of how we use
recombinant DNA technology to make transgenic
organisms?
Quiz
•
•
•
•
Good Luck!
Easy A!
10 Minutes!
If you finish early work on your vocabulary.
– Old Due Today with Biotech Packet
– New Due with Packet on Monday
Do you agree with the following statement?
Explain why or why not. Give examples!
“Life can only come from other
living things.”
Objective- Describe early earth
• Catalyst- What do you think early earth looked like (3
billion years ago)?
• HW- turn in late work: Colored genetics sheets.
• Finish Evolution vocab pg 392 15.1
– And FIRST TEN ON PG 404 15.2
– Finish Test Corrections
• Pass back Genetics
materials
• Start new unit in
binder: Unit 6
Evolution
• Make-up test
Early earth and the origins of life
https://www.youtube.com/watch?v=
jTCoKlB0s4Y
Abiogenesis
The theory that life can come from
non-living things
Theory of spontaneous generation : up until the 17th
century, scientists once thought life came from
decaying matter
Disproved by 2 people:
Francisco Redi
Experiment to test whether
maggots (living) spontaneously
generated from meat (nonliving)
Louis Pasteur
Experiment to test whether
bacteria (living)
spontaneously generated
from beef broth (non-living)
Disproved by 2 people:
Francisco Redi
Experiment to test whether
maggots (living)
spontaneously generated
from meat (non-living)
Louis Pasteur
Experiment to test whether
bacteria (living)
spontaneously generated
from beef broth (non-living)
Redi & Pasteur’s experiments proved theory
of biogenesis:
Life only comes from living things
What was earth like?
Atmosphere of early earth contained a lot of _____________
carbon
dioxide and:
•
•
•
•
•
•
Hydrogen cyanide
Nitrogen
Carbon monoxide
Water vapor
Hydrogen
Hydrogen sulfide
NO oxygen
Anaerobic or aerobic
organisms?
If life has to come from living things, how did life
first start?!
Video
Video 2- Origin of life part 2https://www.youtube.com/watch?v=cosMs
5EtktY
Answer your questions! U6-2
Sparks/
Lightning
Life!
(amino acids)
atmosphere
Ocean
Unicellular
prokaryotic anaerobic
PHOTOSYNTHESIS!
:photosynthetic prokaryotes
O2
AEROBIC! :aerobic eukaryotes
multicellular
eukaryotic
aerobic
How did simple prokaryotes go
to complex eukaryotes?
Endosymbiotic theory
Video
http://www.youtube.com/watch?v=RaAM8qQcs6E
Mitochondria
Chloroplast
Practice 1: Early Earth
Complete pg. U6-12-13
Making Life Activity
Abiogenesis
Biogenesis
Abiogenesis
Ingredients:
1. Picnic blanket
2. Sandwiches
3. Sweet tea
Steps:
1. Put the blanket
down
2. Take out food
and tea
3. Go swing on
swings for 30
minutes
4. Makes ANTS!
biogenesis
Ingredients:
1. Picnic blanket
2. Sandwiches
3. Sweet tea
Steps:
1. Put the blanket
down
2. Take out food and
tea
3. Go swing on
swings for 30
minutes
4. Mom ant comes
and lays eggs in
the food.
5. Makes ANTS!
Test corrections
• Write each question 2x
• Write each answer 2x
And include a sketch of any images.
Draw a line under each set of test corrections.
• Finish Evolution vocab pg 392 15.1
– And FIRST TEN ON PG 404 15.2
Evolution Timeline
• Distance on the football field:
• How long ago it happened
50
Yards
RAM
1.
2.
3.
4.
5.
Complete Vocabulary from last week
Complete Biotech Packet
Turn both in
Test-Corrections
Re-looping poster for wall objectives
catalyst
1) What is Abiogenesis?
2) Who were the two guys who disproved
this theory?
3) What is Biogenesis?
4) What was Stanley Miller’s experiment?
5) What is endosymbiosis?
Announcements
• Mastery Quiz Thursday!
• Make sure you have turned in
–unit 5 packet (punnett squares, and
biotechnology)
– Vocabulary Genetics and Biotechnology
MOCK EOC
• PRACTICE MAKES PERFECT!
• DO YOUR BEST!!!!!!
– We will use these questions to study next
week!
• If you finish early:
1. Evidence for Evolution reading and fill
out chart
2. Vocabulary (on packet)
3. Finish any missing work!
catalyst
For each statement, indicate if you Agree or Disagree.
Do NOT write the questions:
1. Organisms change over time
2. According to evolution, people came from
monkeys.
3. A theory means there is very little evidence to
support it
4. You can either believe in Evolution OR God.
5. Evolution is something that happened in the
past – not now.
6. There is evidence that supports evolution.
7. Evolution can explain why some organisms
live and others die.
Announcement
• Quiz tomorrow!
• Test Monday!
• Vocab. and packet Due Monday!
• Evolution : the theory that species change over time
• Species: a group of organisms that can breed and
produce fertile offspring
• Variation: a difference exhibited by a member of a
species
• Natural selection: the theory that organisms with
favorable traits are more likely to survive, reproduce, and
pass on their adaptations to their offspring
• Adaptation: a beneficial trait that enables an organism to
survive and reproduce
Objective- Understand Evolution and Scientists’
Research
• Catalyst- Which statement below is correct regarding prokaryotes and
eukaryotes?
a)Eukaryotes do not have a mitochondria or chloroplast but some
prokaryotes do.
b)Eukaryotes have a nucleus and prokaryotes do not.
c)Eukaryotes are much smaller than prokaryotes.
d)Prokaryotes do not have ribosomes that read messenger RNA
produced from DNA code.
• HW- Finish adaptions lab and test corrections.
2 men, 2 theories
Lamarck
Charles Darwin
Lamarck
Theory of acquired characteristics
•He said an individual can acquire changes
during its lifetime and pass them on to their
offspring
– Example: a body builder with huge muscles
would pass on the huge muscles to the baby
Lamarck
Original
Short
shortneck
necked
ancestor
Keeps stretching
neck to reach
leaves higher on
tree
and
stretching
and stretching
Long
neck
until neck gets
longer
2 men, 2 theories
Lamarck
Charles Darwin
Charles Darwin
Theory of Natural Selection
http://www.youtube.com/watch?v=olW9D
7TQf3g
variation
heritable
MORE
compete
survive
fit
adaptations
pass on
OVERPRODUCTION
COMPETITION
NATURAL
SELECTION
Dead
giraffe
Darwin
• Survival of the fittest: survival of those
best adapted individuals allows
those best adapted traits to be
passed on to offspring
• Over time, the adaptation is seen in
a greater number of individuals in
the population because nature has
selected the trait to help that
organism survive.
• Evolution : the theory that species change over time
• Species: a group of organisms that can breed and
produce fertile offspring
• Variation: a difference exhibited by a member of a
species
• Natural selection: the theory that organisms with favorable
traits are more likely to survive, reproduce, and pass on
their adaptations to their offspring
• Adaptation: a beneficial trait that enables an organism to
survive and reproduce
Battle at Kruger National Park, Africa
• https://www.youtube.com/watch?v=LU8DDYz68kM
• Identify how natural selection is taking place?
– Variation
– Over population
– Competition
– How do all these things drive
natural selection?
Videos
http://www.youtube.com/watch?v=AiTG6T9
pTcM
http://www.youtube.com/watch?v=Sfgg3S0x
nzk
Practice 2: Natural Selection
Opposable thumb lab
Read the introduction
&
complete step
10 min.
Mutation is a
random process
but natural
selection is not
Peppermoth Lab
Demonstration of the most ‘fit’ moth!
http://www.youtube.com/watch?
v=LyRA807djLc
catalyst
1.What was Lamarck’s theory
called?
2.What is Darwin’s theory called?
3.Describe the first organisms on
early Earth!
Mutation is a
random process
but natural
selection is not
Objective- Look at Different Types of Evidence
for Evolution
1.What is an autotroph?
2.What is a heterotroph?
HW- Come in the mornings to finish test
corrections. Finish Evolution Timeline
Fossil evidence
1. Fossil Evidence: Fossils are the remains or traces of
organisms that once lived. Fossils show us that life went
from simple to complex, moved from water to land,
and existed over 3 billion years ago.
• Many found in sedimentary rock, which is formed from
layers of slowly deposited sediments.
• Two ways to date fossils:
A. Relative Dating: dating based on the observation
that fossils in the
bottom = oldest, top = youngest
B. Absolute Dating: using radioactive isotopes to
determine the exact age of a fossil.
MUCH MORE ACCURATE!
http://www.youtube.com/watch?v=GOKW_7KajCU
anatomical
comparing anatomical (physical)
features between organisms,
looking for evolutionary similarities
anatomical
comparing anatomical (physical) features between
organisms, looking for evolutionary similarities
Homologous structures: have similar parts, but
different functions. Organisms with similar bone
structures may have evolved from a common
ancestor.
Vestigial structures: have no function in present
day organism, but was probably useful in its past.
Vestigial Structures
Examples: human appendix and the leg bones
of a whale. These structures provide further
evidence of common structure and function.
Vestigial Structures
Vestigial Structures
Vestigial Structures
Biochemistry
Biochemistry: comparing DNA sequences
between 2 different organisms
• Can use a DNA fingerprint!
Practice 3 (12 minutes)
U6-16
U6-16
Objective- Describe Mechanisms of Evolution
• Catalyst- List three forms of evidence for evolution.
• HW- Turn in purple sheet (practice 4) & Signed
Progress Reports.
• https://www.youtube.com/watch?v=aTftyFboC_M
(Mechanisms of Ev. Crash C)- Write 3 facts
mechanisms
Changes in gene pool (types of genes)
cause evolution!
•Mutation: can cause changes to a gene
- IMPORTANT: has to affect sex cells so
the mutations are passed on!
•Variation provides the material for natural
selection to work on!
Speciation
(new species)
when small populations become
isolated
http://www.youtube.com/watch?v=YCoEiLOV8jc
Geographic isolation: two populations of the
same species become separated by a
physical barrier. Over time, they become two
different species and can no longer
interbreed.
Co-Evolution
The evolution of one species
influences the evolution of the other
species.
https://www.youtube.com/watch?v
=irkYP8vxVzE
Co-Evolution
Example
A moth and a flower. They
evolve together so the moth’s
tongue is exactly the right shape
to fit in the flower and eat the
nectar, while pollinating the
flower.
Example
Garter snakes and a roughskinned newt. The snake eats the
newt and the newt has
developed chemicals to poison
the snakes. Some snakes
developed a mutation to be
resistant to the poison so they
can eat the newts.
mimicry
"To mimic = to copy"
•When organisms have evolved to share common
characteristics. This adaptation may increase the
fitness of the organism and allow it to survive better.
* Example: Camouflage and wing patterns in
butterflies
mimicry
mimicry
Mimicry – walking stick
Praying mantis
Chameleon playing dead
The environment
The environment decides which
adaptations are favorable and which are
not. An organism cannot determine if it will
be more fit; it's all up to the environment!
Natural Selection Jokes
Antibiotic Resistance
* Bacterial infections are treated with drugs known
as Antibiotics
* Some bacteria may have mutations that make
them resistant (don't die) to the antibiotic
* These bacteria survive, and will go on to
reproduce, so over time, the bacteria population will
no longer die if treated with an antibiotic
tuberculosis
Antibiotic Resistance
=Least resistant bacteria
=Resistant bacteria
=EXTREMELY resistant bacteria
Pesticide Resistance (U6-7)
* Pesticides are chemicals used to kill insects that
harm crops
• Occasionally, these insects develop adaptations
that make them resistant, allowing them to survive,
reproduce, and pass on their adaptation onto
their offspring
• https://www.youtube.com/watch?v=2J-boNjH_HA
Build A Beast
• Roll the die for each environment
• Create a beast that will be best adapted to that
environment.
• Write beside each environment what characteristic you
gave your beast to make it best adapted for that
situation. And explain.
• Draw it
Antibacterial Activity
• Page U6-17
• Clear your desk of everything except your packet!
1. Roll! Did you take your pill or not?
a) Take away 5 beans if you remembered to
take your pill
b) Do nothing if you forgot to take your pill
2. REPRODUCE! Add 1 of each type of bean
3. Record your results on U6-20
Objective- Review topics in Evolution
• Catalyst- Name 3 Mechanisms of Evolution.
• HW- Build-a-Beast Due today.
• Flashback
Objective- Know how to
classify animals and
plants
1. Planet Earth has an estimated 8.7 million
species. How would YOU keep track of
them all if that were your job?
HW- Build-A- Beast Due at the
end of the block Friday. Webquest Due at
the end of the block.
Classification (U6-8)
Aristotle began a simple
classification system by grouping
organisms into two main groups:
PLANTS and ANIMALS. These
groups were called kingdoms.
https://www.youtube.com/watch?v=vqxomJ
Why is aristotle’s first classification system
problematic?
Plant… or …. Animal?
Plant or animal?
Mold
Bacteria
Algae
Virus
People realized this problem! As a result, classification
systems are always changing as we learn more about
organisms. A scientist by the name of Carrolus Linnaeus
developed the basis for today’s classification system
KINGDOM
PHYLUM
CLASS
ORDER
FAMILY
GENUS
SPECIES
K=
P=
C=
O=
F=
G=
S=
naming
Kingdom: Animalia
Phylum: Chordata
Class: Mammalia
Order: Primates
Family: Hominidae
Genus: Pan
Species: troglodytes
Common name: chimpanzee
naming
Animalia
Chordata
Mammalia
Primates
Galagidae
Otolemur
crassicaudatus
Common name: bush baby
naming
Animalia
Chordata
Mammalia
Primates
Hominidae
Pan
troglodytes
Animalia
Chordata
Mammalia
Primates
Galagidae
Otolemur
crassicaudatus
Webquest
• Finish 1st Evolution Webquest- Due today
• Finish Classification Webquest today and if you don’t
then it is HW.
Objective- Determine how to write scientific
names and draw cladograms.
• Catalyst- What are the 7 classifications starting with
the broadest to the most specific.
• HW- Turn in Webquest
Notes 6: Binomial Nomenclature
(U6-10)
This system was developed to prevent
confusion when identifying animals and plants.
The two parts of the name consists of the last
two parts of Linnaeus’s system. This is genus
and species. The language used is Latin
because it is a universal language. The rules
are simple.
Steps:
1.Genus name first, then species
name.
2.Capitalize the genus name.
3.Write in italics.
example
Dendrobates azureus
Species name = ___________________
azureus
dendrobates
Genus name = _____________________
example
Sarcohamphus papa
papa
Species name = ___________________
sarcohamphus
Genus name = _____________________
Example
Branta canadensis
lake darner
mosquito
Practice 5: Classification
Complete page 22 & 23
13 min.
Notes 7: Phylogenetic Trees
(U6-10)
The diagram to the
right represents a
phylogenetic tree (also
known as the tree of
life. A phylogenetic
tree shows a timeline of
evolutionary
relationships
1. Circle the common ancestor.
2. Write the letter of the organism that
evolved first: _____
B
3. Write the letters of the two organisms that
D
C and _____
are most closely related: ______
4. Write the letters of the two organisms that
share the greatest similarity in their DNA:
_____
D
C and _____
5. Write the letters of the two organisms that
share the greatest number of amino acids:
D
C and _____
_____
cladogram
Purple Sheet Practice 7
• https://www.youtube.com/watch?v=_C6cqsOf2mI
Practice!
• Design your own Cladogram.
• Work out the Worksheet and after you have
completed the questions cut out the animals and
design a cladogram.
Objective- Learn how to use a Dichotomous
Key.
• Catalyst- Where do you find the ancestor on a
phylogenetic tree?
• HW- Turn in any late work: Webquest, Signed
Progress Reports, Cladogram
• Due today: Pink Sheet and Alien Dichotomous
Dichotomous Keys
U6-11
https://www.youtube.com/watch?v=M51AKJqx-7s
Name all 8
organisms!
U6-26
(5 minutes)
Bill Nye video
• https://www.youtube.com/watch?v=KINcBBlg48A&i
ndex=1&list=PL7C0B7D5EECAA7D65
Five Kingdoms
•Page U6-9
Monera
(Bacteria)
Protista
(Protists)
Fungi
Plantae
(Plants)
Animalia
(animals)
Five Kingdoms
U6-9
1. Cut out the answers
2. Use pg. 459 in textbook
3. DON’T GLUE until its been checked!
Unit 6
Crossword Puzzle
Pg. 27
Catalyst
1. What are the 7 levels of classification?!
1.
2.
3.
4.
5.
6.
7.
2. What are the 3 types of evidence for
evolution??
Natural Selection Lab
Lab Objectives: To experience how the principles of natural selection
work.
Materials:
• Plastic bowl (one per group)
• M&M’s
• Plastic fork, knife, spoon (one each per group)
• Small Dixie cups (one per player)
Set-up Directions:
• Groups of 4
• Each group will have a bowl filled with M&M’s
• Each member of the group will receive a “hunting” utensil (1 fork, 1
knife, 1 spoon) and a small plastic Dixie cup to represent the hunter’s
“stomach.”
123
Making Predictions
Which hunting utensil do you think
will be most successful in your
habitat? Why?
124
125
Graphing Our Data
126
Post-Lab Discussion & Analysis:
1. What role does the environment play in the success of each type of
hunter? Use data to explain and support your observations.
2. Who is able to survive to move onto the next generation? Use data to
explain and support your observations.
3. Which organisms are able to reproduce? Why?
4. When the surviving organisms reproduce, what is passed onto the next
generation?
5. What effect does this have on the population of hunters over time?
6. Using your explanations above as well as the data recorded in the lab,
explain why hand sanitizer may stop working over time – becoming less
effective in killing the intended germs.
127
Review
Objective- Evolution and Diversity Test Day
• What is the core difference between Charles Darwin’s
theory of evolution and Lamarck’s?
a) Charles Darwin theorized that traits acquired and used
throughout life can be passed on to offspring.
b) Charles Darwin and Lamarck both theorized that traits
acquired and used can be passed on to offspring.
c)Charles Darwin theorized that nature selects hereditary
traits most suited to the environment to be passed on to
offspring.
HW- none
After test finish worksheet and sit quietly.