Transcript Spontaneous Generation

Monday 1/25/2016
Agenda: Evolution
 Notes: Spontaneous Generation
 Activity: Death of Spontaneous Generation
Article and Chart
Homework/Class Work:
SG Venn Diagram due Tuesday 1/26/2016 for
20 Points
“Our Story in 2 minutes”
http://www.youtube.com/watch?v=MrqqD_Tsy4Q
Spontaneous Generation
• Before the 17th century the belief of where life came
from was Spontaneous Generation:
• Living things come from non-living things
• Ex. Throwing waste into the street creates rats and flies
• 3 scientists tested this hypothesis:
• Redi
• Spallanzani
• Pasteur
“Slow Death of Spontaneous
Generation”
This article will discuss the hypothesis of Spontaneous
Generation
Fill the chart in as you read the article with information
you have learned about each scientist and their ideas .
Scientists
Hypothesis
Draw the
Experiment
Results
Conclusion
Redi
Needham
Spallazani
Pasteur
Boiling liquid
will kill
microorganisms
Boiled broth
Microorganism Spontaneous
into a flask,
s grew in the
generation DOES
sealed & waited flask
occur
Tuesday 1/26/2016
Agenda: Evolution
 Notes: Review Spontaneous Generation Chart
 Notes: Biogenesis, Species and Populations
 Activity: Human Hand Adaptation
Homework/Class Work:
No Homework Tonight!
Scientists
Hypothesis
Draw the
Experiment
Results
Conclusion
Needham
Boiling liquid
will kill
microorganisms
2 jars with
The
Spontaneous
meat: one
uncovered jar
generation does
covered with
had maggots
not occur
cheese cloth &
& the covered
other open
one didn’t
Boiled broth
Microorganism Spontaneous
into a flask,
s grew in the
generation DOES
sealed & waited flask
occur
Spallazani
Microorganisms
are produced by
other
microorgansisms
Sealed flask of
No
Spontaneous
chicken broth microorganisms
generation does
took out air &
grew
not occur.
boiled it
Redi
Pasteur
Maggots
developed from
eggs of flies
Boiled chicken
Microorganisms
No
broth in flask &
are produced by
microorganisms
curved neck
other
grew
into sideways
microorgansisms
“S” shape.
Spontaneous
generation
does not
occur.
Spontaneous Generation: Venn diagram
Redi’s Experiment
• 4 jars of meat
• Two open jars vs. two closed jars
• Result: Maggots and flies were only found in the
open jars
What do
these results
tell us?
Spallanzani’s Experiment
• Boiled meat broth in 2 flasks
• Open flask vs. sealed flask
• Result: After three days, the broth in the open
flask was cloudy = microorganism growth
What do
these results
tell us?
Pasteur’s Experiment
•
•
•
•
•
•
He redid Spallanzani’s experiment
Used a curved neck flask
Left it open for one year
Result: remained clear
Broke the neck
Left it for one day (it was cloudy)
What do
these results
tell us?
• Conclusion to all 3 experiments:
spontaneous generation has been
disproved!
• The New hypothesis:
Biogenesis: all living things come
from other living things.
Species & populations!
• SPECIES:
• A group that is reproductively isolated (organisms that can
breed & produce fertile offspring)
QUESTION:
Can two
different
species mate
& produce an
offspring?
THIS IS A LIGER
THIS IS A MULE
The Liger…
• Male lion and
female tiger
• Like most hybrids
they are sterile
• However an
occasional female
has been found
which can
reproduce. No
fertile males have
been found.
POPULATION:
a group of individuals of the same species that are not
prevented from breeding & producing offspring.
QUESTION:
Name one circumstance in which 2
groups of a single species of
squirrel might be prevented from
breeding with each other.
ANSWER:
The groups may have gotten separated
geographically and are unable to
interact or breed.
• ADAPTATION:
• is any inherited characteristic that increases
an organism’s chance of surviving in a
particular environment.
• FITNESS:
• an organism’s ability to survive in order to
reproduce in an environment.
Human Hand Adaptation 
• Each PAIR should have a bucket & a yellow
handout
What is NOT included:
• Masking tape
• Pencil
• Book
• Shoe
• Backpack with zipper
Wednesday/Thursday 1/27-1/28/2016
Agenda: Evolution
 Activity: Finish Human Hand Adaptation
 Notes: Types of Adaptations
 Activity: Zygoozles
Homework/Class Work:
No Homework Tonight!
Human Hand Adaptation 
• Each PAIR should have a bucket & a yellow
handout
What is NOT included:
• Book
• Shoe
• Backpack with zipper
TYPES OF ADAPTATIONS
1. Structural
2. Behavioral
3. Physiological
Let’s look at each type as we consider 2 species:
the tundra & icecap-dwelling arctic fox & the
desert dwelling fennec fox.
arctic fox (Alopex lagopus)
fennec fox (Vulpes zerda)
Structural Adaptation: The form that the
organism takes.
EX: Big ears and small ears of foxes.
Heat escapes easily from the blood that passes through the
vessels in the fennec fox’s ears. Cool blood from the ears then
circulates through the body & keeps the fennec fox from
overheating.
Behavioral Adaptation: These are innate or
inherited actions that individuals of the species
perform.
• Arctic fox:
• Can be active any time of the day; ready to find food
whenever available.
• Fennec fox:
• Is nocturnal; sleeps during the day & hunts at night
Physiological Adaptation: Related to the
biochemical processes at work within an
organism’s body.
• Compare the processing of food & water:
• Arctic fox: food is scarce in winter; effective at storing food
energy as fat.
• Fennec fox: little free water available; adapted to get all
moisture it needs from fruit, roots, & leaves.
Adaptations Work Together
•Adaptations work together to
produce a species fit for surviving
in a specific environment.
The big ears(structural)
cools fox & gives acute
hearing which helps when
fox hunts & night
(behavioral) & the fox has
special retina; tapetum (physiological)
that gives the fox night vision.
Evolution means change over time. Almost all natural entities
and systems change. Through time, life has evolved from
simple forms into the present vast arrays of organisms.
Evolution explains the ways in which organisms are both similar
& different.
In this activity, you will model what scientists do when they
organize a collection of fossils to reflect evolutionary change.
You will be given drawings of a collection of vertebrate fossils
(Zygoozles) that could exist. Your goal is to work cooperatively
to arrange these Zygoozles in the order you believe they would
have evolved. You will number them directly on the paper
BEFORE cutting them out
PROCEDURES
1. You will examine the zygoozles. Discuss the
similar & different traits the organisms possess.
2.Cut out each organism. Decide which organism
represents the ancestral form (you get to pick).
3.Arrange the organisms in the order you believe
they evolved.
4. Once you have decided where the pictures will
be, glue the pictures in place on the paper.
PROCEDURES
5. Draw an arrow between each picture and state the change
to show the direction of evolutionary change.
6. Choose 5 arrows and write a statement by each picture to
justify the change that occurred.
7. Draw a picture of the fossil that could evolve next.
Explain why the creature would have the traits you gave it.
Describe a structural, behavioral and physiological
adaptation
8. Color and decorate your paper to make it appealing.
Friday 1/29/2016
Agenda: Evolution
 Activity: Finish Zygoozles
 Activity: Evolution Part I Worksheet
Homework/Class Work:
Evolution Part I Worksheet due Monday 2/1/2016 for 15
Points